Relevant bibliographies by topics / Knowledge and attitudes of teachers

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Academic literature on the topic 'Knowledge and attitudes of teachers'

Author: Grafiati
Published: 4 June 2021
Last updated: 16 February 2022

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Journal articles on the topic "Knowledge and attitudes of teachers"

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MS.Tahseen Arshad, Dr.Fakhra Aziz, Dr.Ghazala Noureen, MS.Sabeen Asghar, and MS.Kiran Karamat. "A Comparative Study of Teacher’s knowledge, Attitudes and Behavior’s Regarding Evidence Based Practices of Public and Private Universities in Lahore." Journal of Arts & Social Sciences 7, no. 2 (2020): 93–100. http://dx.doi.org/10.46662/jass-vol7-iss2-2020(93-100).

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Abstract This study “A comparative study of teacher’s knowledge, attitudes and behaviors regarding Evidence-based practices of public and private universities in Lahore” investigates the difference between knowledge, attitudes and behaviors of public and private university teachers by adopting questionnaire as a tool of data collection. The study targeted the three hundred teachers of public and private universities of Lahore. The main objective of the study was to compare the knowledge, attitudes and behaviors of public and private university teachers. Data was analyzed using descriptive and inferential statistics. The results show that overall teachers have knowledge, positive attitudes and behaviors towards Evidence-based practices. Findings of comparison indicate public sector teachers have higher knowledge and more positive attitude towards EBP as compare to private sector teachers. But on the other hand, behavior of private sector teachers was more positive than public sector teachers. Key words: Comparative, evidence-based practices, attitudes, behaviors
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Rindi Atmojo, Bayu Seto, and Imam Permana. "Keefektifan pendidikan anti-bullying terhadap pengetahuan, sikap, dan self-efficacy pada guru di Yogyakarta." Health Sciences and Pharmacy Journal 4, no. 2 (2020): 41. http://dx.doi.org/10.32504/hspj.v4i2.256.

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Cases of bullying in schools have become a widespread phenomenon and have a negative impact on the school atmosphere. A good and fearless learning environment needs attention. Educational institutions have the task of creating and guaranteeing a conducive and safe learning atmosphere so that students feel happy and comfortable while at school. This can be supported by teachers who have good knowledge, attitudes and self-efficacy towards bullying cases. This study aims to determine the effectiveness of anti-bullying education on teacher's knowledge, attitudes, and self-efficacy. The method used in this study uses a pre-experimental quantitative approach with a one-group pretest-posttest design. The population in this study were all teachers of SMP 11 Yogyakarta, the sampling technique used total sampling, so the sample was 23 teachers. Test data analysis used the Wilcoxon test. Knowledge prior to the intervention of the average respondent was given in the good category, good enough attitude and self-efficacy in the poor category. Knowledge after being given an intervention is mostly in the good category, good attitude and good self-efficacy. Wilcoxon test results on each variable of knowledge, attitude and self-efficacy obtained p value 0,002, which means that anti-bullying education affects the knowledge, attitudes and self-efficacy of teachers. It can be concluded that anti-bullying education is effective in increasing teacher’s knowledge, attitudes and self-efficacy in SMP 11 Yogyakarta
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Faizan, Muhammad, Syed Afzal Shah, Shahzadi Seema, and Sadaf Naz. "KNOWLEDGE, ATTITUDES, AND PRACTICES OF PRIMARY SCHOOL TEACHERS TOWARDS ADHD STUDENTS." Humanities & Social Sciences Reviews 9, no. 3 (2021): 1258–65. http://dx.doi.org/10.18510/hssr.2021.93124.

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Purpose of the study: This study was designed to explore the knowledge, attitude, and practices of teachers toward ADHD students. The objectives of the study were to document the knowledge, attitude, and practices of the teachers regarding ADHD, to find out the difference between knowledge attitude and practices among different strata of teachers, and to find out the effect of age, experience, and qualification on knowledge, attitude, and practices of teachers towards ADHD. Methodology: Stratified random sampling technique was used to select 600 primary school teachers from 2469 primary school teachers of district Haripur. This instrument contained 29 statements. This scale has three dimensions. Knowledge (statements 1-17), Attitude (statements18-35), and Practices (statements 36-52). The Cronbach Alpha reliability coefficient for the questionnaire was 0.76 which was got through the pilot study conducted on sixty teachers. Main findings: The results indicate that overall practices of teachers are the highest in comparison to Knowledge and Attitude. There was no significant difference between knowledge, practices, and attitudes about ADHD between different strata i-e Urban and Rural area primary teachers, Male and Female primary teachers, and public and Private primary teachers. Furthermore, experience, Age, and Qualification have a profound influence on primary teachers’ knowledge regarding ADHD. Teachers’ Qualification has a profound influence over primary teacher’s Attitude towards students with ADHD. Thus, qualification has a profound influence over primary teacher’s practices towards students with ADHD. Applications of the study: This study is applicable in the field of primary education where the teachers are assessed to find out their knowledge, attitude, and practices towards ADHD students. Novelty originality of this study: Much of the research is conducted in mainstream education but this research specifically explores the knowledge, attitude of teachers towards ADHD students. Therefore, this research is a torchbearer in this particular area of education.
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Qian, Lina, and Haiquan Huang. "An Empirical Study on the Relationship Between Chinese Teachers’ Attitudes Toward Identity and Teacher Autonomy." Chinese Journal of Applied Linguistics 42, no. 1 (2019): 60–78. http://dx.doi.org/10.1515/cjal-2019-0004.

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Abstract Teacher identity formation provides a direction for the development of autonomy (Huang & Benson, 2013). However, the process of identity formation is complex and how this process influences teacher autonomy has not been sufficiently studied. To contribute to knowledge in this field, the present study investigated the relationship between teachers’ attitudes toward teacher identity and teacher autonomy. We first observed 14 Chinese College English teachers’ classroom teaching. Following that, we conducted stimulated recall interviews with all the teachers to pinpoint their autonomous practices. Finally, we conducted semi-structured interviews to investigate these teachers’ attitudes toward their identities. One of the main findings was that the teachers who held a positive attitude toward their professional identity were more autonomous in their teaching practices than those with a negative attitude. The findings invite us to conclude that teachers’ attitudes toward their professional identity are positively associated with teacher autonomy.
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Dewi, Tita Tri Utami, Sri Tiatri, and Heni Mularsih. "PERAN PENGETAHUAN AWAL TENTANG ANAK BERKEBUTUHAN KHUSUS DAN EFIKASI GURU TERHADAP SIKAP GURU PADA PENDIDIKAN INKLUSIF." Jurnal Muara Ilmu Sosial, Humaniora, dan Seni 4, no. 2 (2020): 304. http://dx.doi.org/10.24912/jmishumsen.v4i2.2972.2021.

