Log in

Relevant bibliographies by topics / Primary Primary school teachers / Journal articles

To see the other types of publications on this topic, follow the link: Primary Primary school teachers.

Journal articles on the topic 'Primary Primary school teachers'

Author: Grafiati

Published: 4 June 2021

Last updated: 18 February 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the top 50 journal articles for your research on the topic 'Primary Primary school teachers.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.

1

Tashpulatova, Dilorom Mukimovna. "Primary School Teachers Professiogram." American Journal of Social Science and Education Innovations 03, no. 05 (May 7, 2021): 11–15. http://dx.doi.org/10.37547/tajssei/volume03issue05-03.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

Reddy, Dr B. Yella, Dr T. I. Nagarjuna Dr. T. I. Nagarjuna, and Dr M. Sateeshnadha Reddy. "A Study of Teacher’s Commitment of Primary School Teachers." International Journal of Scientific Research 2, no. 11 (June 1, 2012): 142–44. http://dx.doi.org/10.15373/22778179/nov2013/46.

Full text

APA, Harvard, Vancouver, ISO, and other styles

3

Reddy, Dr M. Mohan. "Cognitive Styles of Primary School Teachers." International Journal of Scientific Research 2, no. 7 (June 1, 2012): 116–18. http://dx.doi.org/10.15373/22778179/july2013/40.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

Erol, Mustafa, and Mustafa Başaran. "How Primary School Students Perceive Primary School Teacher Exchange?" Journal of Qualitative Research in Education 8, no. 4 (September 30, 2020): 1–18. http://dx.doi.org/10.14689/issn.2148-2624.8c.4s.6m.

Full text

APA, Harvard, Vancouver, ISO, and other styles

5

Alalageri, Prakash S., Dr Sadanand Halageri, and Dr P. Vikkraman Dr. P. Vikkraman. "Do the Primary School Teachers are Competent? A Study With Special Reference to Primary School Teachers, Government of Karnataka." International Journal of Scientific Research 3, no. 6 (June 1, 2012): 222–24. http://dx.doi.org/10.15373/22778179/june2014/74.

Full text

APA, Harvard, Vancouver, ISO, and other styles

6

Eroglu, Nermin, melek Bahat, and Aysegul Metindogan. "Primary School Teachers’ and Teacher Candidates’ Attribituons Toward Students with Dyslexia." New Trends and Issues Proceedings on Humanities and Social Sciences 3, no. 2 (March 22, 2017): 80–87. http://dx.doi.org/10.18844/gjhss.v3i2.1602.

Full text

APA, Harvard, Vancouver, ISO, and other styles

7

Zhaukumova, Sh, N. Khanina, and G. Tleuzhanov. "Forming communicative competence of future primary school teachers." Bulletin of the Karaganda University. Pedagogy series 102, no. 2 (June 29, 2021): 63–70. http://dx.doi.org/10.31489/2021ped2/63-70.

Full text

Abstract:

The article reveals the key stages of the formation of professional competencies of students of specialty “Pedagogy and Methodology of Primary Education” in the reform of the educational process, justifies the understanding of the term “competence”, special attention is paid to various aspects of the definition of the concept. The characteristic features of global changes associated with the urgent need of society in intellectual, creative individuals with critical thinking skills are highlighted and described. In this regard, the main task of universities is the orientation of the educational process towards modernization, which consists in changing the role of the teacher, applying new approaches to the organization of the educational process, using modern educational technologies, contributing to the formation of students' competencies required in their future professional activities. The authors point out a number of topical issues related to the problem of forming professionally oriented communicative competence of future primary school teachers. The main content of the study is the analysis of the author's experience of enhancing the educational process in elementary school and the organization of conditions for the formation of professional competencies of future professionals required in the learning process, generalized educational technology, which is very relevant in the university. Based on the study of this problem conclusion was made that a renewed understanding and formation of professional and general cultural competencies of future specialists should consist not only of professional knowledge, but also general human values in general. The article presents the criteria of forming professional and communicative competences of students in higher education institution. According to the results of the study, the authors’ vision of intensifying the learning process and the formation of professional competencies of students, which they need in their future profession, is presented. Pedagogical conditions contributing to the effective formation of communicative competence of a future elementary school teacher are revealed.

APA, Harvard, Vancouver, ISO, and other styles

8

Svalina, Vesna, Blaženka Bačlija Sušić, and Goran Lapat. "PRIMARY SCHOOL TEACHERS’ OPINIONS TOWARDS MUSICALLY GIFTED STUDENTS." Problems of Education in the 21st Century 79, no. 1 (February 10, 2021): 133–61. http://dx.doi.org/10.33225/pec/21.79.133.

Full text

Abstract:

Primary school teachers have an important role in the early identification and further development of a child's musical giftedness. The research was aimed to examine the opinions of primary school classroom teachers (N = 1130) employed in Croatian primary schools regarding conceptualization of musical giftedness and its impact on identification of musically gifted students. Furthermore, their opinions about the support of parents, professional team and collective as well as competencies for recognizing and further development of the child’s musical giftedness were investigated. Although most respondents assess their competencies in identifying musical giftedness, most of the surveyed teachers, especially younger ones, are willing to be additionally trained in this area. They stated that the existing curriculum should be expanded and enriched and stressed the need for more support from the expert assistants (psychologists and pedagogues). In addition to the teachers' age, their title (teacher, teacher mentor and teacher advisor) also proved to be a significant factor in the identification and development of a child's musical giftedness. Findings of research have implications for theory and practice of primary school teacher’s music education and education for work with gifted children both during their higher education and lifelong learning. Keywords: musical giftedness, musically gifted students, primary school teachers, Republic of Croatia

APA, Harvard, Vancouver, ISO, and other styles

9

Nandang, Ade, and Dindin Nasrudin. "Development of Teachers' Primary School Skills in Teaching Arabic." JOURNAL OF TEACHING AND LEARNING IN ELEMENTARY EDUCATION (JTLEE) 2, no. 1 (February 22, 2019): 38. http://dx.doi.org/10.33578/jtlee.v2i1.6668.

