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1
Thetsane, Regina. "The Validity and Reliability of Student Evaluation of Teaching at the National University of Lesotho." International Journal of African Higher Education 8, no. 1 (April 18, 2021): 139–57. http://dx.doi.org/10.6017/ijahe.v8i1.13367.
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Many Higher Education Institutions use the Student Evaluation of Teaching (SET) scale to evaluate the quality of instructors’ teaching. It includes students’ evaluation of the teacher, the teaching process, teaching approaches and the learning outcomes. Due to its reported dubious reliability and validity, and inherent bias in measuring the quality of teaching, SET remains a hotly debated and controversial instrument. This study evaluated thereliability and validity of the SET scale adopted by the National University of Lesotho. Self-administered SET questionnaires were distributed to 104 third- and fourth-year Bachelor of Commerce students to evaluate ten lecturers, resulting in 751 assessment records. The data were analysed using the Statistical Package for the Social Sciences (SPSS) and Partial Least Squares Structural Equation Modelling (PLS-SEM). While the findings suggest that the SET instrument used at the university is reasonably reliable and valid, minor concerns were raised with regard to discriminant validity, and serious concerns in relation to content validity. Based on the existing literature and the psychometric properties of this SET instrument, it is recommended that university management exercise caution in using its results to make evaluative personnel decisions such as promotions, confirmations, and dismissals. It is also recommended that the SET instrument should be revised and validated and be primarily used for formative purposes such as obtaining feedback for the development of individual instructors.
Key words: formative assessment, reliability, student evaluation of teaching, summative assessment, validity
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Fru, Raymond N. "Pedagogic Dilemma for History Education: Voices of Student Teachers in Lesotho." World Journal of Educational Research 2, no. 2 (November 30, 2015): 182. http://dx.doi.org/10.22158/wjer.v2n2p182.
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<p><em>It is no secret that history education in many parts of the world is</em><em> </em><em>facing immense challenges. This academic discipline has never been under more pressure to justify its place in the curriculum of many educational systems. While some systems such as South Africa have overtly downplayed the importance of the discipline through unfavorable curriculum implementations over the years since the dawn of democracy, other systems like Lesotho have adopted more covert strategies to systematically out-phasing history education in the secondary and high schools. The result in the case of Lesotho is that the subject is very unpopular in secondary and high schools as the number of schools teaching the subject has dwindled drastically over the years. The situation is exacerbated by poor Junior Certificate (JC) examination results for the few schools that teach the subject. </em></p><p><em>Against this backdrop, this article engages the discourses around the status of history education in the context of Lesotho from a student teacher’s perspective. While many studies have focused on the role of students, government departments and school administrations in explaining the negative position of history education, the stance in this article is that the role of the history teacher is as vital and cannot be undermined. Teachers’ understanding of the objectives of history teaching and their attitudes towards the discipline has important implications for the way the discipline is perceived by students and the public. As a result, this article presents findings ofa study conducted with some novice history teachers in Lesotho on their understandings of the objectives of history teaching especially in a Lesotho context. Such understandings are then used as a basis to theorise the status of the discipline, but also to reflect on the future of history education in Lesotho.</em></p>
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Leballo, Makatleho, Dominic Griffiths, and Tanya Bekker. "Differentiation practices in a private and government high school classroom in Lesotho: Evaluating teacher responses." South African Journal of Education 41, no. 1 (February 28, 2021): 1–13. http://dx.doi.org/10.15700/saje.v41n1a1835.
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One way in which the practice of inclusion can be actualised in classrooms is through the use of consistent, appropriate differentiated instruction. What remains elusive, however, is insight into what teachers in different contexts think and believe about differentiation, how consistently they differentiate instruction and what challenges they experience in doing so. In the study reported on here high school classrooms in a private and a government school in Lesotho were compared in order to determine teachers’ thoughts and beliefs about differentiation, the frequency of differentiated instruction, and the challenges faced by teachers who implement this inclusive practice. Sampled teachers offered their views on what they understood differentiated instruction to be, the frequency of differentiated instruction, and identified challenges via an administered questionnaire. Data analysis was based on frequency counts and bar charts for comparative purposes. Findings indicate that private school teachers have a higher frequency of differentiated teaching practice, with time constraints indicated as the main challenge. Government school teachers had a lower frequency of differentiation, and identified a lack of resources, and the learner-teacher ratio as challenges, among others. In the study we highlighted the critical role that private schools can play in the national call for the implementation of inclusive teaching in Lesotho, in terms of active collaboration with surrounding government schools. Private schools, with their resources and access to professional development opportunities, can become catalysts in the implementation of inclusive teaching practices.
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Ralejoe, Malehlanye Constantinus. "Exploring Parental Involvement in Education in Selected Inclusive Secondary Schools in Maseru District, Lesotho." International Educational Research 4, no. 1 (April 27, 2021): p1. http://dx.doi.org/10.30560/ier.v4n1p1.
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This study investigated parental understanding of the concept “Parental Involvement in Education” of their children (PIE) in three inclusive secondary schools in the Maseru District of Lesotho. It also investigated the extent to which parents make contributions to the education of their children. The study was quantitative, exploratory in nature and used a 5-point Likert scale questionnaire to collect data. 700 parents in these schools were randomly selected to fill the questionnaires and the data were analysed using Statistical Package for the Social Sciences (SPSS) software. The results revealed that most parents understand PIE and its implications, but do not do much to assist teachers in schools. Mothers appeared to support the teaching of their children more than fathers. Prominent barriers in their efforts to help teachers included work-related commitments and a lower level of education. The study proposed formation of support groups involving all stakeholders for the purpose of raising awareness about PIE, educating parents about their roles in the education of their children, and improving communication among all stakeholders.
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Davis, Peter C., and Linda L. Rankin. "Who is Teaching (or Not Teaching) Mexican Youth in Southeast Idaho About Safer Sex Practices?" Californian Journal of Health Promotion 4, no. 2 (June 1, 2006): 139–43. http://dx.doi.org/10.32398/cjhp.v4i2.1939.
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Because of the high rate of HIV/AIDS in the Hispanic community, the original purpose of this qualitative study (n=20) was to investigate the explanatory models of HIV and AIDS in Mexican migrant women in southeast Idaho. However, a reoccurring theme emerged that pointed toward the possibility of a breakdown in communication between the Mexican migrant families and the education system regarding sex education. Eighty percent of the women interviewed believed that their children were receiving education about condoms and safer sex practices in the school, while in reality the students were only receiving abstinence-based sex education. Since the women believed that their children were being educated in school, there was no dialogue in the family unit about safer sex practices. Because of the high rate of HIV/AIDS and teen pregnancy in the Hispanic community in the United States, it is important to examine this lack of education as a possible catalyst to these problems.
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Ralejoe, Malehlanye. "A study to understand the inclusion of learners with and without visual impairment in a secondary school in Lesotho." South African Journal of Education 41, no. 1 (February 28, 2021): 1–12. http://dx.doi.org/10.15700/saje.v41n1a1746.
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The study reported on here was conducted to investigate the perceptions of 8 learners in a secondary school in the Maseru district of Lesotho about inclusive education as it relates to learners with visual impairment. This school had integrated children with visual impairment. The study was conducted using a qualitative research approach, and a case study format was adopted. Eight participants (aged 16–23; 5 girls and 3 boys) participated in the study. Two focus groups were formed: one comprised 4 learners without visual impairment, and another 4 learners with visual impairment. Focus-group discussions were followed up with individual interviews. The results reveal that learners (with and without visual impairment) had mixed opinions about the integration of learners with visual impairment in their mainstream school. On the one hand they pointed out that inadequate resources and the unwelcoming infrastructure of their school discouraged this integration. Those with visual impairment also pointed to their exclusion from sports activities by their peers, as well as the occasional use of exclusionary language by some of their teachers, as indicating that special schools were better places for them. On the other hand, the learners stated some of the benefits of including learners with visual impairment in their school. These included enabling peer tutoring, peer consultations, and a slower pace of teaching. Learners with visual impairment also stated that inclusion had improved their social life, by enabling them to learn better ways of living with people without visual impairment. Based on these benefits, learners welcomed the inclusion of those with visual impairment in mainstream schools.
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Basanes, Runato A., Mark Joseph M. Nonato, and Frances Diane M. Herbilla. "Group Work Attitude and Teaching Competence of Bachelor of Elementary Education Student Interns." 11th GLOBAL CONFERENCE ON BUSINESS AND SOCIAL SCIENCES 11, no. 1 (December 9, 2020): 150. http://dx.doi.org/10.35609/gcbssproceeding.2020.11(150).