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In inclusive education, children with special needs (ABK) should get educational services together with normal children. However, inclusive education services that occur in Indonesia are still experiencing obstacles. Previous research has found that the problems are the lack of knowledge of teachers about children with special needs, the lack of teacher skills in dealing with children with special needs, and teachers' attitudes towards children with special needs. Current research intended to analyse the attitude of inclusive education teachers. The measurement of knowledge is developed by researchers using prior knowledge theory. In measuring teacher efficacy, we use the Teacher Efficacy for Inclusive Practices (TEIP) measurement. Teacher attitudes towards inclusive education was measured by the Multidimensional Attitudes Toward Inclusive Education Scale (MATIES). The participants were 60 teachers from state primary school, and incusive private primary school in Bogor Regency. Participants were recruited by convenience sampling technique. The research method uses correlational quantitative methods. The results showed that the knowledge and efficacy of teachers together did not provide a significant contribution to the attitude of teachers in inclusive education. Partially, knowledge about children with special needs has no effect on teachers' attitudes on inclusive education. However, independently, only teacher efficacy contributed significantly to teachers' attitudes regarding inclusive education. bersama dengan anak yang normal. Namun, pelayanan pendidikan inklusif yang terjadi di Indonesia masih mengalami hambatan. Penelitian terdahulu menemukan bahwa hambatan yang terjadi selama ini adalah kurangnya pengetahuan guru tentang anak berkebutuhan khusus, minimnya keterampilan guru dalam menangani ABK, dan sikap guru terhadap ABK yang dilihat masih memandang sebelah mata. Penelitian ini bertujuan untuk mengetahui peran pengetahuan awal tentang ABK dan efikasi guru terhadap sikap guru pendidikan inklusif. Pengukuran pengetahuan dikembangkan oleh peneliti dengan menggunakan teori prior knowledge. Untuk pengukuran efikasi guru, digunakan alat ukur The Teacher Efficacy for Inclusive Practices (TEIP). Pengukuran sikap guru terhadap pendidikan inklusif menggunakan alat ukur The Multidimensional attitudes toward inclusive education scale (MATIES). Partisipan berjumlah 60 guru dari SDN dan SD Swasta Inklusi di Kabupaten Bogor, yang terpilih dengan teknik sampling convenience. Metode penelitian menggunakan metode kuantitatif korelasional. Hasil penelitian menunjukkan bahwa pengetahuan dan efikasi guru secara bersama-sama tidak memberikan sumbangan yang signifikan terhadap sikap guru pendidikan inklusif. Secara parsial, pengetahuan mengenai anak berkebutuhan khusus tidak memberikan pengaruh terhadap sikap guru pada pendidikan inklusi. Namun secara independen hanya efikasi guru yang memberikan sumbangan yang signifikan terhadap sikap guru mengenai pendidikan inklusif.
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Al-Hashemi, Eman, Abdullatif Ashkanani, Haneen Al-Qattan, et al. "Knowledge about Epilepsy and Attitudes toward Students with Epilepsy among Middle and High School Teachers in Kuwait." International Journal of Pediatrics 2016 (2016): 1–15. http://dx.doi.org/10.1155/2016/5138952.

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Background and Objectives. Attitudes toward students with epilepsy and epilepsy-related knowledge of teachers are crucial for child’s safety in the school. The aim of this study was to evaluate teachers’ knowledge and attitudes toward epilepsy.Methods. This cross-sectional study included 824 teachers from 24 randomly selected middle and high schools. Scale of Attitudes Toward Persons with Epilepsy (ATPE) was modified to assess teachers’ knowledge about epilepsy and attitudes toward students with epilepsy.Results. Median knowledge score about epilepsy was 5 (out of 13), while median attitude score was 10 (out of 15). Both knowledge and attitude median scores were significantly higher in senior teachers with longer teaching experience and in respondents who dealt with a person with epilepsy. There was significant association between knowledge score and attitude score (p<0.01). Logistic regression showed that significant variables, independently associated with poor knowledge after adjusting for possible confounders, were not having a family member with epilepsy (p=0.009), unawareness of life circumstances of persons with epilepsy (p=0.048), and a poor attitude score (p<0.001).Conclusion. School teachers in Kuwait have relatively poor knowledge about epilepsy but have positive attitudes toward students with epilepsy. A number of historical and stigmatizing ideas about epilepsy still exist. It is recommended to provide teachers with information about handling seizures in the educational setting through development and implementation of epilepsy education programs.
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Al Balushi, Khadija. "The Relationship between TESOL Teachers’ Attitudes towards Grammar Teaching and their Grammatical Knowledge." Advances in Language and Literary Studies 10, no. 3 (2019): 42. http://dx.doi.org/10.7575/aiac.alls.v.10n.3p.42.