Full text

Abstract:

In Islamic elementary school, Arabic is a compulsory subject that must be taught. In fact, the majority of elementary school teachers are not equipped with enough competence to teach it. This paper aims to describe efforts to improve the competence of elementary school teachers in teaching Arabic. The research method is descriptive qualitative through teacher competency mapping, needs analysis and Focus Group Discussion (FGD). The result of the research shows that Teacher Proficiency Development (TPD) in the form of workshop and teaching practice can be one of alternative in improving the pedagogic and professional competence of elementary school teacher in teaches Arabic. In order for effective TPD program, massive dissemination, advisory and sustainable programming is required involving relevant universities, government, and schools.

APA, Harvard, Vancouver, ISO, and other styles

10

Mulyanah, Euis Yanah, and Ishak Ishak. "ENGLISH INSTRUCTIONS FOR PRIMARY SCHOOL ENGLISH TEACHERS." Globish: An English-Indonesian Journal for English, Education, and Culture 9, no. 2 (July 17, 2020): 144. http://dx.doi.org/10.31000/globish.v9i2.2822.

Full text

Abstract:

This research aims to motivate and improve Primary School Teacher in English skills. Based on Mulyanah's research 2018, there were 70% of English teachers were found by non-linear based on their previous study and based on TOEFL scores the teacher's lack of competence of English skill and they need interesting teaching media to improve their skill by using English instructions book to maintain the initial motivation, maintain the curiosity and interest of the teachers to develop a desire to learn languages, especially in English easily and quickly. In this research, the descriptive quantitative approach is selected by the researcher with a quasi-experimental design and non-equivalent design control group using pre-test and post-test, experimental and control group to find out the results after treatment given. The sample are 20 English teachers of Primary school in Tangerang, Indonesia. The research is divided into several of processes, pretest, 6 times for the treatments and the last posttest. The results of the research are 1) Increased teacher motivation in learning English, 2) Increased confidence using English both inside and outside the classroom. 3) 0.6% increased teacher competence in their English skills.

APA, Harvard, Vancouver, ISO, and other styles

11

Tavşancil, Ezel, and Seher Yalçin. "Attitudes of primary school prospective teachers towards art education." New Trends and Issues Proceedings on Humanities and Social Sciences 2, no. 1 (February 19, 2016): 667–74. http://dx.doi.org/10.18844/gjhss.v2i1.1009.

Full text

APA, Harvard, Vancouver, ISO, and other styles

12

Topalska, R. "READINESS OF PRIMARY SCHOOL TEACHERS TO TEACH COMPUTER MODELLING." Educational Psychology in Polycultural Space 51, no. 3 (2020): 50–56. http://dx.doi.org/10.24888/2073-8439-2020-51-3-50-56.

Full text

APA, Harvard, Vancouver, ISO, and other styles

13

A. SWAMINATHAN, A. SWAMINATHAN, Dr P. SEKAR Dr. P. SEKAR, and Dr K. V. S. N. MURTY Dr. K. V. S. N. MURTY. "Teaching Abilities of Primary School Teachers : An Empirical Study." Global Journal For Research Analysis 3, no. 7 (June 15, 2012): 92–95. http://dx.doi.org/10.15373/22778160/july2014/110.

Full text

APA, Harvard, Vancouver, ISO, and other styles

14

Jazuly, Ahmad, Ninuk Indrayani, and Nostalgianti Citra Prystiananta. "The Teaching of English in Indonesian Primary Schools: a Response to the New Policy." Linguistic, English Education and Art (LEEA) Journal 3, no. 1 (December 22, 2019): 17–25. http://dx.doi.org/10.31539/leea.v3i1.609.

Full text

Abstract:

In this study, I investigated the teachers' current practice without curriculum of English lesson at primary schools and teacher's response to the new policy on English lessons in primary school. The participants of this study were 46 respondents which consist of 17 males and 29 females. The data was obtained by distributing an open-ended question to teachers who teach in a primary school in Jember district of East Java. The questionnaire was administered to the teacher to be filled in directly. The first finding showed that most of the teachers agreed that teachers should be qualified, teachers need appropriate teaching media for students, and most of the students are very enthusiastic in learning English. The second finding about the teacher's response to the new policy on English lessons in primary school showed that most teachers expected the government to return the English language policy to be taught in primary school as a compulsory subject. Conclusion, the current practices of teaching English in primary school are divided into three parts, 1) most the teachers who involve become sample in this study agreed that the teachers should be qualified in teaching English in primary school, 2) most the teachers needed teaching media appropriate for the students in primary school, 3) most the students were very enthusiastic about learning English. Keyword; Indonesian primary school, teacher, new policy.

