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Journal articles on the topic 'Teachers Attitude'
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Lenka, S. K. "Pupil Teachers’ Attitude towards Teacher Eligibility Test (TET)." Journal of Advances and Scholarly Researches in Allied Education 15, no. 5 (July 1, 2018): 1–3. http://dx.doi.org/10.29070/15/57422.
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Aprinda, Inne, Amilda Amilda, and Mardiah Astuti. "Strategi Guru Pendidikan Agama Islam dalam Mengembangkan Sikap Spiritual Siswa Kelas VII SMP Negeri 6 Palembang." Muaddib: Islamic Education Journal 3, no. 1 (June 26, 2020): 33–38. http://dx.doi.org/10.19109/muaddib.v3i1.6296.
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The research aims to describe and analyze the PAI teacher's strategy in developing the spiritual attitude of Grade VII students of SMPN 6, and the factors that influence the PAI teacher's strategy in developing the spiritual attitude of VII students of SMPN 6 Palembang. The results of the study show that, (1) develop the spiritual attitude of VII grade students of SMP Negeri 6 Palembang, namely through the habit of praying after the 0th hour, habituation of the Duha and Dhuhr prayer in congregation, then through teacher guidance to students by giving advice or motivation, by teacher modeling, and approaching through methodsexemplary story (2) Factors supporting the PAI teacher's strategy in developing the spiritual attitude of VII grade students of SMP Negeri 6 Palembang are the existence of creative teachers, the hard work of teachers in motivating students to have good morals, the existence of school programs that support the development of spiritual attitudes of students, the existence of work the same is good between the principal d ith the teacher in the school, the existence of an adequate mosque to carry out worship, the collaboration between parents of students and teachers. While the inhibiting factors are lack of awareness and motivation in students, and lack of supervision from parents in matters of worship.
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Siswanto, Edi. "Implementation Of Character Education In Planting Student Nationalism In The Era Of Independent Learning." Social, Humanities, and Educational Studies (SHEs): Conference Series 3, no. 2 (December 1, 2020): 308. http://dx.doi.org/10.20961/shes.v3i2.46252.
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<p><em>Seeing the existing problems with the character crisis in this country, as an effort for social studies teachers to implement character education in instilling the nationalism of students in the era of independent learning. The method used in this research is a qualitative descriptive method, where descriptive research in this case is a study that aims to describe the policy of independent learning as an effort to improve the quality of education and the attitude of nationalism. The results of this study indicate that the attitude of nationalism which is part of the character values really needs to be possessed by students, the role of the teacher is very important in shaping the character of students who have a nationalistic attitude. The teacher's role implementation can be reflected in the teacher's personality, because the teacher is the main factor and influences the learning process of students. The efforts of history teachers in forming students' nationalistic attitudes, namely linking with the scope, historical material and lesson plans for history subjects, the methods used by teachers in instilling the existing values of nationalism. Learning media used by teachers in an effort to form student nationalism attitudes.</em></p>
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Oh, Siew Pei, and Yan Piaw Chua. "Relationship Between Computer-Mediated Communication Competence and Attitude Toward Using Frog VLE Among Secondary School Teachers." International Journal of Web-Based Learning and Teaching Technologies 17, no. 3 (August 2022): 1–16. http://dx.doi.org/10.4018/ijwltt.20220501.oa2.
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This study aims at examining the relationship between teacher computer-mediated communication (CMC) competence and teacher attitude toward using Frog VLE a virtual learning platform. This is a non-experimental research using a cross-sectional survey technique through the administration of a set of questionnaire that comprised teacher demographic variables, teacher CMC competence and teacher attitude toward using Frog VLE. The participants in this study are 351 secondary school teachers from Klang district, Selangor. The results indicated that teachers showed medium level of attitude and medium level of CMC competence toward using Frog VLE. Results showed that there is statistically significant direct causal relationship between teacher CMC competence and teacher attitude toward using Frog VLE. CMC motivation and CMC knowledge are the two direct factors of teachers’ affective and behavioural attitude toward using Frog VLE and CMC motivation predict teachers’ cognitive attitudes toward using Frog VLE.
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Lakshmi, G. Sorna, and M. Leonard Ashok. "A STUDY ON TEACHERS’ ATTITUDE TOWARDS TEACHING PROGRAM." International Journal of Research -GRANTHAALAYAH 5, no. 5(SE) (May 31, 2017): 63–68. http://dx.doi.org/10.29121/granthaalayah.v5.i5(se).2017.1968.
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Teacher attitude is simply defined as the views, opinions, ideas, feelings, fears, etc. of a teacher. The study aimed to examine the teachers’ attitude towards teaching programme. The investigator adopted survey method to study the teachers’ attitude towards teaching programme for this study a sample of 100 school teachers from five Govt and Private schools which are situated in and around Coimbatore district in Tamil Nadu were selected by the investigator using simple random sampling technique. The findings reveal that is inferred that there is no significant relationship between teacher’s attitude towards teaching program and the academic achievement of their students.
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Kustati, Martin, and Hidayat Al-Azmi. "Pre-Service Teachers' Attitude on ELT Research." Research in Social Sciences and Technology 3, no. 2 (May 20, 2018): 1–13. http://dx.doi.org/10.46303/ressat.03.02.1.
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This paper reports on a research determining the attitudes of pre-service EFL teachers’ attitude to research in English language teaching (ELT) in Indonesia. A mixed method was used in this study. A survey questionnaire was completed by 217 (F= 187, M=30) participants who enrolled in the fourth year of undergraduate teacher education. Then, interview was used to identify their problems in conducting the research. The participants acknowledged that they had positive attitudes towards research in ELT. Meanwhile, they had negative views about English department involvement in their research. While there were no significant sex differences in the attitudes to ELT research. The interview findings revealed that there were some factors that made them get difficulties in doing their research. The pedagogical implications of the study for the pre-service teachers include the need to be aware of the significant relationship between attitude and background in research practice and they should be trained formally on conducting and writing ELT research.
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Qian, Lina, and Haiquan Huang. "An Empirical Study on the Relationship Between Chinese Teachers’ Attitudes Toward Identity and Teacher Autonomy." Chinese Journal of Applied Linguistics 42, no. 1 (March 26, 2019): 60–78. http://dx.doi.org/10.1515/cjal-2019-0004.