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Grammar teaching continues to be a controversy matter in the field of teaching and teacher Education. It is generally agreed that attention to grammatical form is necessary and useful, but many issues related to teaching grammar still needs further research (Barnard & Scampton, 2008:59). This study investigated the relationship between Omani TESOL (teaching English to speakers’ of other languages) teachers’ attitudes towards grammar teaching and their grammatical knowledge. A questionnaire was used to collect data from 40 respondents teaching English in Omani schools. The findings showed that there was a positive correlation between teachers’ attitudes towards grammar teaching and their grammatical knowledge. However, there were no effect of gender on teachers’ grammatical knowledge and no effect of teaching experiences on attitude towards grammar teaching. The findings indicated that the final model of standard multiple regression showed that teachers attitudes towards grammar, gender, experience, age and the educational phase they teach in did not make a statistically significant unique contribution to the prediction of their grammatical knowledge. Such findings suggest directions for further studies in investigating the influence of language teachers’ attitudes/knowledge on their classroom practices.INTRODUCTIONIn recent years, grammar teaching has regained its rightful place in language curricula. Language teaching professionals are now of the belief that grammar cannot be ignored, and that without a good grammatical knowledge, learners’ language development can be severely constrained (Baleghizadeh & Farshchi, 2009). Grammar teaching and learning has attracted significant research attention. For example, many studies examined teachers’ explicit or declarative knowledge about grammar (e.g. Shuib, 2009; Andrews, 1994; Bloor, 1986). These studies showed that learners and teachers had encountered inadequate levels of grammatical knowledge. Other studies focussed on L2 and FL teachers’ beliefs about teaching grammar (Baleghizadeh & Farshchi, 2009; Borg& Burns, 2008). Borg and Burn’s (2008) study indicated that teachers expressed very strong beliefs in the need to avoid teaching grammar in isolation and reported high levels of integrating grammar in their practices. Baleghizadeh and Farshchi’s (2009) study revealed that teachers’ beliefs could be traced back to their long experience of teaching textbooks that heavily draw on deductive approaches to teaching grammar. Yet, we have to fully understand whether teachers’ attitudes towards grammar teaching have an influence on their grammatical knowledge. This is important because teachers’ attitudes/beliefs play a major role in influencing what they do in the classroom (Borg, 2006; Borg, 2003). Moreover, Shulman (1987) stressed that in order to teach grammar appropriately teachers need both grammatical knowledge and the skills “pedagogical content knowledge”. Thus, the current study focused on in-service TESOL teachers’ attitudes towards grammar teaching, and their grammatical knowledge to see if there is a correlation between the two and whether other background differences affect their knowledge of and attitudes towards grammar. This might help teacher educators to see the relationship as well as the impact of
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Sarkadi, Sarkadi. "KEMAMPUAN GURU PPKn MELAKUKAN ASSESSMENT PEMBELAJARAN BERDASARKAN KURIKULUM 2013." Jurnal Ilmiah Mimbar Demokrasi 16, no. 1 (2016): 10–34. http://dx.doi.org/10.21009/jimd.v16i1.1171.

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ABSTRACT This study discusses how a teacher's ability PPKn in Jakarta conducting assessment of learning after the enactment of curriculum 2013. Assessment of learning may include learning to competence assessment attitudes, knowledge, and skills. The results showed that the ability of teachers PPKn in conducting assessment of learning is: The average score of assessment by teachers PPKn in Jakarta which is used as target schools on the competence of attitude is 87. The competence of knowledge is 100, and the skill competency is 92. Score is categorized as excellent (76-100). In other words, the ability of teachers PPKn in conducting assessment of learning (competence attitudes, knowledge, and skills) in Jakarta which is used as target schools categorized as excellent, Keywords: Education, teachers, civics education, learning assessment.
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Mulholland, Sarah M., Therese M. Cumming, and Jae Yup Jung. "Teacher Attitudes Towards Students Who Exhibit ADHD-Type Behaviours." Australasian Journal of Special Education 39, no. 1 (2015): 15–36. http://dx.doi.org/10.1017/jse.2014.18.

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Attention-deficit/hyperactivity disorder, its diagnosis and its treatment have been controversial since the 1970s (Kean, 2012), with opinions differing with respect to the diagnostic process, whether it in fact exists, or if it is an excuse for poor parenting and teaching (Maras, Redmayne, Hall, Braithwaite, & Prior, 1997). There are currently few studies that directly examine demographic characteristics as an indicator of teacher knowledge of ADHD and their attitudes towards ADHD-type behaviours. In this pilot study of teachers in Sydney public schools, we examined teacher knowledge about ADHD, their attitudes towards students who exhibit behaviours associated with ADHD, and the impact of demographic characteristics on their opinions and attitudes. We set out to discover the levels of overall knowledge teachers possess regarding ADHD, the attitudes teachers hold towards ADHD and its associated inattentive/hyperactive behaviours, and if any demographic characteristics can predict these attitudes.Exploratory factor analysis and multiple regression analysis were performed to establish the existence of groups of variables with respect to teacher knowledge of ADHD and teacher attitudes towards ADHD-type behaviours and any demographic predictors of teacher attitudes. Analysis showed that, overall, teachers exhibit an adequate (50–85% correct responses to knowledge test questions) knowledge of ADHD, but less sound knowledge in some areas than others, for example, aetiology. Analysis also demonstrated that there are some significant demographic predictors of teacher attitudes; however, further research is needed to verify these preliminary findings.
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Wagner, Iwona, and Hanna Wiśniewska-Śliwińska. "Teacher attitudes – based on research." Pedagogika. Studia i Rozprawy 28 (2019): 83–96. http://dx.doi.org/10.16926/p.2019.28.07.

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Introduction. Speaking of teachers’ attitudes, it is impossible to mention the fact that ethical values must be respected in teacher’s work. The results of research in this area bring examples of different behaviours of teachers. Aim of the study. 1. To determine what attitudes teachers perceive in their environment and what attitudes presented by teachers are perceived by students. 2. To formulate which attitudes presented by teachers are desired by teachers and students and which are not. 3. To present students’ opinions on what qualities teachers should have. Material and methods. The research was conducted in Silesian Voivodeship from May 2018 to February 2019. The research covered 300 teachers working in Czestochowa and in the counties of Czestochowa and Myszkow, as well as 300 students. The method of diagnostic survey and interview was applied. Results. Teachers most often notice fair, tolerant, wise people in their professional group, and students often notice inconsistent people among teachers, those who do not listen to others, as well as those who are wise and open. According to teachers, the attitudes least frequently presented by teachers are : aggression, negative attitudes towards students. Pupils are least likely to encounter laziness and disorganization of the teacher. According to teachers attitudes that teachers should not present include aggressiveness, impatience, indifference and, according to students, aggressiveness, negative attitude towards students and impatience. According to the pedagogues, teachers should be open, and according to the students, be fair. Among the qualities that teachers should have students most often give wisdom, fairness and sense of humour. Conclusions. 1. Teachers most often notice in their professional group people who are fair, tolerant and wise. Pupils most often notice inconsistent, deaf, wise and open-minded people among teachers. 2. Teachers are convinced that there should be no aggressiveness or impatience among teachers. Students cite aggressiveness and negative attitudes towards students as undesirable attitudes of teachers. 3, According to the majority of students, the features that teachers should have are great knowledge, sense of justice, humour. It is worthwhile for teachers to pay attention to the students’ preferences.
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Dissertations / Theses on the topic "Knowledge and attitudes of teachers"

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Belon, Howard Porter 1957. "TEACHERS' KNOWLEDGE AND ATTITUDES TOWARD CHILDREN'S MEDICATIONS." Thesis, The University of Arizona, 1986. http://hdl.handle.net/10150/276341.