APA, Harvard, Vancouver, ISO, and other styles

15

Zhurat, Yulya, Nina Rudenko, Adile Bekirova, Olena Borovets, Tеtiana Doroshenko, and Tamara Skoryk. "Developing Subjectivity in Future Primary School Teachers." Revista Romaneasca pentru Educatie Multidimensionala 13, no. 3 (August 13, 2021): 280–302. http://dx.doi.org/10.18662/rrem/13.3/452.

Full text

Abstract:

The article formulates theoretical and methodological conditions for developing subjectivity in future primary school teachers in Ukraine. Therefore, it analyzes the Ukrainian experience of teacher training for primary school, as well as the aspects of the primary school teachers’ subjectivity in relevant scientific discourse. Besides, the article contains theoretical generalizations on the issue in question. Research methods include induction and generalization, prognostic methods in combination with modelling of principles of the educational process and sociological methods (used to identify students’ motivation towards teaching). The article proves that Ukraine as “a young democracy” must consider new conditions associated with significant socio-cultural, socio-economic and other changes in the society. It is so because they determine new requirements for the professional training of future primary school teachers. On the other hand, the analysis of relevant literary sources indicates insufficient attention to psychological, methodological, social and other aspects of teacher’s subjectivity. The authors of the article offer the updated definitions of key concepts on the development of teacher’s subjectivity. Also, they summarize theoretical and methodological principles of primary school teachers’ subjectivity in Ukraine and justify the new educational conditions for developing such subjectivity. The novelty of the research lies in its addressing the issue of developing subjectivity in future primary school teachers under the realities of Ukrainian education, which is still on the path of development.

APA, Harvard, Vancouver, ISO, and other styles

16

Patonah, Siti, Sentot Budi Rahardjo, Cari Cari, and Sajidan Sajidan. "INVESTIGATING ENVIRONMENTAL CONCERNS FOR PRIMARY SCHOOL TEACHERS." Social, Humanities, and Educational Studies (SHEs): Conference Series 1, no. 2 (January 11, 2019): 416. http://dx.doi.org/10.20961/shes.v1i2.26790.

Full text

Abstract:

<p><em>The success of environmental education in schools is largely determined by the teacher's factors at school. The purpose of this research is to get the teacher's view of the environmental concern. This research method is a cross sectional survey. The survey was conducted randomly to 950 elementary school teachers who were scattered in two locations of the PLPG program in Central Java in 2017. Obtained 148 samples from 10 regencies and cities in 1 rayon and 1 sub rayon. The results obtained indicate that the knowledge of elementary school teachers' environment is in good condition even though it has not directly influenced attitudes, or habits.</em></p>

APA, Harvard, Vancouver, ISO, and other styles

17

Pecivova, Veronika. "Preventing reality shock in future pre-school and primary school teachers." New Trends and Issues Proceedings on Humanities and Social Sciences 4, no. 8 (January 10, 2018): 171–75. http://dx.doi.org/10.18844/prosoc.v4i8.3028.

Full text

Abstract:

Reality shock in pre-school and primary school teachers is a significant factor affecting beginning of careers of novice teachers. The purpose of the project of Ministry of Education Youth and Sports of the Czech Republic called ‘Preventing reality shock in future preschool and primary school teaches at the beginning of their career’is to prepare students of preschool and primary teacher education for the beginning of their teaching career and thus prevent reality shock once they become service teachers. One of the focuses of studies presented in the project covers topics related to health problems of children teachers will possibly have to cope with in their classes. The aim is to provide teacher education students with information, which can help them in their teaching practice. Setting relationship between health issues and education is important, as it raises awareness of possible impacts certain health conditions of children may have on their education. We want to focus on the problem from the perspective of teacher training. Keywords: Reality shock, preschool teacher education students, primary teacher education students, health conditions.

APA, Harvard, Vancouver, ISO, and other styles

18

Lee, Boon L., Andrew Worthington, and Clevo Wilson. "Learning environment and primary school efficiency." International Journal of Educational Management 33, no. 4 (May 7, 2019): 678–97. http://dx.doi.org/10.1108/ijem-05-2017-0103.

Full text

Abstract:

Purpose Existing studies of school efficiency primarily specify teacher inputs as the number of teachers and perhaps the student-teacher ratio. As a result, there is no direct qualitative recognition of the learning environment. The purpose of this paper is to incorporate the learning environment directly into the assessment of school efficiency. Design/methodology/approach The authors employ data envelopment analysis to derive efficiency scores and the double-bootstrap truncated regression approach in Simar and Wilson’s (2007) Journal of Econometrics to quantify the sources of efficiency in 430 Queensland state primary schools. In the first stage, the outputs of student National Assessment Program-Literacy and Numeracy scores and the inputs of full-time equivalent teaching staff and cumulative capital expenditure per student are used to measure efficiency. In the second stage, the authors specify an index of community socio-educational advantage, class size, the share of teachers with postgraduate qualifications, funds spent on professional development, and surveyed opinions from parents/caregivers, students, staff and principals on the learning environment to explain these measures of efficiency. Findings Socio-economic background and the teaching environment affect school efficiency. Although not all variables related to teacher contribution are significant, there is evidence to suggest that teachers have a positive influence on student performance hence school efficiency. Teachers ability to clearly explain the requirements of schoolwork tasks and listening to student opinions sets an ideal student engagement environment which can have a profound impact on student learning. Practical implications From a policy perspective, policy makers should target resources at inefficient schools aimed at enhancing student learning through teacher development and, at the same time, providing financial and non-financial educational assistance to students and their families from a low socio-educational background. Originality/value This is the first large-scale primary school efficiency analysis to incorporate the Simar and Wilson (2007) approach to explaining the determinants of efficiency, including teaching environment from the perspective of students, teachers and other stakeholders.