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This descriptive study aimed to determine the level of group work attitude and teaching competence of 84 randomly selected Bachelor of Elementary Education (BEEd) student interns of the University of Antique, Sibalom, Antique, Philippines. They were classified according to sex and specialization. Data were gathered through the use of an adapted questionnaire-checklist of Kourus and Abrami (2006) titled Student Attitudes Toward Group Environments. The statistical tools used were frequency, percentage, mean, and standard deviation as descriptive statistics; t-test for independent samples and Pearson's r were used as inferential statistics. Significance level was set at 0.05 alpha. Results of the study revealed that the BEED student interns of the University of Antique had Less favorable attitude towards group work when they were taken as an entire group and when they were classified as to sex and specialization. No significant difference was noted in the group work attitude level of BEEd student interns when classified according to sex and specialization. The study also revealed that the BEEd student interns of the University of Antique had High level of teaching competence when they were taken as an entire group and when they were classified according to sex and specialization. Significant difference was noted in the teaching competence level of BEEd student interns when they were classified according to sex. A significant relationship was noted between group work attitude and teaching competence. Keywords: Academic Group Work, Bachelor of Elementary Education, Group Work Attitude, Teaching Competence, Student-Interns
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Wood, Jack M., and Joan A. Cooper. "Sex Differences and Attitudes towards Permanent Part-time Work in Education." Australian Journal of Education 32, no. 1 (April 1988): 58–74. http://dx.doi.org/10.1177/000494418803200104.
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The typical stereotype of the part-time teacher is that they are: married females who are currently employed as casual teachers, without job security; married females employed on a full-time basis wishing to work on a part-time basis; or unemployed married females seeking to enter teaching who are unable to obtain full-time teaching positions. The composition of the part-time workforce is diversifying away from this stereotype in many fields. Many single and married males now express a preference to work on a permanent part-time basis. This study examined the comparative perceptions of a random sample of male and female primary teachers regarding the costs and benefits that would be associated with the introduction of permanent part-time teaching (PPTT). The most important finding was the high degree of support for PPTT among male primary teachers. These findings challenge the widely held stereotype that only females want to work on a PPTT basis. Such results also demonstrate the magnitude of social and economic change that is occurring in education labour markets.
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Kharde, Sangeeta N., and Ashakumari H. Rajaput. "Effectiveness of Planned Teaching Program (PTP) on Knowledge of Sex Education among Adolescent Girls." Journal of South Asian Federation of Obstetrics and Gynaecology 2, no. 1 (2010): 85–88. http://dx.doi.org/10.5005/jp-journals-10006-1071.
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ABSTRACT Adolescent is the second decade of life, marking the transistion from childhood to adulthood. These are the formative years when maximum amount of physical, psychological and behavioral changes takes place. A study was undertaken to evaluate the effectiveness of PTP on knowledge of sex education among adolescent girls was the main objective of the present study. Objectives • To assess the knowledge of adolescent girls on selected aspects of sex. • To prepare and conduct planned teaching program on selected aspects of sex education among adolescent girls. • To evaluate the effectiveness of planned teaching program. • To find out the association between pretest knowledge scores and selected demographic variables. Methods The research approach for the study was that of an evaluative one with one group pretest post-test design. The sample size considered for the study was 65 adolescent girls. The sampling technique used for the study was simple random sampling which is a type of probability sampling. The tool used for gathering relevant data was a structured questionnaire on knowledge of sex education. Results The results revealed that, majority of the girls 25 (38.46%) belonged to a age group of 17 years while minimum 5 (7.69%) belonged to a age group of 19 years. Majority girls 34 (52.30%) belonged to PUC II year. Majority of girls 51(78.46%) belonged to Hindu religion and majority girls mothers educational status 27 (41.53%) was secondary school where majority of girls father educational status 21(41.53%) was graduation. Most of the mothers 42 (64.6%) were working and majority of the girls 36 (55.38%) and 37 (56.92%) belonged to nuclear family and rural area. Majority of girls 61(93.4%) were unmarried and 27 (41.53%) gained information from internet and 28 (43.07%) family income was 4001 to 6000. In pretest majority of the girls 40 (61.53%) had average knowledge, 14 (21.53%) had good knowledge, and 11(16.92%) had poor knowledge, whereas in post-test 62 (95.38%) of girls had good knowledge and 3 (4.61%) had average knowledge. The calculated paired ‘t’ value (t = 26.38) is greater than tabulated ‘t’ value (t = 1.960). Conclusion There was evident increase in the knowledge scores in all the areas included in the study after administration of PTP. Thus, it was proved that PTP was effective teaching method for creating awareness on importance of sex education and STI, STD and HIV/ AIDS transmission and focusing the reproductive health hazards like preventing sexual violence among youths.
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Acharya, Dev R., Malcolm Thomas, Rosemary Cann, and Pramod R. Regmi. "Parents’ and teachers’ perspectives on children’s sexual health education: a qualitative study in Makwanpur Nepal." Health Prospect 18, no. 2 (September 8, 2019): 1–6. http://dx.doi.org/10.3126/hprospect.v18i2.25525.
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Sex education is taught to secondary school students in Nepal. Nevertheless, there are concerns that the school-based sexual health education is not effective and adequate to address young people’s necessities. We carried out a qualitative study comprising key informant interviews with teachers (n=8) and parents (n=6) in Makwanpur district in Nepal. Interviews were recorded, transcribed and translated into English. Thematic analysis was performed to identify patterns or themes within the qualitative data. Most participants (both teachers and parents) had thought of delivering sex education preferably from grade seven to avoid the effects of globalised mass media and the internet. The practical aspects of school sex education programme and the importance of parent-child communication were of major concerns. Comprehensive training to health teachers, an informal approach to teaching sex education and seeking outside health professionals, such as health facilitators were the frequently reported issues. There is a need to offer sexual health services along with sex education to protect young people from potential dangers of STIs including HIV infection. Particularly, health teachers should be trained properly to mitigate the social and cultural impacts, and to allow a smooth sex education discussion in the classroom. The curriculum for sex education should be relevant, engaging and developmentally suitable with clear progressive avenues for learning experience.
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Akpama, Elizabeth G. "Parental Percetion of the Teaching of Sex Education to Adolescent in Secondary School in Cross River State, Nigeria." Himalayan Journal of Sociology and Anthropology 6 (July 4, 2014): 134–45. http://dx.doi.org/10.3126/hjsa.v6i0.10714.
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This study was an ex-post facto research, design to determine parental perception of the teaching of introducing sex education to adolescents in secondary schools in Cross River State, as the area of study. Two null hypotheses were formulated on the basis of the identified major independent variables of nature of parental perception and parental literacy status. A 15-item questionnaire was developed, validated and tested for reliability. It was then administered to 400 respondents (parents–200 male, 200 female) from 20 churches in the entire state (7 churches from central, 7 from south and 6 from north senatorial districts). The sample was selected by stratified cluster and simple random procedure. Data was analysed using the independent t-test. Results revealed that parental perception of the teaching of sex education to adolescents in secondary schools is significantly negative; no significant difference exists between literate and illiterate parents in their perception of the teaching of sex education to adolescents in secondary schools. It was concluded that parental perception of the teaching of sex education to adolescents in secondary schools is generally negative in Cross River State. Some recommendations were enhanced as the way forward. DOI: http://dx.doi.org/10.3126/hjsa.v6i0.10714 Himalayan Journal of Sociology and Anthropology Vol.6 2014: 134-145
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Zanandrea, Maria, and Terry Rizzo. "Attitudes of Undergraduate Physical Education Majors in Brazil toward Teaching Students with Disabilities." Perceptual and Motor Skills 86, no. 2 (April 1998): 699–706. http://dx.doi.org/10.2466/pms.1998.86.2.699.
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This study assessed the relationship of attitudes of physical education majors in Brazil to specific disabling conditions, i.e., Emotional and Behavioral Disorders, Specific Learning Disabilities, Moderate Mental Retardation, and Orthopedic Impairment. This study also identified which selected teachers' attributes, i.e., age, sex, years of teaching, course work in adapted physical education, course work in special education, years teaching students with disabilities, quality of teaching experience, and perceived competence were related to favorable attitudes. Analysis showed no significant differences toward teaching students with these disabilities. Simultaneous multiple regression procedure also showed perceived competence was the only statistically significant predictor of attitudes toward teaching such students.