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Abstract Teacher identity formation provides a direction for the development of autonomy (Huang & Benson, 2013). However, the process of identity formation is complex and how this process influences teacher autonomy has not been sufficiently studied. To contribute to knowledge in this field, the present study investigated the relationship between teachers’ attitudes toward teacher identity and teacher autonomy. We first observed 14 Chinese College English teachers’ classroom teaching. Following that, we conducted stimulated recall interviews with all the teachers to pinpoint their autonomous practices. Finally, we conducted semi-structured interviews to investigate these teachers’ attitudes toward their identities. One of the main findings was that the teachers who held a positive attitude toward their professional identity were more autonomous in their teaching practices than those with a negative attitude. The findings invite us to conclude that teachers’ attitudes toward their professional identity are positively associated with teacher autonomy.
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Udhiyanasari, Khusna Yulinda. "Sikap Guru terhadap Anak Berkebutuhan Khusus di Sekolah Inklusi." Journal of Education and Instruction (JOEAI) 2, no. 1 (June 25, 2019): 15–24. http://dx.doi.org/10.31539/joeai.v2i1.584.
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This study aims to find out how the characteristics of ABK in general, how the role of inclusive schools for ABKs, how the attitudes of teachers and ABK in inclusive schools and how the attitudes of teachers towards ABK in inclusive schools. The research method used a descriptive method by analyzing the characteristics of ABK in general, the role of inclusion schools for ABK, the attitudes of teachers and ABK in inclusive schools and the attitudes of teachers towards ABK in inclusive schools. The results showed that the attitudes of inclusive school teachers (SD Kebonsari 5, Jember) had a bad attitude towards ABK. This result is obtained from the teacher's attitude that lacks respect for the handling of ABK and can also be known from the analysis of the resource person, one of the 10-year-old elementary school students (TM). Conclusion, based on the research findings, it is better if teachers in inclusive schools are expected to be able to improve their ability to handle ABK through trainings organized by the government, school committees can optimize the role of inclusive schools for ABK, related parties participate in assisting the government's role in improving The teacher's ability and understanding of inclusive education is very much needed so that the goal of inclusive education, which is to provide equal and equitable education to ABK, can run well.
Keywords: Teacher Attitudes, Inclusion Schools, Children with Special Needs.
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Yehya, Fouad Mounier, Aziz M. Barbar, and Suzanne Abou-Rjeily. "Lebanese Secondary Physics Teachers’ Attitudes Towards the Use of ICT." International Journal of Learning and Teaching 11, no. 1 (January 30, 2019): 8–27. http://dx.doi.org/10.18844/ijlt.v11i1.3891.
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ICT is increasingly widespread, influencing educational systems worldwide. The effectiveness of ICT in any educational reform movement should not be taken for granted. ICT educational tools can be a transformative tool that may facilitate meaningful learning in physics courses if educators are willing to embrace it with a positive attitude. Teachers are the key to the appropriate integration of technology in the educational system. The attitude of physics teachers has a tremendous effect on its integration in physics classrooms. This research paper is aimed to examine the attitudes toward the use of ICTs among Lebanese secondary physics teachers. A sample of 141 secondary physics teachers was assessed for their ICTs’ attitude using a Likert type questionnaire. The questionnaire focused on the teachers’ effect towards ICT, aware of usefulness and their confidence to use ICT. This research paper discussed the overall profile of physics teachers’ attitude towards ICT implementation and the difference in teachers’ attitude towards ICT among teachers’ gender, years of experience and age. The results of both descriptive and inferential statistics showed a positive attitude towards ICT and no gender, years of experience or age differences among physics teachers’ attitudes. Implications for teacher training and suggestions for further research are provided.
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Faizan, Muhammad, Syed Afzal Shah, Shahzadi Seema, and Sadaf Naz. "KNOWLEDGE, ATTITUDES, AND PRACTICES OF PRIMARY SCHOOL TEACHERS TOWARDS ADHD STUDENTS." Humanities & Social Sciences Reviews 9, no. 3 (June 25, 2021): 1258–65. http://dx.doi.org/10.18510/hssr.2021.93124.
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Purpose of the study: This study was designed to explore the knowledge, attitude, and practices of teachers toward ADHD students. The objectives of the study were to document the knowledge, attitude, and practices of the teachers regarding ADHD, to find out the difference between knowledge attitude and practices among different strata of teachers, and to find out the effect of age, experience, and qualification on knowledge, attitude, and practices of teachers towards ADHD.
Methodology: Stratified random sampling technique was used to select 600 primary school teachers from 2469 primary school teachers of district Haripur. This instrument contained 29 statements. This scale has three dimensions. Knowledge (statements 1-17), Attitude (statements18-35), and Practices (statements 36-52). The Cronbach Alpha reliability coefficient for the questionnaire was 0.76 which was got through the pilot study conducted on sixty teachers.
Main findings: The results indicate that overall practices of teachers are the highest in comparison to Knowledge and Attitude. There was no significant difference between knowledge, practices, and attitudes about ADHD between different strata i-e Urban and Rural area primary teachers, Male and Female primary teachers, and public and Private primary teachers. Furthermore, experience, Age, and Qualification have a profound influence on primary teachers’ knowledge regarding ADHD. Teachers’ Qualification has a profound influence over primary teacher’s Attitude towards students with ADHD. Thus, qualification has a profound influence over primary teacher’s practices towards students with ADHD.
Applications of the study: This study is applicable in the field of primary education where the teachers are assessed to find out their knowledge, attitude, and practices towards ADHD students.
Novelty originality of this study: Much of the research is conducted in mainstream education but this research specifically explores the knowledge, attitude of teachers towards ADHD students. Therefore, this research is a torchbearer in this particular area of education.
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Denny, Stacy. "Looking back while moving Forward: When teacher Attitudes Belie Teacher Motive in Bidialectal Classrooms." International Journal of Learning and Development 2, no. 5 (October 26, 2012): 289. http://dx.doi.org/10.5296/ijld.v2i5.2569.
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Abstract: This study compares and contrasts the language attitudes of teachers of African American Vernacular English (AAVE) and West Indian Creole English (CE) speakers over the last fifty years, to determine if there have been any significant changes, to draw out the implications of these findings and offer reasons for the results. Teachers’ attitudes towards these languages were generally negative over the decades, but I noticed that as the number of teachers of colour increased in the USA, there was a slight shift in attitude towards AAVE in a positive direction. I conclude that though language attitudes are very difficult to change, teacher education which specifically targets and challenges teacher language attitudes will be a major step in helping to shift these attitudes further for the benefit of teacher and student. Keywords: Teacher Attitude, AAVE, Creole, Language Discrimination
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Puniya Saktia Darma, I. Wayan. "KOMPETENSI GURU AGAMA HINDU DALAM PEMBENTUKAN SIKAP RELIGIUS SISWA SEKOLAH DASAR SE-KECAMATAN SUKAMAJU KABUPATEN LUWU UTARA PROVINSI SULAWESI SELATAN." Jurnal Penelitian Agama Hindu 1, no. 2 (October 6, 2017): 327. http://dx.doi.org/10.25078/jpah.v1i2.260.