APA, Harvard, Vancouver, ISO, and other styles

19

Akil, Mansur. "MULTICULTURAL VALUES IN INDONESIAN PRIMARY SCHOOLS." ALQALAM 27, no. 3 (December 31, 2010): 452. http://dx.doi.org/10.32678/alqalam.v27i3.1054.

Full text

Abstract:

The research aimed to understand ways of implementing multicultural values in Indonesia primary schools. This case study attempted to discover the multicultura values in primary school curriculum documents and teacher's perspective on how to promote the multicultural values in primary shcool students, by interviewing primary school teacher in Makassar and examining primary school curriculum documents. The investigation showed that teaching the values of tolerance, respecting diversity, acknowledging similarities and maintaining native languages and local identy should be done gradually by initially introducing the symbols of multicultural values through picture, videos, and observations, then teaching children through modeling and attitudes of inclusiveness. More importantly is teachers' knowledge on multiculturalism so that they could behave equally towards students and colleagues in school setting. Finally, multiculturalism should be embedded in the schools through celebration of cultures, ethnics and language diversity, through cultural festivals, food exhibition, local art and dance shows, music contests, drama, and literature. Keywords: Multicultura Values, Implementing, Primary School, Teacher Views.

APA, Harvard, Vancouver, ISO, and other styles

20

Yusof, Zairosni, Mohd Ra’in Shaari, and Adenan Ayob. "PEDAGOGY GRAMMAR SELECTION PRACTICE AMONG MALAY LANGUAGE PRIMARY TEACHER IN PRIMARY SCHOOL." International Journal of Humanities, Philosophy and Language 3, no. 9 (March 15, 2020): 36–43. http://dx.doi.org/10.35631/ijhpl.39005.

Full text

Abstract:

This study focuses on the practice of selecting pedagogical grammar in primary school. In terms of objective, the study examines the selection of pedagogical grammar practices via contextual grammar by Malay Language teachers in primary schools. The objective of this study was to identify the selection of pedagogical grammar practices via contextual in teaching and learning (PDP) by the Malay Language in primary school. The research question is: What is the score of a selection of pedagogical grammar practices via contextual in teaching and learning (PDP) by the Malay Language in primary school? This study uses quantitative design through the survey method. The instrument was a set of a questionnaire containing 10 items using the Five Points Likert Scale. This study used quota sampling that consisted of 149 teachers who teach the Malay Language in primary schools. A total of 26 schools in the National School (SK), eight schools in the Chinese National Primary School (SJKC) and seven Tamil National Primary Schools (SJKT) in the Gombak district have been identified as the study locations. Data were analyzed descriptively presented in the form of mean and standard deviation. The result shows that the score of a selection of pedagogical grammar practices via contextual in teaching and learning (PDP) by Malay Language teacher in primary school is high; mean values ranged from 3.73 to 4.03, and standard deviations ranged from 0.57 to 0.75. The implications of this study highlighted that teacher can improve those practices in teaching and learning (PDP) in primary schools through a planned curriculum involved.

APA, Harvard, Vancouver, ISO, and other styles

21

Sundram, Esther Rishma. "Primary school teachers are at risk to suffer from dysphonia." New Trends and Issues Proceedings on Humanities and Social Sciences 4, no. 1 (August 26, 2017): 247–54. http://dx.doi.org/10.18844/prosoc.v4i1.2262.

Full text

APA, Harvard, Vancouver, ISO, and other styles

22

Arunkumar, M. C., P. Krishnakumari, Narmada Hidangmayum, and Gangmei Akhuan Rongmei. "Attitudes of Primary School Teachers towards Inclusive Education in Manipur." Journal of National Development 31, no. 2 (December 1, 2018): 115–25. http://dx.doi.org/10.29070/31/58291.

Full text

APA, Harvard, Vancouver, ISO, and other styles

23

Ahmed, Fadhil Abbas. "Assessment of Teachers’ Knowledge toward Communicable Diseases in Primary School." International Journal of Psychosocial Rehabilitation 24, no. 5 (May 25, 2020): 6482–87. http://dx.doi.org/10.37200/ijpr/v24i5/pr2020634.

Full text

APA, Harvard, Vancouver, ISO, and other styles

24

Rahmatova, Feruza. "The Formation Of Research Competencies Of Future Primary School Teachers." American Journal of Social Science and Education Innovations 03, no. 02 (February 28, 2021): 456–59. http://dx.doi.org/10.37547/tajssei/volume03issue02-72.

Full text

Abstract:

This article discusses the role of educational technologies in the effective organization of the educational process. It would be useful to use the methods described in the article in the educational process.

APA, Harvard, Vancouver, ISO, and other styles

25

�� and T. Khilenko. "Developing Information Competence of Primary School Teachers." Standards and Monitoring in Education 3, no. 6 (December 17, 2015): 42–45. http://dx.doi.org/10.12737/17281.

Full text

Abstract:

The article is devoted to the issue of postgraduate education, namely further vocational education of primary school teachers. The readers will fi nd a model of development of informational competency of a primary school teacher. The article describes the organizational principles of further vocational education process aimed at development of informational competency of primary school teachers. There is a list of educational process conditions of advanced training of primary school teachers, namely: independent work of a teacher, well-organized informational and educational space, organization of individual educational paths of teachers being trained, application of diff erent forms of education during the training process of teachers, opportunity to apply the works of practical value in professional activity as the result of advanced training. Moreover, the article focuses on criteria for determining the levels of formation of information competency of a primary school teacher, and also describes the indicators of each level: low, intermediate and high.

