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Journal articles on the topic 'Primary school teachers – Zimbabwe'

Author: Grafiati

Published: 4 June 2021

Last updated: 2 February 2022

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1

Dondofema, Tazivei, and Dr Wellington Samkange. "Challenges Faced by Primary School Teachers in Schools with Multi-Grade Classes in Zimbabwe: A Case for Ten Primary Schools in Gutu District in Masvingo Province of Zimbabwe." Scholars Journal of Arts, Humanities and Social Sciences 4, no. 7 (2016): 758–65. http://dx.doi.org/10.21276/sjahss.2016.4.7.3.

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Chirume, Silvanos. "Sustainable Professional Development of Primary School Mathematics Teachers in Zimbabwe Through Philosophy of Education 5.0: Challenges and Prospects." Sumerianz Journal of Social Science, no. 312 (December 1, 2020): 150–61. http://dx.doi.org/10.47752/sjss.312.150.161.

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Teacher training colleges and universities in Zimbabwe currently fall under the Ministry of Higher and Tertiary Education, Science and Technology Development (MHTESTD) whose mission is to develop and deliver a knowledgeable and skilled human capital through higher and tertiary Education 5.0, science and technology development using a heritage based philosophy, for the production of quality goods and services. The core values of the Ministry are integrity, humility, innovation and productivity. The philosophy of Education 5.0 system is centred on five pillars which include teaching, research, c

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3

Shizha, Edward. "Indigenous? What Indigenous Knowledge? Beliefs and Attitudes of Rural Primary School Teachers Towards Indigenous Knowledge in the Science Curriculum in Zimbabwe." Australian Journal of Indigenous Education 37, no. 1 (2008): 80–90. http://dx.doi.org/10.1017/s1326011100016124.

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AbstractDespite the end of colonialism, Zimbabwean rural school teachers still find themselves trapped in the colonial pedagogic practices that undervalue the importance of rural school children's experiential knowledge in science. This article explores the beliefs and attitudes of rural primary teachers towards incorporating Indigenous knowledge and Indigenous teaching practices in science education. A case study of 10 teachers in a rural school in Zimbabwe was conducted using the observation method which was complimented with a semi-structured interview. Twenty video recordings were carried

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Chirume, Silvanos. "How Does Language Influence Performance, Fear and Attitudes towards Mathematics at Primary School Level in Zimbabwe?" International Journal of Educational Studies 2, no. 2 (2019): 36–43. http://dx.doi.org/10.53935/2641-533x.v2i2.23.

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This mixed-methods (QUANT-qual) study compares test performances of two classes of 52 (26 in each class) Grade 5 learners in a multiple choice Maths test written in English language (Group A) and the same test but with questions written in Shona language (Group B), respectively. The paper also examines the role of language in the development of attitudes and fear of mathematics by learners at the same primary school in Gokwe district, Zimbabwe. Results showed that there were significant differences (in favour of the English language) between Group A’s performance and Group B’s performance. Oth

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Mushoriwa, T. D., V. T. Mlangeni, and M. Kurebwa. "Assessing Attitudes of Primary School Teachers towards Free Primary Education in Swaziland: The Case of Shiselweni Region." MIMBAR PENDIDIKAN 1, no. 2 (2016): 143. http://dx.doi.org/10.17509/mimbardik.v1i2.3927.

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ABSTRACT: This study was designed to assess the attitudes of Primary School teachers towards FPE (Free Primary Education) recently introduced in Swaziland, with the ultimate aim of establishing how the teachers feel about the change given the increase in enrolments in the schools. The survey research design was employed. Data were sourced from 118 teachers (females = 50%) through a semi-structured questionnaire and follow-up interviews. While data were largely analysed through the Likert scale analysis procedures described in this study, Cramer’s V was the statistic used to test if gender sign

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Nkomo, Duduzile, Peter Mulaudzi, and Buyisani Dube. "Assessment of learners with dyslexia in mainstream primary schools: An investigation." South African Journal of Education 41, no. 2 (2021): 1–8. http://dx.doi.org/10.15700/saje.v41n2a1855.