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<p><em>Competence is one's ability. The better the competence of a teacher in a school then the achievements obtained by students will be good, so it is important that a teacher has knowledge and ability, especially in the formation of religious attitudes of students. The establishment of students' religious attitude will be more effective and efficient if a teacher has the right skills and strategies so that students are able to behave in accordance with religious teachings and virtuous. So it can be said that the success of students is determined by the competence of teachers owned.</em></p><p><em></em><em>The results showed (1) .The competence of Hindu religious teachers in the formation of religious attitudes of elementary school students of Sukamaju District of North Luwu Regency of South Sulawesi is (a) Pedagogic competence that is competence which refers to the ability of teachers in implementing classroom management. (B) Competence keperibadan namely competence that refers to the attitude and personality of teachers. (C) social competence refers to the teacher's ability to communicate with the school and community environment. (D) Professional competence refers to the ability of teachers to implement their professional attitude. (2). The obstacles faced in the formation of religious attitudes of the students of the Sukamaju Elementary School in South Luwu Regency South Sulewesi are (a) Lack of student learning motivation (c) lack of school facilities and infrastructure 3) lack of teaching hours at school (d) the influence of social environment. (3). Efforts to improve the religious attitudes of elementary school students in Sukamaju sub-district of North Luwu regency of South Sulawesi are (a) giving of school habituation (b) giving exemplary (b) establishing Pasraman</em></p>
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San Martin, Constanza, Chenda Ramirez, Rubén Calvo, Yolanda Muñoz-Martínez, and Umesh Sharma. "Chilean Teachers’ Attitudes towards Inclusive Education, Intention, and Self-Efficacy to Implement Inclusive Practices." Sustainability 13, no. 4 (February 20, 2021): 2300. http://dx.doi.org/10.3390/su13042300.
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Teachers play an important role in the success of inclusive practices for diverse learners in regular classrooms. It is, therefore, important to examine their beliefs and preparation to teach in inclusive classrooms. The main purpose of this study was to analyze the attitude of active Chilean teachers (n = 569) towards inclusion, their self-efficacy regarding inclusive practices, and their intention to teach in inclusive classrooms. Our secondary objectives were to explore the relationship between their attitudes and self-efficacy and to determine the influence of demographic and professional variables on these two constructs. A positive and significant relationship between teachers’ attitude and self-efficacy was found. Teacher qualification was not significantly related to attitudes towards inclusion but was negatively associated with their self-efficacy beliefs concerning inclusive practices. Secondary education teachers reported lower teaching efficacy beliefs for inclusion than pre-school, primary, and special education teachers. The type of school emerged as a significant predictor of teachers’ attitude and self-efficacy beliefs. The implications of this research and need for additional teacher and in-service training to improve educators’ attitudes and self-efficacy are discussed.
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Sharajabian, Maryam, and Mahmood Hashemian. "On the Relationship between Iranian L2 Teachers’ Pedagogical Beliefs and L2 Learners’ Attitudes." English Language Teaching 8, no. 11 (October 2, 2015): 56. http://dx.doi.org/10.5539/elt.v8n11p56.
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<p>The present study employed a descriptive survey design to investigate L2 learners’ attitudes towards language learning, and the possible effects of teachers’ beliefs on learners’ attitudes. Participants were chosen from among 2 groups: Twenty EFL teachers were asked to take part in this study and 80 from a pool of 213 learners at 2 language schools who were chosen to fill out the learners’ attitude questionnaire. The teachers were subsequently placed at/in 3 groups of high-opinion group (HOG), moderate group (MG), and low-opinion group (LG), and the attitudes of the learners of these 3 groups of teachers were compared to uncover the possible impact of teacher beliefs on learner attitudes. The relationship between the teachers’ beliefs and the learners’ attitudes was analyzed, and it that showed there was a statistically significant difference in the learners’ attitude scores for HOG, MG, and LOG. Analysis of the data showed that the learners of the HOG teachers gained significantly higher attitude scores than the learners of the MG teachers. Simply put, it was found that EFL teachers’ beliefs can influence their learners’ attitudes about language learning. Language teachers should learn about the effect of their beliefs and experience it and become more aware of practicing them.</p>
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Aydin, Bunyamin, and Dilek Sezgin Memnun. "Teaching Profession Attitudes and the Anxiety towards Mathematics Teaching of Turkish and Kosovan Teachers." International Research in Education 6, no. 2 (September 10, 2018): 48. http://dx.doi.org/10.5296/ire.v6i2.13192.
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Kosovo needs some improvements about its education system and requires some essential and rapid changes in teachers' attitudes towards their profession and in teacher training. Attitude and anxiety are important components that affect the success in profession life and teaching of them. Because of that, the aim of this research is to examine the attitude towards teaching profession and the anxiety towards mathematics teaching, and to explore the differences between the attitude and the anxiety levels of Kosovan and Turkish teachers. The attitude towards teaching profession and the anxiety towards mathematics teaching scales were applied to a total of 64 teachers with this aim. A total of 29 of these teachers were from Turkey while a total of 35 of them were from Kosovo. These teachers were determined randomly from the teachers working in Turkey and Kosovo. At the data analysis stage, firstly total points were divided into the items for each scale and then average points were calculated separately for each one. After that, descriptive statistics and variance analysis were applied to the average points. After the analysis of the data, it was understood that there was not a significant difference between the anxiety towards mathematics teaching of Kosovan and Turkish teachers while there was a significant difference between their attitudes about teaching profession. Besides, it was indicated that Kosovan teachers had a higher level of attitude towards teaching profession than Turkish teachers. Additionally, there were significant relationships between the attitude towards teaching profession and the anxiety towards mathematics teaching not only for Turkish teachers but also Kosovan teachers.
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Rindi Atmojo, Bayu Seto, and Imam Permana. "Keefektifan pendidikan anti-bullying terhadap pengetahuan, sikap, dan self-efficacy pada guru di Yogyakarta." Health Sciences and Pharmacy Journal 4, no. 2 (August 30, 2020): 41. http://dx.doi.org/10.32504/hspj.v4i2.256.