APA, Harvard, Vancouver, ISO, and other styles

26

Filipović, Jelena, and Ana Popović. "How to recognize potential school leaders among primary school teachers." Management 24 (May 29, 2019): 107–21. http://dx.doi.org/10.30924/mjcmi.24.si.7.

Full text

Abstract:

The aim of this paper is to discuss the potential of primary school teachers for governing roles in schools. The level of teacher’s financial literacy is used as a proxy for their managerial potential – managerial competences. Using the Competence Motivation Theory as framework, the authors postulate that teachers with the higher perceived competence in financial literacy are at the same time intrinsically motivated to achieve mastery in this field. Therefore, the teacher’s perceived competence and type of motivation are combined with a set of individual and contextual determinants, highlighted in the previous research, and the framework for assessing teacher’s potential or aptness for the governing position in the school is proposed. The design of this framework is based on data collected via survey which included 954 primary school teachers from Serbia, and analysed by linear and multinomial regression and cluster analysis. The results demonstrate that teachers can be categorized into four different groups, with variable degree of their potential for the governing roles. Clusters vary according to teachers’ gender, subject they teach, location of the school, level of education and whether they are driven by extrinsicor intrinsic motivators.

APA, Harvard, Vancouver, ISO, and other styles

27

Tyshchenko, Liudmyla. "OF FUTURE PRIMARY SCHOOL TEACHERS." B U L L E T I N OF OLEKSANDR DOVZHENKO HLUKHIV NATIONAL PEDAGOGICAL UNIVERSITY 42, no. 1 (2020): 150–59. http://dx.doi.org/10.31376/2410-0897-2020-1-42-150-159.

Full text

APA, Harvard, Vancouver, ISO, and other styles

28

Haig, Belinda, and Steven S. Sexton. "Primary students’ perceptions of good teachers." Set: Research Information for Teachers, no. 3 (November 1, 2014): 22–28. http://dx.doi.org/10.18296/set.0316.

Full text

Abstract:

This article reports on a study of primary-aged students’ perceptions of what makes a good teacher for them. In 2012, as a result of a government directive, the three schools in this study merged into one but still operated across the three school sites. The focus of the study was on the students’ perceptions of their teachers, not the merger. Specifically, this study sought to include students’ self-reporting of how they saw good teachers and teaching. The results indicate that, for these students, the teacher–student relationship, two specific teacher attributes, and two sets of teaching ability characteristics were most important.

APA, Harvard, Vancouver, ISO, and other styles

29

Nursyuhada Binti Mohamad Yusoff, Vivien How, Ezza Sabrina Binti Azmi, and Khairuddin Bin Othman. "THE EDUCATOR’S PERSPECTIVE: KNOWLEDGE, ATTITUDE AND PRACTICES ON OCCUPATIONAL SAFETY AND HEALTH AT SCHOOL AMONG PRIMARY AND SECONDARY SCHOOL TEACHERS." Malaysian Journal of Public Health Medicine 19, no. 1 (January 1, 2019): 184–90. http://dx.doi.org/10.37268/mjphm/vol.19/no.1/art.52.

Full text

Abstract:

Introduction: School can be considered as a relatively moderate risk working environment due to the various hazards assembled in the school. Nevertheless, Occupational Safety and Health (OSH) training is yet to formally inclusive into teachers’ training module, and the current one-off or ad-hoc OSH training mainly targeted among school students. The different OSH awareness exists among teacher and student have hinder the provision of sustainable and effective safety and health training program at school levels. Objective: To assess the knowledge, attitude and practice among primary and secondary school teachers towards OSH at the school environment. Method: A cross-sectional survey carried out at three (3) primary schools and three (3) secondary schools after stratified random sampling. School teachers from these schools were randomly selected among those who had at least one year work experience as permanent teacher at the current school through the fishbowl technique. A structured questionnaire was used and total 136 teachers were assessed on their knowledge, attitude and practices on OSH at schools. Result: Study found that primary and secondary school teachers have different knowledge, attitude and practices of OSH at school levels. Overall, the knowledge level of secondary school teacher (62.1% of high to medium knowledge levels) are higher than the primary school teachers (41.1% of high to medium knowledge levels); at the same time, 93.1% of secondary school teachers show positive attitude while 88.5% of primary school teachers show positive attitude on safety and health atschools. In general, OSH practice level among the primary (88.5%) and secondary school teachers (86.2%) are atrelatively good levels. Besides, there is positive association with knowledge and attitude on OSH behavior among primary school teachers. Apart of this, there is positive but relatively weak association with knowledge and practices and knowledge and attitudes among primary and secondary school teachers. Conclusion: Considering the background differences between primary and secondary school teachers, a sustainable OSH learning mechanism should be planned and designed together with OSH practitioners and Ministry of Education to achieve a sustainable safety and healthy sound school environment for teacher to work and for students to learn.

APA, Harvard, Vancouver, ISO, and other styles

30

Magoma, Phyllis M., Esther Waithaka, and Teresa Mwoma. "Pre-Primary and Lower Primary Teachers’ Professional Identity in Primary Schools in Nairobi County, Kenya." East African Journal of Education Studies 3, no. 1 (August 20, 2021): 223–32. http://dx.doi.org/10.37284/eajes.3.1.391.