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Adalla, Mary June T., Riza C. Basierto, Jeselle S. Aquino, and Cyrene B. Corsino. "Variates of the Teaching Aptitude of Teacher Education Students: Inputs to Teacher Education Admission." Proceedings Journal of Interdisciplinary Research 1 (November 22, 2014): 125–30. http://dx.doi.org/10.21016/irrc.2014.14ntt047.
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Teacher education institutions are mandated to produce the best graduates to ensure that only the best inputs into the teaching profession are hired. However, the issue of teacher inputs in the teaching profession could be traced to how teacher education institutions admit their students. The research looked into the students’ age, sex, course, school graduated, parents’ educational attainment, parents’ monthly income, high school Grade Point Average, College Grade Point Average for the first semester, attitudes towards the teaching profession and the performance of the students in the Teaching Aptitude Test (TAT). A significant relationship between the profile of the respondents and the teaching aptitude was found. The study utilized the descriptive correlational design. The respondents composed of the freshman students enrolled in SY 2013 – 2014, answered a survey questionnaire on the profile. The performance in the Teaching Aptitude Test was based on the examination results secured from the College Guidance Office. Frequency counts; percentages, weighted means, and multiple regression analyses were used to analyze the data obtained. The profile of the College of Education freshmen revealed that majority are of age range of 15-19, female, graduates of a national high school, with parents who are either college undergraduates or college graduates, with parents whose income range below P10000, have Good performance in high school, have Good performance in college in the first semester, and Highly Favorable teaching aptitude. The respondents had Low performance in the aptitude test. In general, no significant correlation was found between the profile and the teaching aptitude. However, monthly income and attitudes towards teaching significantly predicted the teaching aptitude. The study recommended the development and validation of a localized teaching aptitude test. Another research correlating the teaching aptitude test results with other variables is suggested.
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Foley, Janice R., and Rodney A. Clifton. "Locus of Control, Organizational Climate, and Participation in Staff Development: A Study of College Instructors." Canadian Journal of Higher Education 20, no. 2 (August 31, 1990): 45–59. http://dx.doi.org/10.47678/cjhe.v20i2.183073.
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This study identifies some factors affecting community college instructors' participation in staff development activities. Social learning theory suggests that both situational and personal factors explain the behaviour of individuals. Consequently, a theoretical model explaining staff development participation rates was developed, and tested on community college instructors. Sex, academic attainment, college teaching experience, locus of control, and perception of organizational climate, were included as independent variables. In addition, locus of control, and perception of organizational climate, were considered as intervening between these variables and staff development participation rates. The results illustrated that college teaching experience, and perception of administration climate, which is one aspect of organizational climate, were the most important determinants of staff development participation rates. This suggests that administrators play a key role in determining staff development participation rates, first by making the funds available that enable staff to access staff development opportunities, and second by establishing an administrative and reward structure that encourages and facilitates continuous enhancement of instructors' skill levels.
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Rots, Isabel, and Antonia Aelterman. "Two Profiles of Teacher Education Graduates: A Discriminant Analysis of Teaching Commitment." European Educational Research Journal 7, no. 4 (January 1, 2008): 523–34. http://dx.doi.org/10.2304/eerj.2008.7.4.523.
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Although several studies have confirmed the importance of teaching commitment for beginning teachers' retention in the profession, research on the factors that enhance the teaching commitment of teacher education graduates is scarce. The purpose of the current study is thus to identify the predicting factors that distinguish teacher education graduates with a low level from those with a high level of teaching commitment. Four categories of predicting variables were distinguished: (1) personal characteristics (sex, personality); (2) initial motivation for teaching; (3) teacher education (type of teacher training, graduation degree, preparedness for teaching, faculty support and mentor support); and (4) integration into teaching (teacher efficacy and professional orientation). The results suggest that graduates with a low level of teaching commitment can be reliably distinguished from graduates with a high level of commitment by the personality factor ‘conscientiousness’, the type of teacher training, their initial motivation for teaching, their views of their teacher education (in terms of preparation for teaching, faculty support and mentor support) and their teacher efficacy. As such, the findings of this study have important implications for teacher education since the results confirm the importance of teacher education for the teaching commitment of graduates.
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Edith Moloantoa, Mateko, and Nirmala Dorasamy. "Job satisfaction among academic employees in institutions of higher learning." Problems and Perspectives in Management 15, no. 3 (October 27, 2017): 193–200. http://dx.doi.org/10.21511/ppm.15(3-1).2017.03.
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The factors affecting job satisfaction of academic employees, with specific reference to the National University of Lesotho (NUL) were analysed. Understanding the factors that affect academic performance is pivotal for satisfactory levels of performance by higher education institutions. Satisfactory working conditions at universities like NUL can provide the impetus to attract well qualified academics. Six areas pertaining to working conditions, relationship with colleagues, access to resources, job security, recognition and advancement were focused on analyzing job satisfaction among academic employees at the National University of Lesotho. A concurrent approach of both quantitative and qualitative techniques was used. The target population of 156 respondents completed a 5-point Likert scale questionnaire. Quantitative data were analyzed using SPSS, version 22.0, while thematic analysis was used to analyse qualitative data. The findings of the study highlighted salaries as a factor influencing job satisfaction. Further, insufficient financial resources to support teaching, learning and research at the NUL impacted job satisfaction. Over and above dissatisfaction with benefits, allowances, lack of equipment, as well as poor institutional management, there was collegiality with heads of departments, working as a team. The findings are valuable to university administrators and academics to consider for improving job satisfaction among employees.
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Alfath, Annajmi, Firman Firman, and Syahniar Syahniar. "The Effectiveness of Information Service Using Contextual Teaching and Learning In Preventing Sexual Abuse." International Journal of Research in Counseling and Education 1, no. 3 (June 22, 2018): 8. http://dx.doi.org/10.24036/0023za0002.
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Adolescent sexual behavior that does not comply with the values and norms will lead to sexual abuse. Causes of sexual abuse is the lack of knowledge and adolescent sex education obtained. Knowledge and adolescent sex education can be obtained through counselor. Counselor an important role to provide education and knowledge of sex, because half the time teenagers at school. In providing new knowledge counselor can use contextual teaching and learning, it is intended that the material provided can be understood by students. The study discussed of the efektiveness of information service contextual teaching and learning to prevent sexual abuse of a senior high school students by using the sexual abuse scale. Data analysis technique used were Kolmogorov Smirnov 2 Independent Sample and Wilcoxon Signed Rank Test.The result indicated that overall the sexual abuse students can be prevented by the information service used contextual teaching and learning. The implication of the study might be useful as an innovation for counselor serivice on senior high school.
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Ramadhani, Ramadhani, and Efendi Efendi. "PERAN ORANG TUA DALAM MEMBERIKAN PENDIDIKAN SEKS PADA ANAK USIA 6-13 TAHUN DI DESA SUNGAI KUYUNG KECAMATAN PANCUNG SOAL." Jurnal Kepemimpinan dan Pengurusan Sekolah 5, no. 2 (September 30, 2020): 196–201. http://dx.doi.org/10.34125/kp.v5i2.561.
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The purpose of this study is to illustrate the efforts made by parents in providing sex education to children aged 6-13 years. To explain what form of child questions about sex and to explain the obstacles faced by parents in providing sex education to children aged 6-13 years in Sungai Kuyung Kecamatan Pancung Soal Sub-District. This research is field research with descriptive qualitative methods. In the determination of the sample the author uses snowball sampling. The results of the research that has been conducted in Sungai Kuyung River Village are parents trying to provide sex education to the child and answer the child's questions about sex. Here parents play a role in teaching child sex abuse by applying when entering the parent's room by asking permission before entering, teaching how to look at the situation seen by the child. Then parents also avoid the child from free sex by separating the bed between the parent and brother or sister. Parents also explain about sex to their child as much as they can.
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Idris, Muhammad, and R. A. Lindrayeni. "The Impact of Level of Education, Teaching Experience and Gender on Professionalism and Performance: The Case Study of Universitas Muhammadiyah Palembang’s Academic Teaching Staffs." International Journal of Human Resource Studies 9, no. 1 (January 15, 2019): 99. http://dx.doi.org/10.5296/ijhrs.v9i1.13727.
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This study investigates the impact of education level, teaching experience and gender on professionalism and performance of academic teaching staffs at the University of Muhammadiyah Palembang. In 2017, there are 431 academic teaching staffs across seven faculties and one graduate study program as the population study and the sample size is 355 respondents. This study uses survey research method to collect the data using closed-ended questionnairre. Professionalism is measured using the sertification status and the performance is measured using the number of publication during the last three years. Education level is measured using the degree qualification such as master degree, doctoral degree and professorship. Teaching experience is measured using the length of teaching experience and the gender is measured as sex status such as male and female academic teaching staffs. The data is analysed using ordinary least square (OLS). The result shows that there is a significant impact of education level, teaching experience and gender on professionalism and performance of academic teaching staffs.