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Cases of bullying in schools have become a widespread phenomenon and have a negative impact on the school atmosphere. A good and fearless learning environment needs attention. Educational institutions have the task of creating and guaranteeing a conducive and safe learning atmosphere so that students feel happy and comfortable while at school. This can be supported by teachers who have good knowledge, attitudes and self-efficacy towards bullying cases. This study aims to determine the effectiveness of anti-bullying education on teacher's knowledge, attitudes, and self-efficacy. The method used in this study uses a pre-experimental quantitative approach with a one-group pretest-posttest design. The population in this study were all teachers of SMP 11 Yogyakarta, the sampling technique used total sampling, so the sample was 23 teachers. Test data analysis used the Wilcoxon test. Knowledge prior to the intervention of the average respondent was given in the good category, good enough attitude and self-efficacy in the poor category. Knowledge after being given an intervention is mostly in the good category, good attitude and good self-efficacy. Wilcoxon test results on each variable of knowledge, attitude and self-efficacy obtained p value 0,002, which means that anti-bullying education affects the knowledge, attitudes and self-efficacy of teachers. It can be concluded that anti-bullying education is effective in increasing teacher’s knowledge, attitudes and self-efficacy in SMP 11 Yogyakarta
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Singh, Shiba, Saurav Kumar, and Ranjan Kumar Singh. "A Study of Attitude of Teachers towards Inclusive Education." Shanlax International Journal of Education 9, no. 1 (December 1, 2020): 189–97. http://dx.doi.org/10.34293/education.v9i1.3511.
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This study aimed to investigate the attitude of the teacher’s towards inclusive education as the attitude of teachers or executors has a significant impact on the successful implementation of inclusive education. The population of the study comprised all pre-service and in-service teachers of the Gaya district of Bihar. Out of this population, a sample of 108 pre-service & in-service teachers (associated with primary and secondary school) were selected through quota sampling technique from 11 institutions (belonging to the government and private management system). We wish to discover teachers’ attitudes towards inclusive education among their different demographic variables i.e. Mode of service, Gender, Locality. An attitude of teachers towards Inclusive Education questionnaire, was used for data collection. Collected data were statistically analyzed by using Frequency counts, Mean, Standard Deviation (SD), Standard Error of Mean and ` t ` test. Among the total participants n= 108, 48.14% were pre-service teachers & 53.33% were in-service teachers, 50% teachers associated with the urban area & other 50% teachers living in rural areas, 48.14% were female & 53.33% were male. The result shows that attitude of teachers towards inclusive education was moderate to a favorable level. Pre-service and urban teachers had a more positive/favorable attitude towards inclusive education than the attitude of In-service and rural teachers, respectively. In contrast, there was no significant difference between the attitude of male and female teachers towards inclusive education.
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Jannah, Miftahul. "The English teacher's attitude towards internet personal access device (iPad) in teaching and learning process." English Education Journal 12, no. 1 (January 31, 2021): 163–76. http://dx.doi.org/10.24815/eej.v12i1.19437.
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Regardless of the integration of technology into English learning at school brings an abundance of advantages, there are still very few teachers who have been implementing technology. iPad as a learning medium in English language learning has been widely applied in many countries. However, the use of iPad for English language learning in Banda Aceh is still considered uncommon. Descriptive qualitative research with a case study approach was carried to find out an English teacher’s attitude towards the integration of iPad in English teaching-learning class in Al-Azhar Cairo Islamic Junior High School in Banda Aceh. An observation sheet and guided interview were used to gather the data. The data analysis was processed in the form of condensation data, display data, and conclusion data which are proposed by Miles, Huberman, and Saldana (2014). The findings show that the English teacher delivered 91 utterances consisted of 34 affective attitudes, 28 conative attitudes, 16 evaluative attitudes, and 13 cognitive attitudes. The highest frequency attitude showed by the teacher is the affective attitude meanwhile the lowest is the cognitive attitude.
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Kotaman, Hüseyin, Aslι Balcι, and Zeynep Nur Kιlιç Aydιn. "Impact of Reading Frequencies and Attitudes on Early Childhood Teachers’š Teaching Efficacy for Sustainable Development." Discourse and Communication for Sustainable Education 9, no. 2 (December 1, 2018): 79–92. http://dx.doi.org/10.2478/dcse-2018-0016.
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Abstract The purpose of the study is to examine the impact of early childhood teachers’ reading attitudes, the total number of the books they have read about their profession, the total number of the books they have read on general topics, and their teaching experience on their teaching efficacy. Participants consist of 362 early childhood teachers from 51 different cities in Turkey. Of the 362 participants, 333 are female (91%) and 29 are male (9%). The ages of the teachers range from 21 to 50, with a mean age of 27.47. The participants responded to a personal questionnaire; Early Childhood Teachers’ Teacher Efficacy Scale (ECTTES) and Reading Attitude Scale (RAS). Stepwise regression analyses for subtests CM, SE, PI, P and for total teaching efficacy indicate that reading attitude and teaching experience are significant predictors. For subtest C, reading attitude and age appear as significant predictors. For subtest IS, only reading attitude appears as a significant predictor. Accordingly, in order to improve early childhood teachers’ reading attitudes, book clubs and peer reading groups are recommended.
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Shahmohammadi, Nayereh. "The Effect of In-Service Training Courses on the Teacher’s Attitude and Performance." International Letters of Social and Humanistic Sciences 19 (December 2013): 183–91. http://dx.doi.org/10.18052/www.scipress.com/ilshs.19.183.
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The present article reports on a research designed to examine the effect of teachers in-service training programmes on their attitude and performance. The study was conducted on 100 teacher’s trainees in 6th Education district of Tehran. An attitude questionnaire was used once at the beginning and once at the end of the training course to check the participants’ attitude change. The teacher's performance was then observed using an observation checklist. A stimulated recall interview was conducted to check the reasons for the discrepancies between the programme guidelines and the teacher's performance. The results of the attitude questionnaire showed that the teacher's attitude had changed significantly in one area of the three areas under investigation. The analysis of the data collected through the observation checklist and the stimulated recall interview showed that the teacher's trainees performance was not acceptable in the area their attitude had undergone a change. The article concludes by suggesting that attitude change does not necessarily lead to a change in teachers performance.
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Rotich, Paul K., Richard K. Ronoh, and Joseph M Mubichakani. "Attitude towards Computers among Primary School Teachers in Kenya: A Case of Siongiroi Divison, Bomet County." International Journal Of Engineering And Computer Science 7, no. 02 (February 21, 2018): 23596–605. http://dx.doi.org/10.18535/ijecs/v7i2.13.