Full text

Abstract:

Professional identity is a noteworthy aspect of the teachers’ professional lives. This is because it influences the manner in which they do their work, retention and productivity in their places of work. This article presents findings from a PhD study that aimed at establishing the status of pre-primary and lower primary teachers’ professional identity and exploring factors influencing it. Fredrick Herzberg’s (1950) theory of Satisfaction and Motivation was used to guide the study. The study used concurrent triangulation research design. The dependent variable was early year’s education teachers’ professional identity, while the independent variable was the type of school. The study was conducted in Kasarani Sub-County in Nairobi County, Kenya. The sample size consisted of 220 teachers and 44 head-teachers in both public and private primary schools. Questionnaires and interview schedules were used to collect data which was then analysed using qualitative and quantitative methods. Findings from the study revealed that pre-primary and lower primary teachers’ professional identity was weak. It was recommended that school management, county and national governments, and other key stakeholders should aim at addressing issues that weaken early year’s education teachers (EYET) professional identity.

APA, Harvard, Vancouver, ISO, and other styles

31

Ong, Li Hui, Siok Khoon Soh, Shu-Jun Ho, and May Yan Melissa Yeong. "Primary-School Teachers’ Expectations of Handwriting Skills in Primary-School Children." American Journal of Occupational Therapy 73, no. 4_Supplement_1 (August 1, 2019): 7311505212p1. http://dx.doi.org/10.5014/ajot.2019.73s1-po8036.

Full text

APA, Harvard, Vancouver, ISO, and other styles

32

ZORLU KANA, Hatice. "EVALUATION OF THE PRIMARY SCHOOL TEACHERS VIEWS TOWARDS PRIMARY SCHOOL STUDENT'." Route Educational and Social Science Journal 7, no. 53 (January 1, 2020): 95–122. http://dx.doi.org/10.17121/ressjournal.2758.

Full text

APA, Harvard, Vancouver, ISO, and other styles

33

Lamanauskas, Vincentas. "Primary School Teachers’ Educational Research: Educational Practice and Professional Development Context." International Journal of Cognitive Research in Science, Engineering and Education 8, no. 3 (December 20, 2020): 1–18. http://dx.doi.org/10.23947/2334-8496-2020-8-3-1-18.

Full text

Abstract:

Teacher research activity is an important complex part of their work. Therefore, alongside with the other, their important professional competences, teacher research activity competence becomes a significant one. Teacher’s activity space has widened a lot. Carrying out various research, the teacher uses the obtained information firstly for their activity improvement. It is obvious that there is a lack of reliable research on this question. A deep gap exists between educational research and educational practice. This research aimed to ascertain primary school teachers’ position on educational research question. The research was carried out in 2019, in which 106 primary school teachers from various Lithuanian schools took part. A two-part research instrument was applied, which consisted of open-ended and closed-ended questions. A descriptive qualitative and quantitative content analysis was carried out. Though most of the teachers thought that educational research was important for their practical activity, however, the biggest gap between educational research and educational practice is most frequently determined by the lack of teacher competence in this sphere. There exists an obvious teacher support need as well as teacher professional development needs in the aspect of research availability/accessibility and its use in educational practice.

APA, Harvard, Vancouver, ISO, and other styles

34

Bayındır, Nida, Levent Sevi, and Aynur Çukurcalıoğlu. "Primary School Teachers’ Perceptions of School Report." Participatory Educational Research spi16, no. 2 (February 1, 2016): 157–72. http://dx.doi.org/10.17275/per.16.spi.2.15.

Full text

APA, Harvard, Vancouver, ISO, and other styles

35

Plunkett-Mills, Melicia. "Primary School Teachers’ Experiences with Teaching Resources and Technology at a Primary and Junior High School in Urban Jamaica." Journal of Education and Development in the Caribbean 19, no. 1 (December 23, 2020): 60–100. http://dx.doi.org/10.46425/j119016107.

Full text

Abstract:

This paper sought to explore primary teachers’ experiences with implementing Resource and Technology (R&T) and how these experiences influence successful teacher adaptability to educational change. The findings revealed a shared consensus among teachers that successful teacher adaptability is dependent on teacher preparedness, development of infrastructure, teacher support and the realities of their experiences among others.

APA, Harvard, Vancouver, ISO, and other styles

36

Denessen, Eddie, Nienke Vos, Fred Hasselman, and Monika Louws. "The Relationship between Primary School Teacher and Student Attitudes towards Science and Technology." Education Research International 2015 (2015): 1–7. http://dx.doi.org/10.1155/2015/534690.

Full text

Abstract:

This study focuses on the effects of teachers’ attitudes towards teaching about science and technology on student attitudes towards science and technology. A one-year longitudinal study involving 91 teachers and 1822 students from the higher years of Dutch primary schools showed that students develop less positive attitudes towards science and technology during their primary school years and that girls showed less positive attitudes than boys. Female teachers showed less positive attitudes towards teaching about science and technology than male teachers. Girls appeared to be susceptible of their teacher’s attitudes and especially developed less positive attitudes when their female teacher showed less enthusiasm for teaching science and technology. Implications for teacher education and teacher recruitment are discussed.