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Lestari, Hana, and Jonari Hanafi. "PERSEPSI GURU SD/MI TENTANG PENDIDIKAN SEKS BAGI ANAK DI ERA REVOLUSI 4.0." Reslaj : Religion Education Social Laa Roiba Journal 2, no. 2 (September 14, 2020): 142–53. http://dx.doi.org/10.47467/reslaj.v2i2.138.
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ABSTRACT
Teachers' perceptions of sex education are key points in developing an appropriate sex education model for children to prevent sexual abuse. This study aims to determine teachers' perceptions about sex education, sexual harassment, and prevention of sexual harassment in the revolutionary era 4.0. The study was conducted in 5 SDNs and 5 MIs in Bogor Regency and obtained 124 teachers as respondents who were taken randomly. This research uses a descriptive qualitative approach. The results of this study are (1) In the era of the industrial revolution 4.0, an understanding of sex education for children is needed as one of cultivating character in children so that they can be responsible for themselves and protect and avoid themselves from sexual violence. However, teachers 'perceptions of sex education are still taboo to discuss, so that teachers' understanding is limited by focusing on the boundaries of the relationship between men and women, and information related to sexual education that is conveyed to students is not systematic, situational in nature, not evenly distributed to all students; (2) teachers' perceptions of sexual harassment in the form of physical violence, psychological violence and unpleasant sexual violence against children; (3) teachers' perceptions in preventing sexual harassment by deepening children's religious values, recognizing physical or behavioral differences between boys and girls, recognizing children's family members, fostering student's courage, teaching the limits of genitalia, then teaching boundaries association of children.
Keyword: Elementary school, Sex Education For Children, Teachers’ Perseptions
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Shin, Hyewon, Jung Lee, and Hye Min. "An Integrative Literature Review on Sex Education Programs for Korean College Students." Journal of Korean Academic Society of Nursing Education 26, no. 1 (February 28, 2020): 78–96. http://dx.doi.org/10.5977/jkasne.2020.26.1.78.
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Purpose: The purpose of this study was to synthesize the literature on the sex education programs for Korean college students and to provide a basis for developing effective sex education programs for this population. Methods: Whittemore and Knafl's integrative review method guided this review of studies conducted from 2000 to 2019. Articles were identified through three electronic databases and scholarly web sites. Fifteen articles met the inclusion criteria. Results: Three studies were descriptive, and 12 described interventions. In most of the reviewed studies, sexual knowledge, sexual attitudes, and sexual autonomy improved after sex education interventions. Before providing sex education, the researchers assessed student's needs for sex education and the various topics provided through sex education programs. Conclusion: When developing sex education programs, we need to a) focus on practical sexual knowledge including contraceptive methods, b) provide repeated and continuous education of a sufficient duration, c) provide comprehensive sex education beyond biological sex, and d) use various teaching methods to allow participants to gain a better understanding. Additionally, sex education should be conducted by experts such as nurses or trained educators to provide systematic and comprehensive education for young adults.
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Tsuda, Satoko, Sri Hartini, Elsi Dwi Hapsari, and Satoshi Takada. "Sex Education in Children and Adolescents With Disabilities in Yogyakarta, Indonesia From a Teachers’ Gender Perspective." Asia Pacific Journal of Public Health 29, no. 4 (April 25, 2017): 328–38. http://dx.doi.org/10.1177/1010539517702716.
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Children and adolescents with disabilities (CAD) frequently engage in inappropriate sexual behaviors. In Indonesia, the need for sex education for CAD remains unclear. This study investigated teacher attitudes toward providing sex education in special schools to clarify the gender differences among teachers providing sex education. Questionnaires were sent to 180 teachers. The response rate was 72.2%. Eighty-three percent of responders were Muslim. Our findings revealed that teachers in special schools considered sex education to be important. However, the number of sex education contents was limited, and female teachers were more positive about teaching sex education than male teachers. Equally, female teachers taught a greater number of sex education contents than did male teachers. These findings were consistent with reports from developed countries although cultural and religious background differed from those of Indonesia. Sex education for CAD was accepted by teachers in Indonesia; however, materials and tools for education should be developed further.
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Cloud-Hansen, Karen A., Jason N. Kuehner, Lillian Tong, Sarah Miller, and Jo Handelsman. "Money, Sex, and Drugs: A Case Study to Teach the Genetics of Antibiotic Resistance." CBE—Life Sciences Education 7, no. 3 (September 2008): 302–9. http://dx.doi.org/10.1187/cbe.07-12-0099.
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The goal of the work reported here was to help students expand their understanding of antibiotic resistance, the Central Dogma, and evolution. We developed a unit entitled “Ciprofloxacin Resistance in Neisseria gonorrhoeae,” which was constructed according to the principles of scientific teaching by a team of graduate students, science faculty, and instructors. A variety of activities and assessments were used, including a case study, short lectures, and group problem-solving. Implementation of “Ciprofloxacin Resistance in Neisseria gonorrhoeae” in a college freshman seminar suggests these materials are useful in increasing understanding of complex biological topics and improving problem-solving abilities.
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Stewart, Shartriya, Letoynia Coombs, and Betty Burston. "What’s sex got to do with it? The preparation of elementary male teacher candidates." Journal for Multicultural Education 10, no. 1 (April 11, 2016): 2–18. http://dx.doi.org/10.1108/jme-07-2015-0024.
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Purpose This paper examines the experiences and outcomes of male teacher candidates in the College of Education at a large university in California. Design/methodology/approach This mixed methods study highlights findings from the preliminary analysis of student records as well as qualitative observation notes from their university supervisors and master teachers during their student teaching placements. Comments from student teaching assistance plans and remediation tools from the College of Education, Field Placement Office were also used. It also included the quantitative analysis of enrollment data as well as mid- and final student teaching evaluations for one semester. This multiple data triangulation process was used to illuminate the unique challenges and successes of male teacher candidates and the variables that influence their outcomes. Findings There were significant statistical differences (p < 0.05) between the male and female teacher candidates across each key measure used. Male teacher candidates scored lower in the areas of mathematics, assessment, planning and student engagement during instruction. Practical implications This study offers strategies that teachers’ trainers may use to recruit, retain and more effectively support the needs of their male elementary teacher candidates. Originality/value Few studies have examined both qualitative and quantitative data to determine pedagogical factors that impact male teacher candidates’ challenges and/or successes during their student teaching experiences. Moreover, few studies have explored how teacher training programs can more effectively support the needs of this population. This study is designed to fill that void.
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Manzano-Pauta, Diana Elisabeth, and Elena Monserrath Jerves-Hermida. "Educación sexual: Percepciones de docentes de la ciudad de Cuenca 2013-2014." Revista Electrónica Educare 22, no. 1 (September 19, 2017): 1. http://dx.doi.org/10.15359/ree.22-1.5.
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The recognition given to the role teachers play in sex education, and, at the same time, the apparent lack of knowledge in the area of sexuality, reflected in current literature, has led to the development of this research study. The objective of this study was to know the teachers’ perceptions about sex education in Cuenca. Specifically, we aimed to understand the assessment they have about their own knowledge, teacher satisfaction, modality, conceptions and teachers’ prejudices in classrooms. The mixed method used a sequential, explanatory strategy according to which, during the first stage, we explored the teachers’ perceptions about sex education, using a quantitative study with a survey applied to 180 teachers. Based on the results of the quantitative phase, in the second stage, the teachers’ opinions were collected through a qualitative inquiry by implementing focus group discussions. The results are shown in four categories: 1) assessment of knowledge; 2) teaching satisfaction; 3) modality; and 4) conceptions and prejudices about sex education. The categories of the study showed that sex education presents shortcomings especially related to the lack of training and knowledge in teachers, resulting in providing an education with the same prejudices that those teachers have about sexuality.
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OSHI, DANIEL C., SARAH NAKALEMA, and LUKE L. OSHI. "CULTURAL AND SOCIAL ASPECTS OF HIV/AIDS SEX EDUCATION IN SECONDARY SCHOOLS IN NIGERIA." Journal of Biosocial Science 37, no. 2 (July 2, 2004): 175–83. http://dx.doi.org/10.1017/s0021932004006820.