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In the quest of equipping the pupils with the digital skills required to work in the 21st century knowledge economy, the government of Kenya plans to provide laptops to every primary school class one pupil. If this is to be successful, the question of teacher attitude towards computers is central. This paper presents the results of a survey to study and examine the attitudes of the primary school teachers towards computers. In addition, the study investigated the effects of age, gender, teaching experience, level of education, and computer experience on computer attitude. Data for this study was collected among 114 primary school teachers from Siongiroi Division, Bomet County, Kenya. Measurement tools used was the Computer Attitude Scale (CAS) by Loyd and Gressard (1984). The data acquired was analyzed using descriptive statistics and an analysis of variance (ANOVA).The results indicated that although the teachers have positive attitudes towards computers, they have low confidence level in using the computers. The study also found that the primary school teachers, despite their differences in gender, age, teaching experience and level of education, did not differ significantly (in statistical sense) in their computer attitude. Since teachers portray positive attitudes toward computers, efforts should be geared towards reinforcing the existing positive attitudes. This study highlights the importance of uplifting teachers’ confidence level in using computers
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Columna, Luis, John T. Foley, and Rebecca K. Lytle. "Physical Education Teachers’ and Teacher Candidates’ Attitudes Toward Cultural Pluralism." Journal of Teaching in Physical Education 29, no. 3 (July 2010): 295–311. http://dx.doi.org/10.1123/jtpe.29.3.295.
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The purpose of this study was to analyze both male and female physical education teacher attitudes toward cultural pluralism and diversity. Participants (N = 433) were adapted physical education specialists, physical education generalists, and teacher candidates. The research method was a descriptive cross-sectional survey (Fraenkel & Wallen, 1990). Data were collected using a modified version of the Pluralism and Diversity Attitude Assessment survey (Stanley, 1997). Mann-Whitney U tests showed no significant differences in attitude scores between teachers and teacher candidates. However, women’s attitude scores were significantly higher than men’s. Further Friedman’s ANOVA test showed statistical differences on the survey’s constructs for gender and professional status. Post hoc analysis indicated that the groups scored significantly higher on the construct, Value Cultural Pluralism than Implement Cultural Pluralism. This means teachers generally valued cultural diversity, but struggled to implement culturally responsive pedagogy. In conclusion, physical educators may need better preparation to ensure cultural competence.
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Munif, Muhammad, Fathor Rozi, and Siti Yusrohlana. "Strategi Guru dalam Membentuk Karakter Siswa melalui Nilai-nilai Kejujuran." FONDATIA 5, no. 2 (September 30, 2021): 163–79. http://dx.doi.org/10.36088/fondatia.v5i2.1409.
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This study aims to analyze and examine the teacher's strategy in shaping the character of students through the values of honesty. The research method used is a qualitative approach with field studies at SDN 3 Blimbing, Besuki, Situbondo. Collecting data in this study using observation and in-depth interviews. The data analysis technique is carried out with the stages of data collection, data reduction, data presentation, and drawing conclusions from research results. From this study, the results obtained are several teacher strategies that can be applied in school institutions including: teachers always start learning with the hadith of honesty, teachers always understand student achievement for students who have academic and non-academic achievements, teachers guide their students by implementing habituation attitudes and behavior honest in school, teachers are responsible for developing students' awareness of the importance of education, teachers apply a cooperative attitude to interact honestly at school. Implications in forming honest character, so far students have developed in terms of attitude, one of which is politeness in communicating, and being honest in conveying a message.
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Srinivasacharlu, A. "A Study of the Attitude of the PUC Students towards Four Year Integrated B.Ed. Programme." Shanlax International Journal of Education 8, no. 3 (June 1, 2020): 77–83. http://dx.doi.org/10.34293/education.v8i3.3207.
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The teacher’s shape destiny of students and that of the future citizens who eventually shape the destiny of the country. Good teachers can be produced only when we have an effective teacher education program. Teacher education refers to the policies and procedures designed to equip prospective teachers with the knowledge, attitudes, behaviors, and skills they require to perform their tasks effectively in the classroom, school, and wider community. The MHRD, Government of India, has brought out four years of integrated B.Ed. Program throughout the country in 2019. It is necessary to know the attitude of PUC students who are future teachers as their attitude can play a significant role in the character building and development of students in the future to whom they are going to teach and in the successful implementation of four years B.Ed. Programme. Theinvestigator could not find any study about the attitude of PUC students towards four years of integrated B.Ed. Programme. Hence the present study is an attempt in this direction to investigate the attitude of PUC students towards four years integrated B.Ed. Programme and teaching profession. The survey method was used for the present study. For the present study, the researcher had constructed the five-point attitude scale to measure the attitude of PUC students towards four years of integrated B.Ed. Programme. The PUC students in Bangalore north comprised the population for the present study. Purposive sampling technique was employed to select the sample of ninety-six PUC students covering Arts and Science streamlines from four collages in Bangalorenorth. The data were statistically analyzed and interpreted.
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Murugan, S. "Attitude of Private School Teachers towards Teacher Eligibility Test, India." Journal of Education and Vocational Research 5, no. 1 (March 30, 2014): 13–16. http://dx.doi.org/10.22610/jevr.v5i1.147.
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Now-a-days the teacher education has some lack in quality. Because, the outcome of the quality teacher in teacher education colleges is low; some private management does not consider the quality of education and they depend on earning money. The present study investigates attitude of private school teachers towards Teacher Eligibility Test (TET). The tool of Attitude towards TET was constructed and standardized by the investigator. The data were collected from 327 private school teachers in Thanjavur District, India and simple random technique was used for the study. This study reveals that the attitude of private school teachers have high TET attitude and the private school teachers attitude is not significant with respect to gender, locality. Furthermore there is a significant difference in TET attitude between rural and urban area school teachers.
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Triwulandari, Amanda, and Weny Savitry Sembiring Pandia. "Sikap guru terhadap penerapan program inklusif ditinjau dari aspek guru." Jurnal Pendidikan dan Pemberdayaan Masyarakat 2, no. 2 (November 10, 2015): 122. http://dx.doi.org/10.21831/jppm.v2i2.6325.