APA, Harvard, Vancouver, ISO, and other styles

37

OSIESI Mensah Prince. "The import of professional development programmes for primary school teachers in Nigeria." International Journal on Integrated Education 3, no. 10 (October 10, 2020): 48–55. http://dx.doi.org/10.31149/ijie.v3i10.677.

Full text

Abstract:

The paper discussed the import of professional development programmes for primary school teachers in Nigeria. It highlighted the relevance of the primary school teacher; effective development programmes for them in relation to their teaching competences; the primary education in Nigeria, its functions and challenges confronting it; challenges facing primary school teachers. The paper further explored the objectives and forms of teachers’ development and barriers to effective teacher development programmes in Nigeria. It concluded that Mechanisms for effective teachers’ professional development should be put in place by stakeholders on a regular basis; as this is tantamount to enhancing teachers’ teaching competences and that teachers at the primary schools need regular on-the-job professional development programmes. A number of recommendations were articulated to ensure continuous and effective teachers development for practicing primary school teachers in Nigeria.

APA, Harvard, Vancouver, ISO, and other styles

38

Osiesi Mensah Prince. "The import of professional development programmes for primary school teachers in Nigeria." International Journal on Integrated Education 3, no. 7 (July 29, 2020): 111–18. http://dx.doi.org/10.31149/ijie.v3i7.507.

Full text

Abstract:

The paper discussed the import of professional development programmes for primary school teachers in Nigeria. It highlighted the relevance of the primary school teacher; effective development programmes for them in relation to their teaching competences; the primary education in Nigeria, its functions and challenges confronting it; challenges facing primary school teachers. The paper further explored the objectives and forms of teachers’ development and barriers to effective teacher development programmes in Nigeria. It concluded that Mechanisms for effective teachers’ professional development should be put in place by stakeholders on a regular basis; as this is tantamount to enhancing teachers’ teaching competences and that teachers at the primary schools need regular onthe-job professional development programmes. A number of recommendations were articulated to ensure continuous and effective teachers development for practicing primary school teachers in Nigeria.

APA, Harvard, Vancouver, ISO, and other styles

39

Jan Bent, Gert, Anouke Bakx, and Perry den Brok. "Comparison Between Primary Teacher Educators’ and Primary School Teachers’ Beliefs of Primary Geography Education Quality." Australian Journal of Teacher Education 41, no. 7 (July 2016): 110–31. http://dx.doi.org/10.14221/.v2016n41.7.

Full text

APA, Harvard, Vancouver, ISO, and other styles

40

Jan Bent, Gert, Anouke Bakx, and Perry den Brok. "Comparison Between Primary Teacher Educators’ and Primary School Teachers’ Beliefs of Primary Geography Education Quality." Australian Journal of Teacher Education 41, no. 7 (July 2016): 110–31. http://dx.doi.org/10.14221/ajte.2016v41n7.7.

Full text

APA, Harvard, Vancouver, ISO, and other styles

41

Palantis, N. John, Johan, A. Mohamed, A. S. Mohd Ibrahim, S. H. Ismail, N. K. Anuar, A. M. Ma’rof, and N. Buang. "Patterns of Metacognitive Awareness Among Primary School Teachers." Jurnal VARIDIKA 29, no. 2 (January 15, 2018): 141–46. http://dx.doi.org/10.23917/varidika.v29i2.5629.

Full text

Abstract:

The purpose of this study is to identify level and patterns of metacognitive awareness among teachers in primary schools. This study focuses on aspects of declarative knowledge, procedural knowledge, conditional knowledge, planning, monitoring and evaluation of teachers. The study was descriptive in nature. A sample of 100 primary school teachers in Puchong, Selangor answered the Metacognitive Awareness Inventory for Teacher by Cem Balcikanli (2011). The data analysis was carried out using IBM Statistics version 24 to obtain descriptive measures. The results show that levels of metacognitive awareness among teachers are high at ninety three percent (93%). The results also show that there are no significant differences by gender, age, teaching experience, academic qualification and subject of teaching among primary school teachers. The metacognitive framework shows that metacognition knowledge and regulatory expertise were used by individuals to control their cognition. Teachers who have a higher level of metacognitive awareness can produce students with good academic achievement.

APA, Harvard, Vancouver, ISO, and other styles

42

Sharma, Sushil Kumar, Geeta Kandpal, and Narendra Kumar. "Study of Role Structure of Primary School Teachers of East Delhi." Contemporary Social Sciences 27, no. 2 (April 1, 2018): 268–72. http://dx.doi.org/10.29070/27/57488.

Full text

APA, Harvard, Vancouver, ISO, and other styles

43

Sharma, Sushil Kumar, Geeta Kandpal, and Narendra Kumar. "Study of Role Stress among Primary School Teachers of East Delhi." Journal of National Development 31, no. 1 (July 1, 2018): 217–21. http://dx.doi.org/10.29070/31/57455.

Full text

APA, Harvard, Vancouver, ISO, and other styles

44

BOZKURT, Mahmut, and Sefik YASAR. "Primary School Teachers’ Views About Global Education in Social Studies Courses." Eurasian Journal of Educational Research 16, no. 65 (September 1, 2016): 1–35. http://dx.doi.org/10.14689/ejer.2016.65.08.

Full text

APA, Harvard, Vancouver, ISO, and other styles

45

ERDEM, Ali Riza, and Duygu Cag ADIGUZEL. "The Opinions of Primary School Teachers on their Creative Thinking Skills." Eurasian Journal of Educational Research 19, no. 80 (April 3, 2019): 1–14. http://dx.doi.org/10.14689/ejer.2019.80.2.