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This is an exploratory study to examine the social and cultural determinants of the teaching of HIV/AIDS sex education among secondary school teachers in Eastern Nigeria. The research analyses how teachers perceive passing their knowledge of HIV/AIDS prevention measures to their students in the context of their cultural and social norms, which restrict open discussion of sex. This is a qualitative study based on in-depth interviews with 60 teachers drawn from secondary school teachers in Eastern Nigeria, supplemented with five focus group discussions, and content analysis of teachers’ lesson preparatory notes. The findings show a high level knowledge of HIV/AIDS preventive measures among teachers. However, teachers are not passing on this knowledge because of cultural and social inhibitions. In addition, teachers have not been receiving adequate training and motivation on information, education and communication for HIV/AIDS sex education. The situation calls for serious policy intervention.
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Placek, Judith H., Sarah A. Doolittle, Thomas A. Ratliffe, Patt Dodds, Penelope A. Portman, and Kathy M. Pinkham. "Teaching Recruits’ Physical Education Backgrounds and Beliefs about Purposes for Their Subject Matter." Journal of Teaching in Physical Education 14, no. 3 (April 1995): 246–61. http://dx.doi.org/10.1123/jtpe.14.3.246.
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This study described 476 recruits’ physical education backgrounds and beliefs about the purposes for physical education. Beliefs about purposes are formed in part by physical education experiences and are important to examine because they are difficult to change and because they influence students’ receptivity to teacher education. Most recruits recalled programs that focused on traditional team sports, games, and fitness programs, with less emphasis on individual sports and expressive or noncompetitive activities. Few differences by sex, race, or socioeconomic status were found. Recruits’ reported purposes were coded into nine categories; the top purposes were learning skills, named specific activities, and fitness. The discussion focuses on the possibility of the existence of a de facto national curriculum and factors to consider if changes in physical education curriculum are desired.
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Tanucan, Jem Cloyd M., Ma Rosita A. Hernani, and Felix Diano Jr. "Filipino Physical Education Teachers‘ Technological Pedagogical Content Knowledge on Remote Digital Teaching." International Journal of Information and Education Technology 11, no. 9 (2021): 416–23. http://dx.doi.org/10.18178/ijiet.2021.11.9.1544.
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This study examined the Filipino physical education (PE) teachers’ technological pedagogical content knowledge (TPACK) on remote digital teaching approach. More specifically, it looked into their preparedness on remote digital teaching using the TPACK model, the relationship between their demographics, and the seven dimensions of knowledge of TPACK model and its interrelationship using a descriptive correlational research design. The sample was composed of 1,402 PE teachers across the three major islands of the Philippines who, using online survey, answered a 19-item questionnaire with a five-point Likert scale about their TPACK on remote digital teaching. Using the Pearson Product Moment Correlation and Chi-Square test of Independence, the study yielded four major results: 1) PE teachers have an average level of preparedness to conduct remote digital teaching in all domains of knowledge of TPACK; 2) The preparedness level of the PE teachers to conduct remote digital teaching in all domains of knowledge of TPACK is dependent to their age, sex and teaching experience, except technological knowledge, as it is independent to their highest educational attainment; and 3). There is a significant interrelationship on the PE teachers’ preparedness to conduct remote digital teaching among all domains of knowledge of TPACK. Hence, in order to successfully navigate a paradigm in education that accentuates the utilization of technology and other digital platforms, teachers have to be equipped with the tri-relationship of knowledge – content, pedagogy, and technology – through capability-building activities that consider their demographics and background.
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Sorokoumova, Galina Veniaminovna, and Mariia Gennadevna Bibizhaeva. "Consideration of Students' Gender Characteristics in Teaching Foreign Languages." Development of education, no. 4 (10) (December 20, 2020): 33–37. http://dx.doi.org/10.31483/r-96591.
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The article reveals the gender characteristics of boys and girls, which should be taken into account in teaching in general, and in teaching foreign languages in particular. Theoretical analysis of psychological literature has revealed the gender characteristics of students that must be taken into account when teaching foreign languages. Methods of research. To study the gender characteristics of students, we have developed an author's questionnaire that includes the study of the reasons for students' reluctance to speak English with representatives of the opposite sex and the tendency of students to work in groups. The results of study reveal the features of learning material by girls and boys, the gender reasons for students ' reluctance to speak English with representatives of the opposite sex, and the characteristics of female and male students to work in groups. Discussion of the research results. Based on the results of the research, the article develops recommendations for organizing the educational process, taking into account the gender characteristics of the assimilation of educational material by boys and girls. Conclusion. Based on the study, an important conclusion is made that the use of a gender approach in education has a positive impact on the development of students, their development of the curriculum, team cohesion, academic performance, motivation, and much more.
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Santiago, José A., and James R. Morrow. "A Study of Preservice Physical Education Teachers’ Content Knowledge of Health-Related Fitness." Journal of Teaching in Physical Education 40, no. 1 (January 1, 2021): 118–25. http://dx.doi.org/10.1123/jtpe.2019-0138.
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Purpose: The authors assessed common content knowledge of health-related fitness in a national representative sample of preservice physical education teachers in the United States. Methods: Six hundred and twenty-one preservice physical education teachers from 68 physical education teacher education (PETE) programs located in different regions in the United States completed the 40 multiple choice items health-related fitness knowledge test during the semester prior to their student teaching. In addition, each PETE program coordinator/department head completed the PETE Program Information Questionnaire. Results: The mean percentage correct on the test was 61.3% (M = 24.5, SD = 4.9). Analyses of variance and t-test analyses indicated that common content knowledge of health-related fitness was not a function of sex, program size, or region of the United States. Discussion/Conclusions: These data suggest that preservice physical education teachers in the United States lack common content knowledge of health-related fitness and warrant the attention of PETE programs.
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Smith, Sharla, Joey M. Platt, Daniel Clifford, Michael Preston, Catherine Satterwhite, Patricia J. Kelly, and Megha Ramaswamy. "A State-Level Examination of School Nurses’ Perceptions of Condom Availability Accompanied by Sex Education." Journal of School Nursing 36, no. 5 (January 22, 2019): 386–93. http://dx.doi.org/10.1177/1059840518824728.
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School nurses are often sources of health-care support for teens with sexually transmitted infections (STIs) and unintended pregnancies. However, providing prevention (e.g., condoms) and teaching technical skills (e.g., condom use) needed to reduce high-risk sexual behavior may require a change in perceptions and policies. This study used a cross-sectional study design to assess nurses’ perceptions of condom availability accompanied by sex education programs among high school nurses ( n = 87) in Kansas. Results showed that school nurses in this study supported condom availability, were comfortable providing condoms, and felt condom availability was within the scope of their job but were less likely to provide condoms because of external barriers. Common barriers include administration, parents, cost, community support, and policies. School nurses, by virtue of their access to the majority of Kansas’ adolescents, have the potential to provide sex education and tools such as condoms, so young people can prevent STIs and unintended pregnancies.
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Subahi, Nisreen H. "Effectiveness of Cognitive Conflict Strategy in Improving Academic Achievement and Modifying Sex Education Misconceptions in Science Course among Intermediate Second-Grade Students." World Journal of Education 9, no. 2 (April 12, 2019): 90. http://dx.doi.org/10.5430/wje.v9n2p90.
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The current study aimed at identifying the effectiveness of cognitive conflict strategy in improving academicachievement and modifying sex education misconceptions in the Science course among intermediate second-gradestudents in Jeddah. Based on the cognitive conflict strategy, a teacher guide was prepared for teaching Family Planningand Reproduction Chapter. In addition, an achievement test and a misconception scale of sex education are prepared.The sample consisted of 56 students equally distributed to an experimental group taught using the cognitive conflictstrategy and a control one taught using the traditional method. Results revealed that there were statistically significantdifferences between the average scores of the experimental and the control groups in the achievement test and themisconception scale of sex education, favoring the experimental group. The study recommended holding trainingcourses, workshops, conferences and synopses for Science teachers and supervisors on the use of cognitive conflictstrategy.
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Dulmukhametova, Gulnara Faridovna, Zarina Nailevna Sirazieva, Gulnara Faritovna Gali, Usova Svetlana Nicolaevna, and Dilbar Valievna Shamsutdinova. "PEDAGOGICAL REQUIREMENTS FOR THE IMPLEMENTATION OF DIFFERENTIATED APPROACH IN TEACHING ELEMENTARY SCHOOL CHILDREN." Humanities & Social Sciences Reviews 7, no. 4 (September 18, 2019): 399–403. http://dx.doi.org/10.18510/hssr.2019.7453.