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Pearce, Mary Sharrock. "Content area teachers' attitudes and knowledge about remedial readers." Diss., The University of Arizona, 1994. http://hdl.handle.net/10150/186808.

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A contributing factor to a remedial reading student's reading achievement might be the content teachers' attitude toward the student. The related literature suggests that teachers' attitudes, beliefs and expectations toward students can affect students' achievement. This study was designed to investigate the attitudes and knowledge of English, science and social studies secondary school teachers regarding the remedial reading students in their classrooms and the attitudes and knowledge about the remedial reading programs at their respective schools. The instrument used was a 17 item survey designed by the researcher to provide the information for the research questions. The sample included 45 English, science and social studies secondary school teachers. There were 15 teachers in each content area. Data were collected in an urban school district in a large metropolitan city. Results indicate that the teachers expressed negative attitudes regarding the remedial readers in their classes. They also expressed frustration which they attribute to several factors. The teachers indicate feeling sorry for the remedial readers because they do not have the time to work with them, and do not feel equipped with the knowledge and/or materials to adequately help the remedial students. The teachers were 45% accurate in their knowledge regarding the remedial readers. They were 31% accurate in their knowledge regarding the remedial reading program at their school. The teachers' attitudes regarding the remedial reading program at their school are uncertainty and ambivalence. The conclusions for this study are: (1) teachers' attitude data revealed a majority of negative responses, (2) a small minority of the teachers generated positive comments, (3) teachers were not all that accurate in their knowledge of remedial readers, (4) teachers felt they were not adequately prepared nor did they have adequate support to meet the academic needs of their remedial reading students, (5) most teachers were unaware of the nature of the reading program at their school, and (6) lack of accurate and consistent communication between the content teachers and the reading specialists.
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Pampaka, Maria. "Mathematical problem solving : teachers' attitudes, knowledge, beliefs and practices." Thesis, University of Manchester, 2005. http://www.manchester.ac.uk/escholar/uk-ac-man-scw:122451.

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Morgan, Denise Noelani. "Intermediate grade teachers' attitudes, understandings, and knowledge about informational books /." The Ohio State University, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=osu1486399451962096.

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Dolzhenko, Inna Nickole. "Social and Emotional Learning and Preservice Teacher Education: Assessing Preservice Teachers' Knowledge, Beliefs, and Attitudes." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc1011839/.

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In response to the main federal K-12 law, the Every Student Succeeds Act (ESSA) and the teacher education program standards, teacher education programs have tried to address social and emotional learning (SEL) content in their curricula. Adding information on SEL alone may not be enough to overcome the shortenings of many existing early childhood programs. The current study attempted to address these shortenings through the inclusion of specialized SEL strategies and sample activities in addition to traditional content on social-emotional learning and development. This study was organized within a quasi-experimental design framework. One hundred thirty-nine preservice teachers were divided between control and treatment groups. The treatment group was exposed to the intervention (i.e. additional/special SEL strategies and activities) in the modified Nurturing Children's Social Competence class, while the control group was in the traditional version of the same class (i.e. traditional instruction with no additional/special SEL strategies and activities). All students were surveyed using the SEL Beliefs Scale for Preservice Teachers and the SEL Knowledge and Attitudes Scales for Preservice Teachers. The surveys were conducted at the beginning and at the end of the semester. An exploratory factor analysis, MANOVA, and descriptive discriminant analysis were used to analyze the data. Findings revealed that preservice teachers in the treatment group gained greater knowledge about (a) SEL in general, (b) the development of SEL skills in young children, and (c) implementation of the SEL strategies in the classroom. In addition, preservice teachers in the treatment group developed more positive attitudes toward implementation of SEL strategies and the importance of teaching social and emotional skills to young children. Even though SEL beliefs did not predict treatment / control group differences, there were statistically significant differences in the development of SEL beliefs within each group. Preservice teachers in both groups highly believed that creating a SEL environment in the classroom and schoolwide is essential.
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Tayob, Hawa. "Understanding primary school teachers' knowledge and attitudes around HIV and AIDS." Thesis, Stellenbosch : University of Stellenbosch, 2010. http://hdl.handle.net/10019.1/5398.