Full text

APA, Harvard, Vancouver, ISO, and other styles

46

Qodirova, Feruza Damirovna. "TECHNOLOGY TO INCREASE THE MANAGEMENT COMPETENCE OF FUTURE PRIMARY SCHOOL TEACHERS." CURRENT RESEARCH JOURNAL OF PEDAGOGICS 02, no. 08 (August 31, 2021): 27–33. http://dx.doi.org/10.37547/pedagogics-crjp-02-08-08.

Full text

Abstract:

The concept of management competence is a topical issue from a scientific point of view. This article discusses management competence, its components, the functions of management competence and how to form this competence in primary school teachers.

APA, Harvard, Vancouver, ISO, and other styles

47

Akan, Durdağı. "Effective School Evaluation in Primary Schools from the dimension of Parents." Journal of Education and Training Studies 5, no. 1 (December 21, 2016): 134. http://dx.doi.org/10.11114/jets.v5i1.2094.

Full text

Abstract:

The aim of this study is to analyze the effectiveness of the primary schools depending on “parents” dimension according to the perceptions of administrator and teacher in terms of different variables. It employed descriptive survey model. Data was collected through effective school questionnaire with the aim of determining the perceptions of school administrators and teachers working in primary schools in Erzurum. 155 school administrators and 616 teachers were selected through simple random sampling method and the obtained data was analyzed through arithmetic mean t-test, one -way analysis of variance (ANOVA). The data revealed that the school administrators and teachers expressed parents had a medium-level contribution to the effectiveness of primary schools. It is likely to state that school administrators and teachers in different duty stations and professional seniorities had different opinions about the attitudes of parents related to the effectiveness of schools while school administrators and teachers had similar opinions.

APA, Harvard, Vancouver, ISO, and other styles

48

Savovic, Branka. "Problems of discipline in primary and secondary school: Teachers' opinions." Zbornik Instituta za pedagoska istrazivanja, no. 34 (2002): 259–70. http://dx.doi.org/10.2298/zipi0204259s.

Full text

Abstract:

Investigations carried out in late 2001 in primary and secondary schools of Belgrade, Novi Sad and Nis comprised students, teachers and associates. The aim of investigations was to get insight into the state-of-the-arts problems and needs of our primary and secondary schools. The paper is a part of investigations, related to the results obtained for students' opinions of their interrelations with teachers as well as opinions of teachers themselves. The sample comprised 727 students of 4th grade of secondary vocational and high schools, 562 students of 8th grade of primary schools 168 secondary school and 107 primary school teachers. We investigated their interrelationships and within this framework the level of potential or current aggressive behavior. The majority of teachers (51%) estimated student-teacher relationships mediocre - neither good nor bad. The most frequent problem in students' behavior is, according to the teachers instruction disturbance. One-quarter of teachers find that students offend them, ridicule them, or mock at them in front of others, and 5 per cent complain of physical injury intimidation on the part of students. When a problem comes up, 18 per cent of teachers talk with a student, and nearly 10 per cent of teachers give lower grades in their subject, so as to punish a student for undisciplined behaviors. In teachers' opinion, society, school the least, is to be blamed for the situation.

APA, Harvard, Vancouver, ISO, and other styles

49

El-Yakub, Shehu Uthman. "PRIMARY SCHOOL TEACHERS’ WELFARE: A PREREQUISITE FOR QUALITATIVE PRIMARY EDUCATION IN NIGERIA." Sokoto Educational Review 16, no. 2 (December 31, 2015): 8. http://dx.doi.org/10.35386/ser.v16i2.140.

Full text

Abstract:

Education is the most important vehicle for progress and overall development of individual in particular and society in general. Yearning for positive development and progress cannot come by without sound primary education background, teacher is the prime mover of education in general without whom, education can hardly be acquired. No education system can rise above the quality of its teachers, this gives important support for teacher on their role in the first place, as educators, implementers of the curriculum content and determinant factors that influence the needed learning outcomes of instruction. Primary school teachers in Nigeria suffer serious neglect in terms of their social welfare especially in the areas of salaries and allowances, in-service training, office accommodation as well as inadequate funding of primary education. The paper also brought the issues on child’s needs for education, universal basic education and suggestions were proffered.

APA, Harvard, Vancouver, ISO, and other styles

50

Psaras, Dr Charalabos. "Teachers’ primary concerns in a case of educational innovation introduction in primary schools in Greece." International Journal for Innovation Education and Research 8, no. 8 (August 1, 2020): 203–15. http://dx.doi.org/10.31686/ijier.vol8.iss8.2508.

Full text

Abstract:

By converting all-day primary schools of suburban and urban areas in Greece into schools that implement the Comprehensive Reformed Educational Programme (CREP), a set of innovations were implemented, significantly altering the Greek school. The purpose of this study was to investigate the effect of selected variables over concerns of teachers who work at such schools. Additionally, this research asked the teachers to identify the professional development support and interventions required to enable them to make better use of the Book-reading Advancement (Philanagnosia) Activities innovation. Teachers’ administrative and pedagogical guidance executives, based on the above, will design the necessary interventions to positively address teachers’ concerns and implement the specific innovation in the most effective manner. Overall, the study found that higher teacher concerns were task related, with a significant record of information and self-concerns, which may indicate that the introduction of the innovation was not properly designed to address teachers’ primary concerns.

APA, Harvard, Vancouver, ISO, and other styles

We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!