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Penelitian ini bertujuan untuk mengetahui: sikap guru terhadap program inklusif dan melihat hubungan aspek guru dan lingkungan yang diduga berkaitan dengan sikap guru. Penelitian ini dilakukan dengan menggunakan metode kuantitatif dan kualitatif (mixed methods), yaitu dengan penyebaran kuesioner pada 3 SMPN di Jakarta dan wawancara terhadap responden guru. Secara kuantitatif, hasil penelitian ini menunjukkan bahwa masih ada golongan guru yang memiliki sikap negatif. Selain itu, ditemukan aspek yang memiliki korelasi positif, yaitu social political view, teacher’s belief, peran kepala sekolah dan orangtua, serta ketersediaan sumber daya. Data kualitatif juga menunjukkan bahwa terdapat keberagaman data dari guru terkait ketersediaan sumber daya yang tersedia, belief, serta harapan akan peran orangtua. Akan tetapi, pendapat dari guru terkait dengan social political view, peran kepala sekolah, dan harapan akan adanya pelatihan relatif memiliki jawaban kualitatif yang serupa.Kata Kunci: sikap guru, program inklusif, anak berkebutuhan khusus Teacher’s Attitude Towards Inclusive Education Viewed from Teacher and Environmental Aspect AbstractThis study aimed: (1) description of teacher’s attitude towards inclusive education in their school and (2) the relation between teacher attitudes and teacher’s and environmental aspect. This study utilized quantitative and qualitative approach. The quantitative approach used a questionnaire to gain a descriptive and correlation data. The qualitative approach will provide a depth exploration of teacher’s and environmental aspect of teachers’ attitude with a semi-structured interview. This study revealed that there are teachers who still held a negative atittudes. This study also revealed a positive correlation between teacher’s attitude and several aspects, like social political view, teacher’s belief, the role of principal and parents, and resources. The qualitative data show that there are diverse opinion in resources, belief, and the role of parents. But there is relatively similar answer in social political view, principal role, and the urge to get a professional development or training. Keywords: teacher’s attitude, inclusive education, child with special needs
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Ghozali, Muhammad, and Dinar Pratama. "Hubungan Antara Pengetahuan Guru Tentang Undang-Undang Nomor 35 Tahun 2014 Dengan Sikap Guru Kepada Peserta Didik." SUSTAINABLE: Jurnal Kajian Mutu Pendidikan 3, no. 2 (December 25, 2020): 97–102. http://dx.doi.org/10.32923/kjmp.v3i2.1600.
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This study aims to determine whether there is a relationship between teacher knowledge about Law Number 35 of 2014 and the attitude of teachers to students. This research is a type of quantitative research with a correlational method. Through data collection techniques in the form of tests and questionnaires. The population taken was all teachers at SMP Negeri Mendo Barat sub-district totaling 68 people with a saturated sample of 68 people. Then the technical data analysis used to test the hypothesis is the product-moment correlation with the teacher's knowledge variable about Law Number 35 of 2014 (X) with the Attitude of Teachers to Students (Y). Furthermore, to test the validity of the independent variable instrument items using the Biserial Point Correlation the results are 29 valid and 1 drop, while the validity of the dependent variable shows 33 valid and 15 drops with a coefficient of 0.20. Then the reliability for the teacher knowledge variable uses the Kuder Richardson-20 (KR-20) and the teacher's attitude variable to students is the Cronbach Alpha formula with an efficiency of 0.71. The results of this study indicate that the teacher's knowledge of Law Number 35 of 2014 with the attitude of the teacher to students with a coefficient of 0.261.
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Gursoy, Aysun. "Evaluation of prospective teacher’s attitudes regarding creative drama courses." International Journal of Learning and Teaching 11, no. 4 (October 31, 2019): 136–46. http://dx.doi.org/10.18844/ijlt.v11i4.4295.
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The aim of this study is to examine the attitudes of prospective teachers attending the teaching department in universities in North Cyprus according to various variables such as gender, age, department, class, place of residence of families and type of high school they graduated from. For this purpose, Attitude Scale Towards Creative Drama Course was applied to prospective teachers who took creative drama course in Preschool Teaching and Hearing Impaired Education programs of Near East University. Before and after creative drama education and attitude scores of prospective teachers were examined according to independent variables. At the end of the study, it was seen that the prospective teachers' attitude scores towards creative drama differed significantly in favor of women before education but this difference disappeared after education. In addition, it was found that the attitude scores of the prospective teachers did not show a statistically significant difference according to the variables of age, department, class, place of residence of families, type of high school they graduated from.
Key Words: Creative drama, prospective teacher, Attitude, age, class
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Ferguson, Robert H., Xiaofen D. Keating, Dwan M. Bridges, Jianmin Guan, and Li Chen. "California Secondary School Physical Education Teachers’ Attitudes Toward the Mandated Use of the Fitnessgram." Journal of Teaching in Physical Education 26, no. 2 (April 2007): 161–76. http://dx.doi.org/10.1123/jtpe.26.2.161.
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This study aimed to determine how California secondary physical education teachers perceive the state mandated youth fitness testing for the 5th, 7th, and 9th grades using Fitnessgram. The participants were secondary school physical education teachers (N = 323). A previously validated attitudinal instrument (Keating & Silverman, 2004a) was used to collect the data. The means and standard deviations for each attitude subdomain and the overall attitudes were computed. MANOVA and ANOVA were employed to test the differences in attitudes by demographic and profession-related variables. Teachers’ overall attitudes toward the Fitnessgram were slightly higher than a neutral attitude, indicating slightly positive attitudes on a 7-point Likert scale (M = 4.47, SD = 1.06). The mean scores for the attitude subdomain of cognitive (i.e., usefulness of fitness test results) and the affective (i.e., enjoyment of implementing fitness tests, and enjoyment of using fitness test results) components were 4.25 (SD = 1.38), 4.90 (SD = 1.15), and 4.39 (SD = 1.17), respectively. The data from the study suggested that teachers marginally agreed that the test results were useful and that they somewhat enjoyed implementing the test. Class size and student grade levels taught were important profession-related variables to consider regarding teacher attitudes toward the Fitnessgram.
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Nursyuhada Binti Mohamad Yusoff, Vivien How, Ezza Sabrina Binti Azmi, and Khairuddin Bin Othman. "THE EDUCATOR’S PERSPECTIVE: KNOWLEDGE, ATTITUDE AND PRACTICES ON OCCUPATIONAL SAFETY AND HEALTH AT SCHOOL AMONG PRIMARY AND SECONDARY SCHOOL TEACHERS." Malaysian Journal of Public Health Medicine 19, no. 1 (January 1, 2019): 184–90. http://dx.doi.org/10.37268/mjphm/vol.19/no.1/art.52.