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Purpose of the Study: The article describes the authors’ view on the model of the implementation of a differentiated approach in the training of elementary school children.
Methodology: In the research, the authors identify and systematize the pedagogical requirements for ensuring the sex differentiation in education of elementary school children, together forming a meaningful model for implementing a gender approach to the educational process of primary school and including gender education for students, teachers, and parents. The authors analyze the category of sex differentiation in domestic and foreign pedagogy.
Result: The authors theoretically describe the problem of implementing a differentiated approach in teaching elementary school children, and also substantiate the experimental work on testing the effectiveness of pedagogical conditions that interconnect and complement each other, forming a dynamic system that ensures the effective organization of the sex differentiation of elementary school children.
Application and Novelty: Presented pedagogical requirements and model of a gender approach to the educational process can solve the age and gender problems of elementary school children and harmonize their relationships. Data of the article can be used not only in the educational process of elementary school, but also at the lessons of such subjects as "Pedagogical psychology", "Developmental psychology", and "Differential psychology" at the university. These requirements give the opportunity
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Faridovna Dulmukhametova, Gulnara, Zarina Nailevna Sirazieva, Gulnara Faritovna Gali, Usova Svetlana Nicolaevna, and Dilbar Valievna Shamsutdinova. "PEDAGOGICAL REQUIREMENTS FOR THE IMPLEMENTATION OF DIFFERENTIATED APPROACH IN TEACHING ELEMENTARY SCHOOL CHILDREN." Humanities & Social Sciences Reviews 7, no. 6 (December 1, 2019): 495–99. http://dx.doi.org/10.18510/hssr.2019.7677.
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Purpose of the Study: The article describes the view of the authors on the model of the implementation of a differentiated approach in the training of elementary school children.
Methodology: In the research the authors identify and systematize the pedagogical requirements for ensuring the sex differentiation in the education of elementary school children, together forming a meaningful model for implementing a gender approach to the educational process of primary school and including gender education for students, teachers, and parents. The authors analyze the category of sex differentiation in domestic and foreign pedagogy.
Result: The authors theoretically describe the problem of implementing a differentiated approach in teaching elementary school children, and also substantiate the experimental work on testing the effectiveness of pedagogical conditions that interconnect and complement each other, forming a dynamic system that ensures the effective organization of the sex differentiation of elementary school children.
Application and Novelty: Presented pedagogical requirements and model of a gender approach to the educational process can solve the age and gender problems of elementary school children and harmonize their relationships. Data of the article can be used not only in the educational process of elementary school but also at the lessons of such subjects as "Pedagogical psychology", "Developmental psychology", "Differential psychology" at the university. These requirements give the opportunity to prepare more qualified and competent psychologists and teachers for elementary school.
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Sasono, Budi. "Teen Age Sex Education in Islamic Students Boarding School An Najah Kutasari Baturraden Purwokerto Year 2016 (Review Materials and Methods)." International Conference of Moslem Society 1 (October 24, 2016): 169–81. http://dx.doi.org/10.24090/icms.2016.1838.
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This study aims to determine the materials and methods of implementation of the program of sex education studies adolescence at Islamic Students Boarding School of An Najah Kutasari Baturraden Purwokerto. This research is a field research conducted by participant observation with the condition naturally, in-depth interviews, and documentation. The results showed that sex education in their teens Islamic Students Boarding School An Najah Kutasari Baturraden Purwokerto are implementable has its peculiarities are: first, sex education clearly has a strong foundation both in philosophical, sociological, and psychological. Second, sex education adolescence refers to the book that was mu'tabar classified Huququz zaujain by Ahmad Yasin bin Asymunii and Qurrotul 'Uyun by Asyarif Al Hamam Al-Imam Al-Alim Asomdani Abi Muhammad. Third, the teaching methods of sex education in their teens Islamic Students Boarding School An Najah Kutasari Baturraden Purwokerto done integrative with collaborating textual and contextual approach. Textually learning method uses Balagh and bandongan. While contextually using question and answer, dialogue, discussion, models, and a partnership-based counseling. Fourth, the design of scientific development, sex education teenage years at Islamic Students Boarding School of An Najah Kutasari Baturraden Purwokerto based on ten principles namely: intentions and orientation taqarrub ila Allah, of integrity, truth, honesty, ideals, values, flexibility, according to the needs of students, taking ibrah, proportional. Study of sex education programs in their teens Islamic Students Boarding School of An Najah Kutasari Baturraden Purwokerto in 2016 has been carried out satisfactorily. Proven students admitted have understood adolescence sex education materials properly and comprehensively. In addition, the success of sex education programs adolescence also be obtained from observational data that all students have good morals and respect for etiquette either same-sex or opposite sex.
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Lothes II, John. "Teaching Wellness in a College Physical Education Course: Pre/Post Outcomes over the Semester." Building Healthy Academic Communities Journal 4, no. 1 (May 22, 2020): 28. http://dx.doi.org/10.18061/bhac.v4i1.7267.
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Background: Over the years, college student wellness has become an issue of concern. This study reports the results that physical education classes and effects they on college student overall wellness over the course of a semester.Aim: This study examines the pre/post outcomes of a physical education course on 12 dimensions of wellness from the start of the semester to the end of the semester.Methods: College students (N = 1,497) taking a PED101 were assessed at the beginning (pre) and end (post) of the semester for wellbeing outcomes according to the Wellness Inventory. Quantitative outcomes from the Wellness Inventory were compared pre/post as well as demographic variables (e.g., gender and health status).Results: All 12 dimensions of wellness showed increases from the start of the semester to the end of the semester. The results found statistically significant changes between the pre and post assessments for all dimensions of wellness outcomes. There were also significant changes between the pre and post assessments when investigating differences based on sex and health status.Conclusion: PED101 courses can be useful interventions to help move college students towards wellness.
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Bhushan, Ravi. "Understanding Language Teaching: An Educational Perspective." JOURNAL OF ADVANCES IN LINGUISTICS 2, no. 1 (February 11, 2014): 80–83. http://dx.doi.org/10.24297/jal.v2i1.2010.
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Notwithstanding the prolonged debate on teaching methods, the concept of language teaching as such has remained less developed. It is not only gradually emancipating itself from the method debate through conceptual schemes, empirical studies and classroom observation, a more deliberate interpretation of second language teaching in terms of educational theory is needed. An educational interpretation of language teaching is clearly interdisciplinary; linguistics, sociolinguistics, cultural studies and educational theory. The model developed by two educational researchers Dunkin and Biddle (1974) for the study of classroom teaching distinguishes four main categories of variables; presage, context, process and product. In their seminal book The Study of Teaching, Dunkin and Biddle critically examine classroom teaching in terms of these essential factors/ relationships. Moreover this model identifies two principal actors; the language teacher and the language learner. The teacher like the learner brings to language teaching certain characteristics which have bearing on educational treatment; age, sex, previous education and personal qualities and social context. This paper would examine the educational dimension of second language teaching with an aim to equip a language teacher with effective tools of ELT.
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Yoost, Jennie, Morgan Ruley, and Levi Durfee. "Acceptability of a Comprehensive Sex Education Self-Study Website for Teaching Reproductive Health: A Pilot Study Among College Students and Obstetrics and Gynecology Resident Physicians." Sexual Medicine 9, no. 1 (February 2021): 100302. http://dx.doi.org/10.1016/j.esxm.2020.100302.
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Basañes, Runato A., and Junelene May C. Dagol. "Work Engagement of Public Elementary School Teachers and Organizational Support." GATR Journal of Management and Marketing Review 6, no. 1 (March 7, 2021): 01–15. http://dx.doi.org/10.35609/jmmr.2021.6.1(1).