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With this study we sought to investigate the effectiveness of assessment of learners with dyslexia in mainstream primary schools in the Bubi district of Matabeleland North, Zimbabwe. An exploratory case study design of the qualitative approach was adopted. Semi-structured individual interviews and focus group interviews (FGI) were used to collect data from heads of schools and teachers selected for the study. Gathered data were analysed and interpreted thematically. The major findings of the study were that no standardised instruments existed to assess learners with dyslexia in the infant cate

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Maharajh, Lokesh Ramnath, and Lucia Tsitsi Musikewa. "“Skill, drill, and kill”." International Journal for Innovation Education and Research 9, no. 2 (2021): 371–86. http://dx.doi.org/10.31686/ijier.vol9.iss2.2899.

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This paper reports on teachers’ summative assessment experiences at grade seven level in selected primary schools in Chegutu District, Mashonaland West Province in Zimbabwe. The study's purpose was to determine the effect and impact the final, standardised, and high-stakes assessment have on teaching and learning at grade seven level in these primary schools. Using a qualitative research design, we generated data from eight teachers who were purposefully selected from four of the different primary schools found in Zimbabwe (rural, farm, urban, and boarding). Semi-structured interviews, documen

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Majoko, Tawanda. "Inclusion of Children With Disabilities in Physical Education in Zimbabwean Primary Schools." SAGE Open 9, no. 1 (2019): 215824401882038. http://dx.doi.org/10.1177/2158244018820387.

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Since Zimbabwe adopted inclusion in 1994 in alignment with the world, the number of children with disabilities educated in regular schools has significantly increased. Teachers experience diverse challenges when including children with disabilities in physical education (PE) in regular classrooms. This qualitative study carried out individual interviews, document analysis and nonparticipant observations with 24 Zimbabwean primary school teachers to explore pedagogical practices for including children with disabilities in PE in regular classrooms. A comparative approach of organizing individual

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Govender, Nadaraj, and Godfrey Mutendera. "Teachers’ and custodians’ views and dilemmas arising thereof regarding the integration of indigenous knowledge in the primary school." AlterNative: An International Journal of Indigenous Peoples 16, no. 4 (2020): 356–68. http://dx.doi.org/10.1177/1177180120970935.

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Indigenous Knowledge is largely neglected in the primary school curriculum, yet it espouses the history, art, nature, and traditions of the community from which students come. This study explores the views of six custodians and six teachers on the integration of Indigenous Knowledge in the primary school curriculum in Zimbabwe. Indigenous standpoint theory and participatory research methodology framed the study. Data were generated through focus group discussions with Indigenous Knowledge custodians through individual interviews with teachers. The custodians’ views confirmed that Indigenous Kn

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10

Chingara, Remigio, and Jan Heystek. "Leadership as agency in the context of structure." International Journal of Educational Management 33, no. 7 (2019): 1596–609. http://dx.doi.org/10.1108/ijem-01-2018-0028.

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Purpose The purpose of this paper is to examine how principals, deputy principals, heads of departments (HoDs) and teachers as leaders exercise their agency within and through the organisational structure of their schools to improve academic quality. Design/methodology/approach A case study was conducted in the wider context of school-based leadership. Principals, deputy principals, HoDs and teachers selected by means of purposive sampling from six primary and secondary schools in Harare Province of Zimbabwe participated in the study. Findings Leaders in schools in Harare Province were found t

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11

Ngwenya, Victor C. "Curriculum Implementation Challenges Encountered by Primary School Teachers in Bulawayo Metropolitan Province, Zimbabwe." Africa Education Review 17, no. 2 (2019): 158–76. http://dx.doi.org/10.1080/18146627.2018.1549953.

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Bhebhe, Sithulisiwe, Tawanda Runhare, and Ratau John Monobe. "Training music teachers through distance learning: The case of teaching practice mentoring at one primary school teacher training college in Zimbabwe." British Journal of Music Education 32, no. 3 (2015): 259–71. http://dx.doi.org/10.1017/s0265051715000339.

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This study sought to examine the quality of teaching practice (TP) mentoring in the teaching of music at primary school level through the distance mode of training at one college of education in Zimbabwe. The study examined the experiences and perceptions of lecturers and student teachers on TP mentoring in music within the context of a distance mode of teacher training. A purposive sample of 17 music student teachers and 11 lecturers was selected. The study employed a qualitative case study research design in which one-on-one interviews, focus group discussions and documentary analysis were u

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Simuforosa, Magwa, and Ngara Rosemary. "FACTORS CONTRIBUTING TO CHILD SEXUAL ABUSE BY TEACHERS IN SCHOOLS: A STUDY OF MASVINGO DISTRICT SECONDARY SCHOOLS." JOURNAL OF SOCIAL SCIENCE RESEARCH 8, no. 1 (2015): 1520–28. http://dx.doi.org/10.24297/jssr.v8i1.3610.