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Thesis (MEdPsych))--University of Stellenbosch, 2010.
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ENGLISH ABSTRACT: Teachers have been strategically positioned to mediate information that might lead to increased HIV and AIDS knowledge and preventative measures among school-based youth. This study attempted to understand such teachers' knowledge and attitudes within a particular social context using the Bio-ecological systems model of Bronfenbrenner. The systems model provided the framework for understanding teachers' knowledge and attitudes of HIV and AIDS given their choices in terms of background, knowledge, attitude, and their links with multiple systems. The study was conducted within the qualitative paradigm. Semi-structured interviews were conducted with thirteen intermediate phase primary school teachers from seven primary schools in Phillipi, Cape Town. This study showed that teachers were aware of being part of complex systems. They expressed their difficulties with teaching HIV and AIDS education in the classroom, particularly conditioned by cultural taboos. This study further showed that teachers. interactions, particularly with people living with HIV and AIDS, changed their knowledge of, and attitudes towards, HIV and AIDS and the teaching thereof. It also pointed to the dissonance between teachers' beliefs and behaviours in serving people living with HIV and AIDS. For some teachers, religious beliefs provided the means with which to deal with the HIV and AIDS pandemic. For others, particularly some female teachers, unequal gendered roles and expectations with regard to sex and sexuality in their communities had a direct impact on the spread of HIV and AIDS and safe-sex practices (knowledge) in their communities. Finally, teachers were actively and critically engaged with systems that impact upon them; particularly, the Macrosystem of the Education Department (in this case, the Western Cape), and the Microsystems of the societies and communities within which their schools were located. In summary, the study showed that a contextual, system-related approach to teachers in the classroom highlighted how they related to HIV and AIDS. Such complex, and inter-connected relations cannot be ignored by teachers, educators, policy-makers, material developers and trainers. More studies will give us a better model of the challenges and opportunities facing those who are helping stem the tide of the pandemic.
AFRIKAANSE OPSOMMING: Onderwysers is in 'n strategiese posisie om inligting oor te dra aan jong leerders wat sal lei tot meer kennis van MIV en ook sal voorkom dat dit versprei. In hierdie studie is onderneem om onderwysers se kennis en denkwyse in 'n besondere sosiale verband te verstaan, deur gebruik te maak van die Bio-ekologiese stelsels-model van Bronfenbrenner. Die stelsels-model voorsien die raamwerk om onderwysers se kennis en houdings van MIV/VIGS te verstaan, aangesien hulle keuses maak in terme van hulle agtergrond, kennis, denkwyse en hulle kontak met meervoudige stelsels. Hierdie studie is uitgevoer in die kwalitatiewe paradigma. Halfgestruktureerde onderhoude is uitgevoer met dertien intermediêre fase primêre-skool onderwysers by sewe primêre skole in Philippi, Kaapstad. Hierdie studie het bewys dat onderwysers bewus is daarvan dat hulle deel vorm van ingewikkelde stelsels. Hulle het te kenne gegee dat hulle dit moeilik vind om MIV/VIGS opvoeding te gee in die klaskamer, veral as gevolg van kulturele taboes. Hierdie studie het ook bewys dat onderwysers se interaksie, veral met mense wat met MIV/VIGS saamleef, hulle kennis van en houding teenoor MIV/VIGS, en die onderrig daarvan, verander het. Dit het ook die verskil tussen onderwysers se godsdienstige oortuigings en houdings uitgewys wanneer hulle in kontak kom met mense wat met MIV/VIGS saamleef. Sommige onderwysers het hulle godsdienstige oortuigings gebruik wanneer hulle met die MIV/VIGS pandemie gewerk het. Sommige onderwyseresse veral, het gevind dat ongelyke geslagsrolle en verwagtinge ten opsigte van seks en seksualiteit in hulle gemeenskappe 'n direkte invloed gehad het op die verspreiding van MIV/VIGS en veilige sekspraktyke in hulle gemeenskappe. Onderwysers was aktief betrokke by stelsels wat 'n invloed op hulle gehad het, veral die Makrostelsel van die Onderwysdepartement (in hierdie geval die Wes-Kaap), en die Mikrostelsels van die samelewings en gemeenskappe waar die skole hulself bevind. In opsomming, het hierdie studie bewys hoedat 'n kontekstuele, stelsel- verwante benadering tot onderwysers in die klaskamer in verhouding staan met kennis en houdings teenoor MIV/VIGS. Sulke komplekse en onderlinge verhoudings kan nie deur onderwysers, beleidmakers, materiële ontwikkelaars en afrigters geïgnoreer word nie. Verdere navorsing en studies sal vir ons 'n meer effektiewe model bied van die uitdagings en geleenthede wat onderwysers in die gesig staar en wat sal help om die pandemie hok te slaan.
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Mitakos, Dimitrios. "Computer literacy among Greek primary school teachers : knowledge, skills and attitudes." Thesis, University of Bath, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.311362.

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McIlquham, Victoria. "Pre-service Teachers’ Knowledge, Attitudes, and Perceptions of Gender in the Classroom." Digital Commons @ East Tennessee State University, 2021. https://dc.etsu.edu/honors/559.

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This qualitative study examined the knowledge of gender definitions and attitudes toward gender that pre-service teacher candidates possess. Participants were students in an undergraduate elementary education program at a southeastern university. The participants responded to an open-ended paper survey. The survey consisted of questions asking about the definition of gender, gender roles, perceived differences between boys and girls, as well as plans for their future classrooms. Data was analyzed through a qualitative lens with the development of codes, categories, and themes. Responses varied, but the overall data suggested that teacher candidates have misconceptions about the definitions of gender, conflicting views on the origins of gender roles, and a spectrum of plans for gender inclusion and equality going forward in their future classrooms.
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Morgan, Daniel J. "Knowledge and attitudes of preservice teachers towards students who are gay, lesbian, bisexual, or transgendered." Thesis, Connect to this title online, 2003. http://www.library.unt.edu/theses/open/20033/morgan%5Fdaniel/index.htm.

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Rowley, James B. "The professional development of mentor teachers : knowledge and attitudes undergirding mentor/inductee relationships /." The Ohio State University, 1989. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487670346875649.

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Books on the topic "Knowledge and attitudes of teachers"

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Michael, Connelly F., ed. Teachers' professional knowledge landscapes. Teachers College Press, 1995.

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Louden, William. Understanding teaching: Continuity and change in teachers' knowledge. Cassell, 1991.

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Understanding teaching: Continuity and change in teachers' knowledge. Cassell, 1991.

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Brandon, E. P. Do teachers care about truth?: Epistemological issues for education. Allen & Unwin, 1987.

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Do teachers care about truth?: Epistemological issues for education. Allen & Unwin, 1987.

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Leino, Jarkko. Dynamic knowledge in school: An action research on instructional development with the aid of microcomputers. Department of Education, University of Helsinki, 1991.

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International, FoodSafe. Report on knowledge, attitude, and practices of teachers and students in relation to HIV/AIDS: Teacher Capacity Building Project. FoodSafe International, 2002.

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Kwasnica, Judy R. Life experiences and teachers' gender equity practices. National Library of Canada = Bibliothèque nationale du Canada, 1997.

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Gray, Joanne. Key stage two teachers' knowledge of and attitude towards asthma in relation to physical education. The Author), 1999.

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Walsh, Nuala Mary. School broadcasts: Teachers' attitudes. The author], 1995.

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Book chapters on the topic "Knowledge and attitudes of teachers"

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Baranova, Tatiana, Aleksandra Kobicheva, and Elena Tokareva. "Total Transition to Online Learning: Students’ and Teachers’ Motivation and Attitudes." In Knowledge in the Information Society. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-65857-1_26.