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Introduction: School can be considered as a relatively moderate risk working environment due to the various hazards assembled in the school. Nevertheless, Occupational Safety and Health (OSH) training is yet to formally inclusive into teachers’ training module, and the current one-off or ad-hoc OSH training mainly targeted among school students. The different OSH awareness exists among teacher and student have hinder the provision of sustainable and effective safety and health training program at school levels. Objective: To assess the knowledge, attitude and practice among primary and secondary school teachers towards OSH at the school environment. Method: A cross-sectional survey carried out at three (3) primary schools and three (3) secondary schools after stratified random sampling. School teachers from these schools were randomly selected among those who had at least one year work experience as permanent teacher at the current school through the fishbowl technique. A structured questionnaire was used and total 136 teachers were assessed on their knowledge, attitude and practices on OSH at schools. Result: Study found that primary and secondary school teachers have different knowledge, attitude and practices of OSH at school levels. Overall, the knowledge level of secondary school teacher (62.1% of high to medium knowledge levels) are higher than the primary school teachers (41.1% of high to medium knowledge levels); at the same time, 93.1% of secondary school teachers show positive attitude while 88.5% of primary school teachers show positive attitude on safety and health atschools. In general, OSH practice level among the primary (88.5%) and secondary school teachers (86.2%) are atrelatively good levels. Besides, there is positive association with knowledge and attitude on OSH behavior among primary school teachers. Apart of this, there is positive but relatively weak association with knowledge and practices and knowledge and attitudes among primary and secondary school teachers. Conclusion: Considering the background differences between primary and secondary school teachers, a sustainable OSH learning mechanism should be planned and designed together with OSH practitioners and Ministry of Education to achieve a sustainable safety and healthy sound school environment for teacher to work and for students to learn.
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Asok, Anaswara S., Pooja Akoijam, Avantika Gupta, and Brogen Singh Akoijam. "A knowledge and attitude of school teachers towards learning disabilities in Bishnupur district, Manipur: a cross sectional study." International Journal Of Community Medicine And Public Health 8, no. 2 (January 27, 2021): 823. http://dx.doi.org/10.18203/2394-6040.ijcmph20210246.
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Background: Learning problems significantly interfere with academic activities that require reading, mathematical or writing skills. In India 10-14% of children have specific learning disability. The teacher with adequate knowledge of learning disabilities and skills or competencies can do better justice to the children than teacher with general pedagogy backgrounds. The study aimed to assess the teacher’s knowledge and attitude towards learning disabilities and to determine the association between knowledge and attitude with their background characteristics.Methods: A cross sectional study was conducted among 181 teachers of both government and private schools of Bishnupur. Data collected using self-administered questionnaires assessing the knowledge and attitude. Data entered in IBM SPSS 21. Data was expressed using descriptive statistics like frequencies and percentages. Chi-square test was used to check significance between proportions.Results: Data was collected from 181 teachers. Mean age of participants was 42.7±1 and 59.1% of them worked in govt. schools and 40.9% in private. 48.1% of them had adequate knowledge on learning disabilities. Majority (93.9%) had favourable attitude. Association between type of school the teachers taught and knowledge was found to be significant (p<0.05). There was no significant association between attitude with any of the socio-demographic variables.Conclusions: More than half of the teachers had inadequate knowledge on learning disabilities while majority of them had favourable attitude. Teachers belonging to govt. schools had better knowledge on learning disabilities.
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Kiliç, Durmuş. "Changes in Democratic Attitudes of Trainee Teachers Over Time." Social Behavior and Personality: an international journal 38, no. 9 (October 1, 2010): 1211–18. http://dx.doi.org/10.2224/sbp.2010.38.9.1211.
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The purpose in this study was to investigate the democratic attitudes of prospective teachers in line with certain variables. The study was carried out with 233 randomly selected teacher trainees during the 2005-2006 academic year. A democratic attitude scale was applied to student teachers while they were freshmen in 2002 and seniors in 2005. Results showed that democratic attitudes of the student teachers did not change over time.
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Karnati, Neti. "PERSEPSI MAHASISWA TENTANG PENGELOLAAN PEMBELAJARAN MATA KULIAH DASAR KEAHLIAN (MKDK)." Perspektif Ilmu Pendidikan 17, no. IX (April 30, 2008): 73–82. http://dx.doi.org/10.21009/pip.171.8.
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This research is intended to get empirical data on elementary school teacher’s attitude towards children with special needs in the elementary school, DKI Jakarta. The research was held at the department of PGSD (Elementary School Teacher Education), Setia Budi Campus, School of Education of Jakarta (FIP- UNJ), selected sample randomly. The random sample 105 are elementary school teacher doing undergraduate program in basic education. The result shows that teacher’s attitude toward student with special needs have the acceptance limit score for 81.25. This means that any score above the limit score is categorized as positive attitude and score below the limit score is considered as negative attitude. On the cognition aspect, the score is 37.92 meaning teachers have negative attitude towards children with special needs. The score for affection and conation aspect are 26.92 meaning negative attitude too. For the theoretical aspect, the maximum score is 150 whereas the minimum score is 50. Research analysis shows that the maximum empirical score is 146 with the minimum of 88. The average score is 120 meaning that elementary school teachers have positive attitude towards children with special needs.
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Arsal, Zeki. "Critical multicultural education and preservice teachers’ multicultural attitudes." Journal for Multicultural Education 13, no. 1 (April 8, 2019): 106–18. http://dx.doi.org/10.1108/jme-10-2017-0059.
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Purpose This study aims to examine the effect of critical multicultural education on the multicultural attitudes of preservice teachers in a teacher education program. Design/methodology/approach The study sample consisted of 76 preservice teachers enrolled in a teacher preparation program. This study used a pretest–posttest quasi-experimental research design with pretest-posttest. The multicultural content integration was implemented in an experimental group for one semester, and data were collected using the teacher multicultural attitude survey. Findings Analyses indicated that preservice teachers who were exposed to the critical multicultural education program showed significantly greater progress in their multicultural attitudes compared with teachers in the control group. The results of this study indicate that the integrating critical multicultural education content into teacher education program has a positive effect on fostering preservice teachers’ multicultural attitudes. Practical implications Teacher education program planners should integrate multicultural content, materials and activities into teaching methods courses to promote change in preservice teachers’ multicultural attitudes. Originality/value This study contributes to the multicultural studies on teacher education.
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Johnson, Clayton. "A State-Wide Earth Science Institute in Missouri." Earth Sciences History 4, no. 1 (January 1, 1985): 63–68. http://dx.doi.org/10.17704/eshi.4.1.6l47772466768362.