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Learners are at risk of sexual abuse by teachers. This study set to explore the perceptions of learners, teachers and educational psychologists on child sexual abuse in schools. The study is informed by Maslows hierarchy of needs. In an attempt to provide acceptable answers to research problem the qualitative phenomenology design was employed and semi-structured interviews were used to collect the data. Purposive sampling was used to select schools and participants in Masvingo district. The schools selected were 4 and participants were 19 Accepted ethical measures were adhered to during the st

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HEERALAL, PREM JOTHAM HEERALAL, and Francis Muchenje. "Classroom Pedagogy and the Accomodation of Students’ Cultural Diversity." International Journal for Innovation Education and Research 4, no. 10 (2016): 40–52. http://dx.doi.org/10.31686/ijier.vol4.iss10.597.

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The study explored teachers’ views on classroom pedagogy and the accommodation of cultural diversity in primary schools in Zimbabwe. The study was carried out in five selected primary schools in Chegutu district. Qualitative research was selected as the research method with phenomenology as the research design. The sample comprised twenty teachers (10 male and 10 female) selected through purposive sampling technique. Data gathering instruments consisted of unstructured in-depth interviews and focus group discussions. The study found out that teachers accommodate cultural diversity in a number

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Kazembe, Takawira. "Use of portfolios to correct alternative conceptions and enhance learning." International Journal of Physics & Chemistry Education 2, no. 1 (2010): 26–43. http://dx.doi.org/10.51724/ijpce.v2i1.181.

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Forty first-year primary school student teachers at a Teacher Training College in Masvingo Province, Zimbabwe, participated in an action research study, employing the science student portfolio, during February to July, 2008 . They used the portfolio to record their prior knowledge about the lesson topic, new information learnt during the lesson, and how the new information related to their prior knowledge. Comments on lessons, monthly tests and assignment scores, reflections and a page-long conclusion were also recorded in the portfolio. The monthly test scores improved as the study progressed

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Majoko, Tawanda. "Teacher Key Competencies for Inclusive Education: Tapping Pragmatic Realities of Zimbabwean Special Needs Education Teachers." SAGE Open 9, no. 1 (2019): 215824401882345. http://dx.doi.org/10.1177/2158244018823455.

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This study examined the teaching competencies perceived by special needs education teachers to be essential for inclusive education. Entrenched in inclusive pedagogy, this descriptive study draws on a sample of 24 special needs education primary school teachers purposively drawn from Midlands educational province of Zimbabwe. Throughout the analysis of data, a constant comparative approach of the organization of data with continual adjustment was used. The study found that participants perceived screening and assessment, differentiation of instruction, classroom and behavior management, and co

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Sibanda, Jephias, Sevious Mutopa, and Cosmas Maphosa. "Teachers’ Perceptions of Lesson Observations by School Heads in Zimbabwean Primary Schools." Journal of Social Sciences 28, no. 1 (2011): 21–28. http://dx.doi.org/10.1080/09718923.2011.11892925.

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18

Shumba, Almon. "The nature, extent and effects of emotional abuse on primary school pupils by teachers in Zimbabwe." Child Abuse & Neglect 26, no. 8 (2002): 783–91. http://dx.doi.org/10.1016/s0145-2134(02)00351-4.

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19

Mwangu, Edson C., and Lwazi Sibanda. "Teaching Biology Practical Lessons in Secondary Schools: A Case Study of Five Mzilikazi District Secondary Schools in Bulawayo Metropolitan Province, Zimbabwe." Academic Journal of Interdisciplinary Studies 6, no. 3 (2017): 47–55. http://dx.doi.org/10.1515/ajis-2017-0020.