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Cini, A., and Mark Mifsud. "Knowledge, Attitudes and Behaviour Towards the Environment of Secondary School Teachers." In Handbook of Lifelong Learning for Sustainable Development. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-63534-7_15.

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Erbstein, Silvana J., Charles L. Greenblatt, and Inon I. Schenker. "HIV/AIDS Knowledge, Beliefs, and Attitudes among Teachers in Latin America." In AIDS Education. Springer US, 1996. http://dx.doi.org/10.1007/978-1-4757-9122-8_30.

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Anwar, Soofi, and K. Durga Prasad. "Factors Contributing to Teachers’ Attitude Towards Knowledge Sharing." In Driving the Economy through Innovation and Entrepreneurship. Springer India, 2013. http://dx.doi.org/10.1007/978-81-322-0746-7_47.

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Halkia, Krystallia. "Teachers’ Views and Attitudes Towards the Communication Code and the Rhetoric Used in Press Science Articles." In Science Education Research in the Knowledge-Based Society. Springer Netherlands, 2003. http://dx.doi.org/10.1007/978-94-017-0165-5_43.

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Burroughs, Nathan, and William Schmidt. "An Examination of Future Primary Teachers Attitudes About the Teaching of Mathematics: An International Perspective." In International Perspectives on Teacher Knowledge, Beliefs and Opportunities to Learn. Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-6437-8_13.

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Segers, Eliane, Marieke Peeters, Heleen Strating, Cindy Teunissen, and Ludo Verhoeven. "Effects of a Digital Learning Environment on Knowledge and Attitude of Student Teachers." In Professional Development for Primary Teachers in Science and Technology. SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-713-4_20.

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Björnsson, Julius K. "Teaching Culturally Diverse Student Groups in the Nordic Countries—What Can the TALIS 2018 Data Tell Us?" In Equity, Equality and Diversity in the Nordic Model of Education. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-61648-9_4.

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AbstractAlmost all Nordic classrooms have some or a considerable number of students with a native language different from the language of instruction. Therefore, most Nordic teachers have to address the issues this setting imposes on them. The chapter is concerned with teachers’ attitudes and experiences of teaching in a multicultural setting—that is, variations in their perceived self-efficacy in multicultural classrooms. The TALIS study is used to explore these effects and relate teacher experiences with the issues of equity and diversity. Our analysis includes all five Nordic countries. A linear regression approach was used, taking into account the multi-stage sampling in TALIS. The results indicate that general self-efficacy in teaching and not specific multicultural knowledge or experience has the most significant influence on the experienced ability to handle a multicultural setting. This is a somewhat surprising, albeit reassuring, result, as it indicates that a good and trustworthy teacher education and functional general teacher competencies are the most essential ingredients in adequately handling a multicultural classroom.
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Olfos, Raimundo, and Masami Isoda. "Teaching the Multiplication Table and Its Properties for Learning How to Learn." In Teaching Multiplication with Lesson Study. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-28561-6_6.

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AbstractWhy do the Japanese traditionally introduce multiplication up to the multiplication table in the second grade? There are four possible reasons. The first reason is that it is possible to teach. The second reason is that Japanese teachers plan the teaching sequence to teach the multiplication table as an opportunity to teach learning how to learn. The third reason is that memorizing the table itself has been recognized as a cultural practice. The fourth reason is to develop the sense of wonder with appreciation of its reasonableness. The second and the fourth reasons are discussed in Chap. 10.1007/978-3-030-28561-6_1 of this book as “learning how to learn” and “developing students who learn mathematics by and for themselves in relation to mathematical values, attitudes, ways of thinking, and ideas.” This chapter describes these four reasons in this order to illustrate the Japanese meaning of teaching content by explaining how the multiplication table and its properties are taught under the aims of mathematics education. In Chap. 10.1007/978-3-030-28561-6_1, these were described by the three pillars: human character formation for mathematical values and attitudes, mathematical thinking and ideas, and mathematical knowledge and skills.
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Hassanein, Elsayed Elshabrawy Ahmad. "Teachers’ Attitudes Towards Inclusion." In Inclusion, Disability and Culture. SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6209-923-4_3.

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Conference papers on the topic "Knowledge and attitudes of teachers"

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Siriwardana, E. W. A. I. M., and K. Samarasinghe. "Secondary School Teachers´ Knowledge, Attitudes and Preventive Practices Of Dengue Fever." In 6th Annual Global Healthcare Conference (GHC 2017). Global Science & Technology Forum (GSTF), 2017. http://dx.doi.org/10.5176/2251-3833_ghc17.26.

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Zhubi, Arjana. "TEACHERS’ ATTITUDES IN APPLICATION OF TECHNOLOGY AND EFFECTIVE TEACHING PLANNING IN PRIMARY SCHOOL." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end061.

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The planning of teaching with technological tools in Kosovo schools has brought new and challenging experiences for teachers at all levels of education. The purpose of the research is to analyze the attitudes of teachers about the application of technology in effective planning of teaching and raising learning outcomes in primary school. Furthermore, the research determines the impact of age and level of teacher’s education on the application of technology according to curriculum areas. The TPACK model was used as the theoretical framework during the research, which helped us to clarify the notions: technological knowledge, pedagogical knowledge, and teaching contents in the effective planning of teaching by applying technology. The data were collected from a questionnaire with 25 teachers in an elementary school where technology finds higher applicability in teaching. To analyze the learning outcomes during the application of technology and applicability in other subjects, the Post Hock test, and the Correlation was used to measure the relationship between the two variables, respectively the correlation between the age and the level of education of teachers. The results of this research show that learning planning through technology affects the increase of focus and gain a higher understanding in each subject, acquiring knowledge of new concepts, raises the desire to learn independently, makes the learning process more innovative and more attractive to students. The research recommends for the local and central level to give priority to equipping primary schools with technological tools to improve teaching by having the opportunity to plan different practices.
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Mavuru, Lydia, and Oniccah Koketso Pila. "PRE-SERVICE TEACHERS’ PREPAREDNESS AND CONFIDENCE IN TEACHING LIFE SCIENCES TOPICS: WHAT DO THEY LACK?" In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end023.