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Objective - The primary purpose of this research work is to determine the relationship between work engagement of public elementary school (PES) teachers and organizational support in the District of San Jose, Schools Division of Antique, Philippines. Methodology/Technique - Descriptive-correlational design was employed in undertaking this study. A total sample of 167 was purposively selected among the PES teachers in San Jose District, Schools Division of Antique for the survey. The researchers adapted the accomplished Individual Performance Commitment and Review Form of teachers and Eisenberger's (1986) perceived Organizational Support Scale for the study. Findings – The results show that PES teachers' level of work engagement was very satisfactory in all of 4 work engagement aspects - teaching-learning process, student outcomes, community involvement, and professional growth and development. The results also indicated that the PES teachers have a high organizational support level when the different variables were considered in this study - teaching load, teaching position, sex, and marital status. Moreover, looking into the PES teachers' work engagement, a significant difference was noted in community involvement when grouped according to teaching load; and professional growth and development when grouped according to sex. However, no significant difference was noted in all aspects when grouped according to a teaching position and marital status. A significant difference was also pointed out in organizational support in terms of teaching load, teaching position, sex, and marital status. Finally, there was no significant relationship between work engagement and organizational support of PES teachers. Novelty - The study suggests that the Department of Education subjects its personnel to continuing education, training, seminars, and values formation activities to help teachers become more effective in delivering their daily obligations, engage in their work for skills development, and make them feel they are given much attention by the organization where they belong. Type of Paper: Empirical. JEL Classification: A23, I20, I25. Keywords: Community Involvement; Organizational Support; Professional Growth and Development; Student Outcomes; Teaching-learning Process; Work Engagement Reference to this paper should be made as follows: Basañes, R.A; Dagol, J.M.C. (2021). Work Engagement of Public Elementary School Teachers and Organizational Support, Journal of Management and Marketing Review, 6(1) 01 – 15. https://doi.org/10.35609/jmmr.2021.6.1(1)
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Faidah, Mutimmatul, Hery Rusmanto, and Lilik Rahmawati. "Islamic Values-based Sex Education to Prevent Loss Generation for Senior High School Students." Tadris: Jurnal Keguruan dan Ilmu Tarbiyah 5, no. 1 (June 30, 2020): 131–40. http://dx.doi.org/10.24042/tadris.v5i1.5852.
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Teenagers’ behavior problems such as free sex, abortion, pornography, and drug abuse have increased in developing countries. The purposes of this research were to formulate the views of experts, education practitioners, and teenagers about the importance of teaching sex education (SE) in schools and to formulate the prototype of sex education, material, media, and learning strategies. This research was a descriptive research. The data was obtained through interviews to reveal experts’ views. The sources of data in this research were teachers, principals, psychologists, scholars, reproductive experts, and sociologists. The data were analyzed using content analysis. A questionnaire was used to find out the students' opinions. The population of this study was the senior high school students in Surabaya, Indonesia. The samples taken were 171 students. The data taken from the questionnaire were analyzed descriptively. The percentage was obtained from the number of respondents who chose ”Agree” and then divided by the number of ”Disagree” of each statement. The results of this research reveal that sex education is expected to provide an understanding of sexuality, the formation of responsible self-attitudes, society, and religion in overcoming sexual turmoil, as well as the skills to avoid promiscuity. Sex education should be given within an ethical and religious framework. Sex education materials include social ethics, the effects of promiscuity, abortion and its effects, and marriage. The media used were films, multimedia, and other media within the framework of Islamic ethics. This research concludes that sex education is important to students, especially high school students.
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R., RAMESH. "MEDIA UTILISATION AMONG SECONDARY TRAINEE TEACHERS IN THEIR TEACHING-LEARNING ACTIVITIES." International Journal of Research -GRANTHAALAYAH 9, no. 2 (March 5, 2021): 275–80. http://dx.doi.org/10.29121/granthaalayah.v9.i2.2021.3629.
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This study explored the views of teacher trainees on various components of their training about the use of new technology to teach their subject. There is a significant change in our daily life with the advancement of information and communication technologies. Integrating ICTs into teaching and learning offers significant potentials for higher education institutions and opens new challenges for educators, through their capacity to facilitate new kind of education in the digital environment. Particularly, the use of technology in teacher education opens new opportunities for teachers and students. The success of ICT in teacher education depends on teacher educators, trainee teachers and authorities in the institutions. The present study investigated the media utilisation among secondary trainee teachers in their teaching-learning activities. The investigator adopted the survey method and used random sampling technique for the selection of sample. A structured questionnaire was distributed to the selected 500 teacher-trainees and data collected were analyzed using t-test. The findings concluded that the selected personal variables like sex, locality of the students, type of institutions and locality of the institutions have influenced media utilisation among secondary trainee teachers in their teaching-learning activities.
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Teunissen, Theodora, Joni Scholte, Fransica Van der Meulen, Antoinette Lagro-Janssen, and Cornelia Fluit. "Struggles With Sex and Gender. Perspectives of First Year Medical Students: A Focus Group Study." Journal of Educational Issues 7, no. 1 (April 23, 2021): 216. http://dx.doi.org/10.5296/jei.v7i1.18201.
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Sex and gender are important determinants of healthcare that need to be taken into account for medical teaching. Education is more effective if tailored to students’ subjectively-perceived needs and connected to their prior knowledge and opinions. This study explored first-year medical students thoughts about sex and gender differences in general and in specifically in healthcare, and what their educational preferences are in learning about these concepts during their medical training. Therefore six focus groups were conducted with 26 first-year medical students, 7 male and 19 female students, within one Dutch medical faculty. The discussions were audio-recorded and transcribed verbatim. After that a thematic analysis was performed which included descriptive coding, interpretative coding, and definition of overarching themes. Three major themes were identified. (1) Students’ self-perception of concepts sex and gender, including three major domains: (a) The unavoidable allocation of individuals to groups, (b) The role of stereotypes, and (c) The effect of sex/gender on career choice options. (2) Students’ goal orientedness in learning about sex/gender. (3) Students’ struggles between the binary system of medicine and the complexity of reality. Continuous reflection during medical school might help medical students to acquire sex- and gender-sensitive competencies that can be applied in their future work. To increase awareness about the influence of sex and gender differences in healthcare and on career choices, we recommend addressing these themes explicitly early on in the medical curriculum.
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Crosby, Richard A., Sara Head, Gregory Moore, and Adewale Troutman. "Is suspicion of genital herpes infection associated with avoiding sex? A clinic-based study." Sexual Health 5, no. 3 (2008): 279. http://dx.doi.org/10.1071/sh08002.
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Objective: The present study tested the research hypothesis that sexually transmissible disease (STD) clinic patients suspecting genital herpes infection would be more likely than their ‘non-suspecting’ counterparts to abstain from sex to avoid transmission of a perceived STD. Methods: Recruitment (n = 351) occurred in a publicly-funded STD clinic located in a metropolitan area of the southern USA. Participants were tested for herpes simplex virus type 2 (HSV-2) using a rapid test manufactured by Biokit (Lexington, MA, USA) and they completed a self-administered questionnaire (using a 3-month recall period). Results: Well over one-third (38.7%) of those indicating suspicion also indicated avoiding sex with steady partners because of concerns about STDs as compared with 28.0% among those not indicating suspicion (prevalence ratio = 1.38; 95% CI = 1.02–1.87, P = 0.036). The relationship between suspicion and avoiding sex with non-steady partners was not significant (P = 0.720). The relationship with steady partners only applied to people who were female (P = 0.013), single (P = 0.017), reported symptoms of genital herpes (P = 0.003), perceived that genital herpes would have a strong negative influence on their sex life (P = 0.0001), and who subsequently tested positive for HSV-2 (P = 0.012). Conclusions: Among STD clinic attendees, suspicion of genital herpes infection may translate into partner protective behaviour, but only for a minority of people and only with respect to sex with steady partners. Clinic-based and community-based education programs may benefit public health by teaching people (especially single women) how to effectively recognise symptoms of primary genital herpes infections. Reversing the often prevailing ethic of genital herpes as a ‘community secret’ will clearly be a challenge to these education programs.
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Olmos-Gómez, María del Carmen. "Sex and Careers of University Students in Educational Practices as Factors of Individual Differences in Learning Environment and Psychological Factors during COVID-19." International Journal of Environmental Research and Public Health 17, no. 14 (July 13, 2020): 5036. http://dx.doi.org/10.3390/ijerph17145036.
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The present research was carried out in Spain during the COVID-19 pandemic following emergency school closures in an attempt to avoid the spread of infection. As a result, university students undertaking the final year of education degrees (teaching placements) have been obliged to deliver their teaching from home, adapting their teaching contexts to learning in virtual settings. A novel instrument was designed and validated in order to analyze the impact of learning environments and psychological factors in university students during a period of teaching placements. This took place in an adaptive context (state of confinement). Associations were determined between learning environments and psychological factors in adaptive contexts, in relation to the group to which they belonged (whether undertaking a degree in primary education, physical education and sport, early education or social education), and sex. The present study used a Delphi method, alongside a descriptive and quantitative analysis. The data demonstrate that learning environments differ according to the degree studied. The four analyzed groups revealed significant differences in relation to learning environments and psychological factors in adaptive confinement contexts. The subjects of Primary and Social Education were seen to be related with a greater possibility of being overwhelmed and reporting difficulties. Those more used to physical exercise showed more positive psychological indices. Females reported more negative responses. The conclusion reached is that the results of the present research will enable future additional multi-dimensional analysis to be conducted.