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AbstractThe study examined how teachers teach Biology practical lessons at Ordinary Level in Mzilikazi District Secondary Schools of Bulawayo Metropolitan Province. Qualitative approach and case study design were adopted. Data was collected using document analysis and semi-structured interviews conducted with purposively selected five Biology teachers, five Heads of Science Department from five schools, and one Science Subject Inspector. Data were thematically analysed. The study revealed that teachers used both teacher-centred and student-centred methods in teaching Biology practical lessons

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20

Sigauke, Aaron. "CHILDRENâ€™S VIEWS ON, AND EXPERIENCES OF, PHYSICAL AND VERBAL ABUSE IN SCHOOLS: TWO CASE STUDIES OF PRIMARY SCHOOLS IN HARARE, ZIMBABWE." International Journal of Educational Development in Africa 2, no. 1 (2015): 121–48. http://dx.doi.org/10.25159/2312-3540/24.

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Â In Zimbabwe, changes to regulations on corporal punishment have led to claims by teachers, parents and others that the only effective weapon that was there to maintain discipline in schools has been removed. This study aimed at finding out views and experiences of primary school children on the use of corporal punishment and verbal assault as means of maintaining discipline in schools. It set out from the view that physical punishment and verbal assault by school authorities are forms of child abuse and a violation of childrenâ€™s rights. A case study approach was used in two primary schools

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21

Lizias, Kadziya, and Katanha Anyway. "Teachers’ Perceptions on Clinical Supevision by Primary School Heads of Makonde District, Mashonaland West Province of Zimbabwe." Greener Journal of Educational Research 4, no. 1 (2014): 023–29. http://dx.doi.org/10.15580/gjer.2014.1.020414092.

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22

Magudu, Snodia, and Mishack Gumbo. "Encounters of newly qualified teachers with micro-politics in primary schools in Zimbabwe." South African Journal of Education 37, no. 2 (2017): 1–11. http://dx.doi.org/10.15700/saje.v37n2a1264.

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23

Khoza, Trenance, Nande C. K. Neeeta, and Lindiwe M. P. Mulaudzi. "Augmenting ESL teacher trainee proficiency : a case of primary school teacher training in Zimbabwe." Ubuntu : Journal of Conflict Transformation S1, no. 1 (2018): 89–109. http://dx.doi.org/10.31920/2050-4950/2018/s1n1a5.

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24

Saiden, Thondhlana, and Mangizvo V. Remigios. "Teaching Management And Sustainable Utilization Of Water Resources At Infant Level In Primary Schools In Zimbabwe: Challenges And Opportunities." Advances in Social Sciences Research Journal 6, no. 11 (2019): 430–40. http://dx.doi.org/10.14738/assrj.611.7189.

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Water has become an inadequate resource as a result of population and economic growth, climate change, pollution and other challenges. This is impacting on social, economic and environmental wellbeing. Education about water issues at all levels is pertinent to equip people with knowledge, skills and values of its management and sustainable utilization. Young children have a tendency of wasting water because of lack of knowledge of its management and sustainable utilization. The study aimed at establishing how knowledge, skills and attitudes of the management and sustainable utilization of wate

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Muchenje, Francis, and Pedzisai Goronga. "The utility of non-formal education in addressing the school dropout phenomenon : a case study of Asifundeni Secondary School in Makonde District Zimbabwe." Journal of African Education 1, no. 3 (2020): 41–69. http://dx.doi.org/10.31920/2633-2930/2020/s1n3a3.

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The study sought to explore students' views on the utility of non-formal education in addressing the school dropout phenomenon at secondary school level. Qualitative research approach was adopted and a case study design was utilised. The population consisted of all the students in the non-formal programme at the school from which a sample of 11 students (2 male and 9 female) was selected through purposive stratified sampling technique. Data were gathered through structured in-depth interviews and focus group discussions. Non-formal education was seen to address the school dropout phenomenon by

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Muchenje, Francis, and Prem J. H. Heeralal. "Teachers’ Perceptions of the Implementation of Multicultural Education in Primary Schools in Chegutu District, Zimbabwe." Journal of Social Sciences 41, no. 3 (2014): 325–33. http://dx.doi.org/10.1080/09718923.2014.11893367.

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Oyedele, V., and W. Chikwature. "The Obligation of School Development Committees in Teacher Retention in Buhera District Primary Schools in Manicaland Province, Zimbabwe." Greener Journal of Educational Research 6, no. 2 (2016): 034–43. http://dx.doi.org/10.15580/gjer.2016.2.030316050.