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Pre-service teachers’ preparedness and confidence levels to teach is a topical subject in higher education. Previous studies have commented on the role of teacher in-service training in preparing teachers for provision of meaningful classroom experiences to their learners, but many researchers regard pre-service teacher development as the cornerstone. Whilst teacher competence can be measured in terms of different variables e.g. pedagogy, knowledge of the curriculum, technological knowledge etc., the present study focused on teacher competency in terms of Life Sciences subject matter knowledge (SMK). The study was framed by pedagogical content knowledge (PCK). The study sought to answer the research question: How do preservice teachers perceive their levels of preparedness and confidence in teaching high school Life Sciences topics at the end of their four years of professional development? In a qualitative study, a total of 77 pre-service teachers enrolled for the Methodology and Practicum Life Sciences course at a university in South Africa participated in the study. Each participant was tasked to identify topic(s)/concept(s) in Life Sciences they felt challenged to teach, provide a critical analysis of the reasons for that and map the way forward to overcome the challenges. This task was meant to provide the pre-service teachers with an opportunity to reflect and at the same time evaluate the goals of the learning programme they had gone through. Pre-service teachers’ perspectives show their attitudes, values and beliefs based on their personal experiences which therefore help them to interpret their teaching practices. The qualitative data was analysed using content analysis. The findings showed that whilst pre-service teachers were competent to teach other topics, the majority felt that they were not fully prepared and hence lacked confidence to teach the history of life on earth and plant and animal tissues in grade 10; excretion in animals particularly the functions of the nephron in grade 11; and evolution and genetics in grade 12. Different reasons were proffered for the lack of preparedness to teach these topics. The participants regarded some of these topics as difficult and complex e.g. genetics. Evolution was considered to be antagonistic to the participants’ and learners’ cultural and religious belief systems. Hence the participants had negative attitudes towards them. Some of the pre-service teachers indicated that they lacked interest in some of the topics particularly the history of life on earth which they considered to be more aligned to Geography, a subject they did not like. As remedies for their shortcomings in the content, the pre-service teachers planned to co-teach these topics with colleagues, and others planned to enrol for content enrichment programmes. These findings have implications for teacher professional development programmes.
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Šūmane, Ilze, and Līga Āboltiņa. "Students’ Readiness to Implement Inclusive Education in Preschools." In 78th International Scientific Conference of University of Latvia. University of Latvia, 2020. http://dx.doi.org/10.22364/htqe.2020.10.

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Inclusive education (also known as inclusion) is an important principle in modern education. However, it is also a great challenge for the whole education system, beginning with the education policy and ending with activities promoting each child’s development. Researchers have pointed out that professional teachers are the key to the success of implementing inclusion; therefore, all teacher education programmes have paid close attention not only to topical issues of the specific specialization methodology, but also to topics that form teachers’ professional competence in the field of inclusion. In an analysis of research studies on inclusive teachers’ professional profiles, it is important to assess the core values and competencies that teachers need to acquire in order to prepare all teachers for work in inclusive education. The aim of the research is to evaluate the future pre-school teachers’ attitudes and readiness to implement the principles of inclusion in their teaching. We used the survey and statistical data processing methods in a descriptive empirical study. The study concludes that future pre-school teachers’ attitudes are generally positive about the implementation of inclusion into pre-schools; however, a greater understanding of the essence of an inclusive approach is needed in the study process, as most students consider their knowledge and skills to be insufficient.
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Lasić Lazić, Jadranka, Ana Pongrac Pavlina, and Krešimir Pavlina. "FUTURE TEACHERS’ ATTITUDES ON THE IMPORTANCE OF IT KNOWLEDGE AND SKILLS FOR FUTURE PROFESSIONAL WORK." In 10th annual International Conference of Education, Research and Innovation. IATED, 2017. http://dx.doi.org/10.21125/iceri.2017.1474.

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Vernia-Carrasco, Ana Mercedes, Victoria Pastor-Fuentes, and Miguel A. López-Navarro. "Preliminary study on the awareness of the SDGs in future primary school teachers." In Sixth International Conference on Higher Education Advances. Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11023.

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This preliminary study has been carried out with the objective of knowing the sensitivity and implication of future primary school teachers regarding the 17 Sustainable Development Goals. The questionnaire used was translated from the work of Niklas Gericke et al. (2018), some questions elaborated on the basis of UNESCO's definition of sustainable development, aimed at knowing the awareness that people show towards sustainability. In the proposal of these authors, knowledge, attitudes and environmental, social and economic behavior were measured. In our study, whose representative sample has been 3rd grade students in primary school teacher, of the Jaume I University, the same parameters have been used. The results we found were positive to the extent that we showed that the sample has an acceptable knowledge, as well as an implication and responsibility on the subject. As conclusions, we can highlight the need to include the subject in teacher training, with the aim of improving, not only awareness and responsibility in the climatic situation, but also in people's quality of life, the use of Material resources in addition to promoting educational, social and personal values, as a way of prevention and positive actions connected with the 17 SDGs.
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Lindsley, Linda L., and Veronica A. Burrows. "Work in progress - Changes in secondary school teachers’ attitudes following a course in engineering design." In 2007 37th annual frontiers in education conference - global engineering: knowledge without borders, opportunities without passports. IEEE, 2007. http://dx.doi.org/10.1109/fie.2007.4418000.

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Uchida, Yoko, and Junko Sugimoto. "A Survey of Japanese English Teachers' Attitudes Towards Pronunciation Teaching and Knowledge on Phonetics: Confidence and Teaching." In ISAPh 2016 International Symposium on Applied Phonetics. ISCA, 2016. http://dx.doi.org/10.21437/isaph.2016-8.

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Omer, Duaa, and May Abdelruhman. "G38(P) Knowledge, attitudes and practice towards epilepsy among primary schools’ teachers in Khartoum locality, Sudan 2016." In Royal College of Paediatrics and Child Health, Abstracts of the RCPCH Conference–Online, 25 September 2020–13 November 2020. BMJ Publishing Group Ltd and Royal College of Paediatrics and Child Health, 2020. http://dx.doi.org/10.1136/archdischild-2020-rcpch.26.

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Cohen Zilka, Gila. "Distance Learning During the COVID-19 Crisis as Perceived by Preservice Teachers." In InSITE 2021: Informing Science + IT Education Conferences. Informing Science Institute, 2021. http://dx.doi.org/10.28945/4776.