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Ortega-Sánchez, Delfín, Almudena Alonso-Centeno, and Miguel Corbí. "Socio-Environmental Problematic, End-Purposes, and Strategies Relating to Education for Sustainable Development (ESD) through the Perspectives of Spanish Secondary Education Trainee Teachers." Sustainability 12, no. 14 (July 9, 2020): 5551. http://dx.doi.org/10.3390/su12145551.
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In this paper, representations of Spanish Secondary Education trainee teachers (n = 163) are analyzed with regard to the socio-environmental problematic, end-purposes, and strategies of education for sustainable development (ESD). Likewise, the study seeks to identify the potential influence of sociodemographic variables on those representations and, in particular, possible differences between either the perceptions or the beliefs of trainee teachers of Geography and History and those from other disciplines. The study can be classified as a non-experimental ex post facto investigation based on a questionnaire, yielding results that reflected the commitment of the students towards teaching through the implementation of strategies directed at conflict resolution for social transformation, and towards teaching the development of critical and creative thinking skills for social interventions. Likewise, the study reports the promotion of specific socio-educational actions leading to sustainable development. These results show the absence of differences in terms of the sex, age, institutional affiliation, background discipline or specialism, or previous training in Sustainable Development Goals (SDGs) of the students. Despite the identification of greater tendencies towards the conceptualized development of social awareness and active citizenship among trainee teachers of Geography and History, these results reflected the pertinence and the educational need for ESD in higher education from a holistic and transversal perspective.
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Ihejiamaizu, Christiana C., German E. Anagbogu, and Francisca N. Odigwe. "Analysıs Of Effect Of Reproductıve Health Educatıon And The Normal Sex Educatıon Currıculum On Undergraduate Students' Sexualıty In South-South Nıgerıa." European Scientific Journal, ESJ 12, no. 4 (February 28, 2016): 106. http://dx.doi.org/10.19044/esj.2016.v12n4p106.
Full textAbstract:
The study is a comparative analysis of effect of reproductive health education and normal curriculum teaching on undergraduate students' sexuality. Research question was raised and converted to a hypothesis which states that there is no significant difference between the effects of reproductive health education and normal sex education curriculum on undergraduate students sexuality. The study used a sample of four hundred (400) respondents randomly selected from the six federal universities in south-south zone of Nigeria. The design adopted was the quasi experimental design on a pre-test post-test control group with factorial arrangement. The result from the data analysis revealed that there was a significant difference between the effects of reproductive health education and normal sex education curriculum on undergraduate students' sexuality in all the treatment groups, but there was no significant difference given their access to the media and socio-economic background. Conclusion was drawn and it was recommended that a more comprehensive reproductive health education content be developed and explained as an informal educational programme for undergraduate students to curb the increase in the bottlenecks involved in the use of the sex education content taught in most Nigerian schools.
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Abdelgadir, Ehsan Mohammed. "Challenges of Teaching English Communication to Arabic Students." English Language Teaching 12, no. 4 (March 27, 2019): 179. http://dx.doi.org/10.5539/elt.v12n4p179.
Full textAbstract:
The present study carries out to investigate and identify the communication problems that affecting the Teaching / Learning process of ELT. It aims to help teachers and learners to know the cause of these problems and to use and practice (IPA) in English pronunciation. It also sheds light on the most common mistakes of English sounds in relation to their spellings. That the teacher’s knowledge of these errors makes him /her, able to avoid them. The researcher investigates the topic title: Challenges of teaching communication to Arab students. As a type of problems affecting the Teaching /Learning process of ELT. She follows an experimental design method to achieve this purpose. The subjects for the study were undergraduate students from University of Majmaah (Hotat Sudair College of Science and Humanities for girls). With the sample of two groups of fifty students of the same sex, standard, number, and degree of education. A case study in Hotat Sudair College for girls, to collect data from the subjects by observation through an oral test and statistical analysis. The study arrives at the following results: Only 13% of students care for segmental phonemes. Only 21% of students care for the correct pronunciation of words. Few learners use dictionaries to check English words’ sound in their daily presentations. On the other hand, care for transcriptions of sounds when speaking. Many students lack the basics that are supposed to be learned for acceptable pronunciation then mispronounce words. Then the researcher suggests some steps. She also finds new ideas for further investigations to improve the teaching/learning process and to achieve the aims of English communication.
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Hendawi, Manal, and Mohammad Rajab Nosair. "Students’ technological awareness at the College of Education, Qatar University." Cypriot Journal of Educational Sciences 15, no. 4 (August 31, 2020): 749–65. http://dx.doi.org/10.18844/cjes.v15i4.5057.
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"Technology at the level of university education has become an important basis for designing educational curricula, and it is considered one of the most essential elements of teaching in our time, especially creative teaching based on employing critical thinking skills and problem-solving method. The use of technological applications and their use in managing the educational process and organizing it within institutions Is considered one of the most critical foundations of quality standards. Still, instead, it is a component of the quality of the educational process. This study seeks to confirm the extent of the technological awareness of students at the College of Education at Qatar University before going on to training in the field by adopting a descriptive method to measure the students' technological awareness levels. The study was applied to all students of the College of Education at Qatar University distributed on eight specializations. The number of students in the college for the academic year 2020/2020, in which the questionnaire was, applied 2063, 17.9 %responded to the study instrument, equivalent to 371 students. The results of the study showed that the general level of both the emotional and cognitive fields of technological awareness is high, and the level of awareness of the skill field was average. The results revealed that there are no differences in all dimensions of Technology about sex, specialization, or nationality. While the study found technological awareness increases with the number of years of study and the level of academic performance. A set of recommendations was proposed in light of the study results, Such as the College of Education holding workshops and seminars specializing in Technology, adding a course in educational technology for students in the secondary education program in particular, and providing courses in Technology first-year students.
Keywords: Technology; teaching; learning; awareness; Qatari students
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Schmidt, Charles P., Stephen F. Zdzinski, and Dennis L. Ballard. "Motivation Orientations, Academic Achievement, and Career Goals of Undergraduate Music Education Majors." Journal of Research in Music Education 54, no. 2 (July 2006): 138–53. http://dx.doi.org/10.1177/002242940605400205.
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This study is an examination of motivation orientations (mastery, intrinsic, cooperative, individual, competition, ego, approach success, avoid failure, hypercompetition, personal development competition) and musical self-concept in relation to measures of academic achievement and career goals of preservice music teachers. The research questions addressed (a) relations among motivation and self-concept variables and their underlying factors, and (b) relations between the motivation and self-concept variables and academic achievement, class level, sex, and immediate and long-term career goals. Participants were 148 undergraduate music education majors from three American universities. A survey was administered to measure the motivation constructs and to gather information concerning academic achievement, demographic variables, and career goals. Of the subjects surveyed, 69. 4 % reported public school teaching as an immediate career goal, and 49.3 % reported it as a long-term goal. Significantly greater numbers of women (62.7%) than men (3 7.3 %) indicated public school teaching as the long term goal. Means for self concept in music dif fered by university, while means for motivation and frequencies for career goals did not. Factor analysis revealed five factors: Competitive/Ego, Achieve Success/Avoid Failure, Cooperative vs. Individual, Intrinsic/Mastery, and Personal Development Competition. Significant but low correlations were found between Personal Development Competition and class level. Motivation and self-concept variables were not correlated with academic achievement variables and generally did not differ by sex or class level. Differences in motivation and musical self-concept by immediate and long-term career goal categories were nonsignificant.
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Grambs, Jean Dresden. "Are Older Women Teachers Different?" Journal of Education 169, no. 1 (January 1987): 47–64. http://dx.doi.org/10.1177/002205748716900105.
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Most teachers are women, and most older teachers are women. Does this group of educators comprise a distinctive population in terms of their own growing older and/or in the ways they teach and participate in school affairs? Low status is associated with being older, being female, and being a teacher. When combined, there are some expected stresses and problems not encountered by male counterparts. The double pressure of job and family for a woman in midlife often produces personal crises since work situations do not respond to these pressures on women. Unfortunately, research on age and teaching is almost nonexistent and there is very little on gender and teaching. Despite much negative commentary about women teachers in the educational literature, there are no studies showing women teachers to be less effective than men at any age. More study is needed to determine the impact of age, sex, and work on performance and quality of life. Meanwhile, school systems could be more responsive to the stresses older women face as well as the ways in which women use the workplace.