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Ndiweni, Nkululeko Joshua, and Sadhana Manik. "Determinants of Food Insecurity amongst Primary School Children through the Lens of Affected Parents and Teachers: The Case of Matobo District, Zimbabwe." Alternation: Interdisciplinary Journal for the Study of the Arts and Humanities in Southern Africa SP, no. 21 (2018): 203–33. http://dx.doi.org/10.29086/2519-5476/2018/sp21a10.

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Thondhlana, Saiden, and James D. Makawa. "Perceptions of Zimbabwean Primary School Teachers and Children on the Prevalent types of Conflict in the Primary Schools: A Case Study of Gweru District Schools." Greener Journal of Educational Research 7, no. 5 (2017): 070–77. http://dx.doi.org/10.15580/gjer.2017.5.071515086.

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Silumba, Cassim, and Show Chibango. "Online Education in Promoting Continued Education during Coronavirus Outbreak in Zimbabwe: ‘Challenges and Solutions’." Asian Journal of Interdisciplinary Research 3, no. 4 (2020): 74–88. http://dx.doi.org/10.34256/ajir2047.

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The education system has been affected by 2019–20 coronavirus pandemic. In order to curb the widespread of coronavirus pandemic, people were recommended to exercise social-distancing and self-isolation. The idea of social-distancing and self-isolation has resulted in the closures of schools, universities and colleges as Ministry of Primary and Secondary Education try to control the spread of the contagious disease among learners in Zimbabwe. The effects and perceptions of Zimbabwean parents, teachers, learners and stakeholders on education and Covid19 are a cause for concern. The closure of ed

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Nyazema, Norman Z. "The Zimbabwe Crisis and the Provision of Social Services." Journal of Developing Societies 26, no. 2 (2010): 233–61. http://dx.doi.org/10.1177/0169796x1002600204.

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Historically, health care in Zimbabwe was provided primarily to cater to colonial administrators and the expatriate, with separate care or second-provision made for Africans. There was no need for legislation to guarantee its provision to the settler community. To address the inequities in health that had existed prior to 1980, at independence, Zimbabwe adopted the concept of Equity in Health and Primary Health Care. Initially, this resulted in the narrowing of the gap between health provision in rural areas and urban areas. Over the years, however, there have been clear indications of growing

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Muchenje, Francis, and Prem J. H. Heeralal. "Teachers’ Views on the Accommodation of Students’ Cultural Diversity in Curriculum Instructional Materials in Use in Primary Schools in Chegutu District Zimbabwe." Journal of Social Sciences 47, no. 2 (2016): 142–50. http://dx.doi.org/10.1080/09718923.2016.11893554.

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Kazembe, Takawira, and Methias Sithole. "Effectiveness of Teachers at Preparing Grade 7 Candidates for Environmental Science Examinations." International Journal of Physics & Chemistry Education 2, no. 2 (2010): 64–81. http://dx.doi.org/10.51724/ijpce.v2i2.118.

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The study was undertaken to investigate the low Grade 7 pass rate at Primary Schools in Zimbabwe which averaged 75% for local languages, 47% for General Paper (GP) and 40% for Maths. The low GP pass rate was thought to be due to teachers’ attitudes towards developing scientific skills necessary to understand Environmental Science (ES). A sample of 77 student teachers, 7 lecturers, 3 headmasters and 12 mentors was used to probe how teachers are trained to teach ES. A questionnaire, observations, documents and informal interviews were used to collect data from student teachers. Interviews were u

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Chivhanga, Dr Ester, and Chimhenga Sylod. "Student Teachers’ Attitude towards the Use of Indigenous Languages as Medium of Instruction in the Teaching of Science Subjects In Primary Schools of Zimbabwe." IOSR Journal of Research & Method in Education (IOSRJRME) 4, no. 4 (2014): 37–43. http://dx.doi.org/10.9790/7388-04443743.

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Masocha, Pascal. "Re-engineering Approaches to Children’s Education in Zimbabwe after COVID-19: A Call to Innovative Approaches." Quest Journal of Management and Social Sciences 2, no. 2 (2020): 251–61. http://dx.doi.org/10.3126/qjmss.v2i2.33290.