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Aim/Purpose: This study examined learning during the COVID-19 crisis, as perceived by preservice teachers at the time of their academic studies and their student teaching experience. Background: The COVID-19 crisis is unexpected. On one hand, it disrupted learning in all learning frameworks, on the other, it may create a change in learning characteristics even after the end of the crisis. This study examined the productive, challenging, and thwarting factors that preservice teachers encountered during their studies and in the course of their student teaching practice during the COVID-19 period, from the perspective of preservice teachers. Methodology: The study involved 287 students studying at teacher training institutions in Israel. The preservice teachers were studying online and, in addition, engaged in online teaching of students in schools, guided by their own teacher. The study used a mixed method. The questionnaire included closed and open questions. The data were collected in 2020-2021. Contribution: Identifying the affecting factors may deepen the understanding of online learning/teaching and assist in the optimal implementation of online learning. Findings: Online learning experience. We found that some of the lessons at institutions of higher learning were delivered in the format of online lectures. Many preservice teachers had difficulty sitting in front of a computer for many hours—“Zoom fatigue.” Some preservice teachers wrote that collaborating in forums with others made it easier for them. Some suggested diversifying by digital means, incorporating asynchronous units and illustrative films, and easing up on online lectures as a substitute for face-to-face lectures. Online teaching experience in schools. The preservice teachers’ descriptions show that in lessons taught in the format of lectures and communication of content there were discipline problems and non-learning. According to the preservice teachers, discipline problems stemmed from difficulties concentrating, physical distance, load, and failure to address the students’ difficulties. Recommendations for Practitioners: The findings suggest that it is recommended to combine synchronous lectures and meetings with asynchronous learning that integrates 21st century skills. It is advisable to use collaborative tools, such as forums, shared files, and open content repositories, and to encourage meaningful dialogue between learners, and between learners and their teachers, to better deal with the physical distance. Recommendations for Researchers: A change in the learning medium also requires a change in the definition of objectives and goals expected of each party—students, teachers, and parents. All parties must learn to view online learning as a method that enables empowerment and the application of 21st century skills. Impact on Society: Teachers’ ability to deploy 21st century skills in an online environment depends largely on their experience, knowledge, skills, and attitude toward these skills. Future Research: This study examined the issue from the perspective of preservice teachers. The issue should also be studied from the perspective of lecturers in academia, teachers in schools, and school students. Future studies should examine whether the change that took place during the COVID-19 period in relation to the deployment of 21st century skills, as experienced by all parties, led to the continued use of these skills in the post-corona period. Continued use depends largely on past experiences, knowledge, skills, and attitudes toward these skills. *** NOTE: This Proceedings paper was revised and published in the journal Issues in Informing Science and Information Technology, 18, 141-159.] Click DOWNLOAD PDF to download the published paper. ***
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Reports on the topic "Knowledge and attitudes of teachers"

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Hines, Brian. Parental attitudes toward, and knowledge of open-space schools. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.2593.

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Dolor, Jason Mark. Investigating Statistics Teachers' Knowledge of Probability in the Context of Hypothesis Testing. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.5914.

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Shearer, Amy. Neighbor Perceptions of Psychiatric Supportive Housing: The Role of Knowledge, Attitudes, and Behaviors. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.6385.

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Amin, Sajeda. COVID-19-related knowledge, attitudes, and practices among adolescent girls in Bangladesh—Concept note. Population Council, 2020. http://dx.doi.org/10.31899/pgy14.1015.

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Sing, Laura. Chinese Attitudes and Knowledge Concerning Social Services: a Survey of the Portland Chinese Community. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.1658.

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Himelfarb, Elaine. Improving health care providers' knowledge, attitudes, and practices in reproductive health in rural Romania. Population Council, 2004. http://dx.doi.org/10.31899/rh4.1201.

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Dodici, Adria. The Relationship Between Teachers' Multicultural Attitudes and Their Instructional Practice with English Language Learners: A Mixed Method Study. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.141.

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Fontes, Margarida. Return mobility of scientists and knowledge circulation: an exploratory approach to scientists attitudes and perspectives. DINÂMIA'CET-IUL, 2008. http://dx.doi.org/10.7749/dinamiacet-iul.wp.2008.72.

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Abuya, Timothy, Karen Austrian, Adan Isaac, et al. COVID-19-related knowledge, attitudes, and practices in urban slums in Nairobi, Kenya: Study description. Population Council, 2020. http://dx.doi.org/10.31899/pgy14.1002.

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Bernales, Rona P., and Ilene S. Basitan. Knowledge, Attitudes and Practices of Dog Owners Regarding Rabies and Dog Bites in Bicol Region. O.I.E (World Organisation for Animal Health), 2015. http://dx.doi.org/10.20506/standz.2790.

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This study was conducted in selected provinces of Bicol Region from April 2015 to May 2015 to describe the knowledge, attitudes and practices (KAP) of dog owners regarding rabies and dog bites. A purposive sampling was used in selecting the respondents of the study. Frequencies were tabulated for all variables. Of the 1,200 respondents, 2,193 dogs were recorded making a 2:1 ratio of dogs to householders in this particular study. Among these dogs 58% were vaccinated against rabies. The majority of the ones taking care of the dogs were female (57.3%) but the primary owner (62.9%) was the head of the family. Only 34.7% of the respondents knew that it is their duty to get their pets vaccinated against rabies. Around one-fourth (20.7%) admitted that someone in their household had been bitten by a dog but most respondents (62.5%) did nothing to the dog. The majority (57.7%) of the bite victims were youths (1-14 years old) and almost all (82.7%) of the wound bites were washed with soap and water. Television (44.9%) was the primary source of knowledge about rabies. The majority of participants (67.3%) said that humans are the main end-hosts that can be infected with rabies. Salivation or drooling (42.7%) and craziness (34.2%) were the main signs cited as behaviour of rabid dogs while craziness (40.2%) and hydrophobia or fear of water (25.4%) were cited for rabid humans. Most (33.9%) do not know the source of rabies but the majority (61.8%) believe that vaccination is the main preventive measure against rabies. The majority of participants (63%) reported that the local ordinances regarding rabies in their locality is about the Local Anti-Rabies Act and almost all (93.2%) admitted that vaccination is the most common anti-rabies program of the government.
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