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Background: As fears of the corona virus pandemic (also known as the COVID-19 Pandemic) continue to spread around the world, Boma’s global network hosted an unprecedented online summit on the 23rd and 24th of March 2020, to discuss the early lessons learnt about this pandemic with regards to education and explore specific plans of action to address it. The summit inspired this study and its major findings show that COVID-19 has necessitated drastic changes in the education system. Objective: To explore new ways in which teachers can continue teaching the children using non-traditional me

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Centeno Pérez, Vinnett Esther. "Calidad de la gestión administrativa del director y compromiso laboral de los docentes de algunos colegios privados salvadoreños." RIEE | Revista Internacional de Estudios en Educación 19, no. 1 (2019): 35–46. http://dx.doi.org/10.37354/riee.2019.188.

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Mediante un estudio descriptivo y correlacional, se analizó la relación entre la percepción de la calidad de la gestión administrativa del director y el grado de compromiso laboral de los docentes de algunos colegios privados de El Salvador, en un contexto donde cada año los docentes renuncian a sus trabajos y pasan a laborar al sector gubernamental. Se administraron dos instrumentos, uno para medir la percepción de la gestión administrativa del director y otro para medir el grado de compromiso de los docentes, a 87 docentes de los siete colegios de las regiones metropolitana y occidental de E

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Muguwe, Emely, and T. D. Mushoriwa. "An Analysis of Continuing Professional Development (CPD)Provisions which are Available to Teachers in Regular Primary Schools to Ensure the Effective Teaching of Learners with Special Education Needs in Zimbabwe." International Journal of Educational Sciences 13, no. 2 (2016): 208–20. http://dx.doi.org/10.1080/09751122.2016.11890455.

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

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Solfiah, Yeni Solfiah, Devi Risma, Hukmi, and Rita Kurnia. "Early Childhood Disaster Management Media Through Picture Story Books." JPUD - Jurnal Pendidikan Usia Dini 14, no. 1 (2020): 141–55. http://dx.doi.org/10.21009/141.10.

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   Indonesia is a country that has a high potential for natural disasters. Picture story book is a form of disaster management learning that can help children from an early age to prepare for a natural disaster. The aims of this study to develop story books as a disaster management learning media, to improve knowledge and skills of children and teacher about the understanding, principles, and actions of rescue when facing the natural disasters, to increase the teacher’s learning quality in disaster management. Developmental research approach is used to execute the study. A to

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

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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.

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Bhebhe, Gladwin, and Matiya Mugurani. "CHALLENGE LEARNING FOR TEACHERS IN RURAL GWERU ZIMBABWE." Jurnal Ilmiah Peuradeun 4, no. 3 (2016): 295. http://dx.doi.org/10.26811/peuradeun.v4i3.104.

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The study established that rural day secondary school science teachers face a number of challenges, including inadequate teaching and learning materials, students’ negative attitudes towards science, conflicts between students’ home background and school science, and absence of science teachers’ associations. These challenges could have a direct impact on the teaching and learning of science in rural day secondary schools. The opening of rural day secondary schools in Zimbabwe was a great challenge in terms of providing science education to all students because the newly opened secondary schoo

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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 (2019): 7311505212p1. http://dx.doi.org/10.5014/ajot.2019.73s1-po8036.

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

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Popović, Kristijan. "Intercultural sensitivity of primary school teachers." Sinteze 8, no. 16 (2019): 37–52. http://dx.doi.org/10.5937/sinteze8-24082.

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LAMANAUSKAS, Vincentas, and Dalia AUGIENE. "Identifying Primary School Teachers Health Literacy." Turkish Journal of Science Education 16, no. 4 (2019): 451–66. http://dx.doi.org/10.36681/tused.2020.0.

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47

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

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48

Přibylová, Jana. "Personal Characteristics of Primary School Teachers." Procedia - Social and Behavioral Sciences 112 (February 2014): 1033–36. http://dx.doi.org/10.1016/j.sbspro.2014.01.1266.

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Syahid, A. A., D. T. Sunarya, A. Sudin, C. Sunaengsih, and D. A. Karlina. "ICT competences of primary school teachers." Journal of Physics: Conference Series 1318 (October 2019): 012148. http://dx.doi.org/10.1088/1742-6596/1318/1/012148.

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Gao, X., and A. W. K. Chow. "Primary school English teachers' research engagement." ELT Journal 66, no. 2 (2011): 224–32. http://dx.doi.org/10.1093/elt/ccr046.

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