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One-hundred-fifteen secondary school science teachers in Missouri were trained in 1969-70 in an NSF-funded, state-wide institute in which eight colleges and universities participated. An inquiry approach to teaching and learning, in contrast to lecturing and reciting, was to be used by the newly trained teachers. Because of this, special attention was given, during the training period, to teacher attitudes and attitude change in relation to students and classroom situations. Evaluation showed that the greatest positive change in teacher attitude came during the early, very intensive part of the year-long program.
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Mangi, Sehar, Shazma Nandwani, and Amjad Ali Rind. "Measuring the Attitude of Pre-Service Teachers towards the use of Computer in Mathematics at University Level." Global Educational Studies Review VI, no. I (March 30, 2021): 221–33. http://dx.doi.org/10.31703/gesr.2021(vi-i).23.
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Integration of computers in teaching-learning has been a positive development in the field of education. However, there is a dire need of knowing the use of computers in teaching. Therefore, it is necessary to study the attitude of pre-service teachers related to the use of computers in instructional practices of Mathematics. The current study aims to explore the attitudes of pre-service teachers towards the use of computer in teaching Mathematics. A quantitative approach was used within it descriptive cross-sectional survey research design was adopted. The sample of present the study consists of (n=111) pre-service teachers of teacher training colleges. The reliability of the study was found as Cronbach α=.778. The results revealed that the pre-service teachers have an encouraging attitude towards the usage of computer in Mathematics. Overall, attitudes of pre-service teachers were supporting the idea of technological integration in Mathematic.
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Yuliani, Tutik. "FAKTOR-FAKTOR YANG MEMPENGARUHI PROFESIONALISME GURU MTs NEGERI DI BALIKPAPAN TIMUR." EQUILIBRIUM : Jurnal Ilmiah Ekonomi dan Pembelajarannya 4, no. 2 (July 1, 2016): 120. http://dx.doi.org/10.25273/equilibrium.v4i2.651.
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This study aims to determine whether there is (1) Effect on Teacher’s Competence towards Their Professionalism (2) Influence of School Organizational Climate on Teacher’s Professionalism, and (3) Attitude towards Teacher’s Professionalism. Sample in this research is all teachers in State MTS in East Balikpapan. Technique for collecting the data were using questionnaires and documentation. Results of this study are teacher’s competence, organizational climate and attitudes simultaneously influence professionalism of teachers in State MTS in East Balikpapan. We can conclude that School Organizational Climate has a dominant influence on the professionalism of teachers in East Balikpapan.
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Lika, Rovena. "TEACHER’S ATTITUDE TOWARDS THE INCLUSION OF STUDENTS WITH DISABILITIES IN REGULAR SCHOOLS." CBU International Conference Proceedings 4 (September 19, 2016): 578–82. http://dx.doi.org/10.12955/cbup.v4.817.
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The inclusion of children with disabilities in general schools depends on teachers and pupils. The aim of this study is to evaluate the teachers’ role in the inclusion of children with disabilities in general schools. Taking their role into consideration, we will be able to understand factors that influence the positive or negative attitude towards the inclusion of children with disabilities in general classrooms. 146 teachers participated in this study. The instrument used (created by Jeffrey Bailey) for data collection consisted on a self-reporting questionnaire divided into two sections. In the first section, demographic information from teachers is required. In the second section, teachers’ attitude towards the inclusion of children with disabilities in general schools is measured. According to the results: Teacher’s gender [t (144) = 0,503, P = 0,616] did not affect their attitudes towards the inclusion of children with disabilities in regular schools. Training on inclusive education [r = 0.75, n = 146 and p = 0.001] positively affected the attitudes of the teachers. It was concluded that development of trainings for teachers should be focused on because it creates professionals with knowledge of specific techniques.
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Otara, Alfred, Alphonse Uworwabayeho, Wenceslas Nzabalirwa, and Beata Kayisenga. "From ambition to practice: An Analysis of Teachers’ Attitude Toward Learner-Centered Pedagogy in Public Primary Schools in Rwanda." SAGE Open 9, no. 1 (January 2019): 215824401882346. http://dx.doi.org/10.1177/2158244018823467.
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Learner-centered pedagogy (LCP) is one of the best approaches in developing knowledge, skills, and attitudes of learners to cope with the changing world. Implementation of LCP practices tend to vary from one context to another. It is within this perspective that this study was conducted with the aim of investigating the teachers’ attitudes toward LCP in public primary schools located in Nyarugenge District. A sample size of 165 teachers was selected from 13 public and government-aided primary schools. Simple percentages, and chi-square analysis were used to analyze data, and the findings were triangulated with questionnaire and interview responses. Results show that primary school teachers manifested negative attitude toward LCP. The study also indicates that both institutional and individual factors, such as insufficient and inadequate trainings, lack of clear indicators on LCP, and lack of prior experience on LCP among colleges and university tutors during preservice training, affect the attitude of teachers. It is further revealed that gender does not influence the attitude of teachers; however, training was found to be significant at .05 level. It is therefore important that authorities ensure proper training to head teacher, school subject leaders, and teachers on LCP and avail clear indicators on those methods.
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Chan, Sane Hwui, and Yoon Fah Lay. "EXAMINING THE RELIABILITY AND VALIDITY OF RESEARCH INSTRUMENTS USING PARTIAL LEAST SQUARES STRUCTURAL EQUATION MODELING (PLS-SEM)." Journal of Baltic Science Education 17, no. 2 (April 25, 2018): 239–51. http://dx.doi.org/10.33225/jbse/18.17.239.
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Understanding teacher’s behavioural intention in teaching science becomes a foundation to improve teacher education programme. Prior to the evaluation of the interrelation between teacher self-efficacy beliefs, teaching motivation, attitudes towards teaching science, and behavioural intention in teaching science, this research examines the reliability and validity of instruments used to measure the constructs. ‘Science Teaching Efficacy Belief Instrument-Form B’ (STEBI-B) was used to measure pre-service science teachers’ self-efficacy beliefs. ‘Work Tasks Motivation Scale for Teachers’ (WTMST) was used to measure teaching motivation. ‘Dimensions of Attitude towards Science’ (DAS) was used to measure attitudes towards teaching science whereas the ‘Behavioural Intention Scale’ was used to measure behavioural intention in teaching science among pre-service science teachers. Partial Least Square-Structural Equation Modelling approach was used to evaluate the reliability and validity of the instruments. Research findings concluded all instruments are valid and reliable to be used in future research. Key words: self-efficacy beliefs, teaching motivation, attitudes towards teaching science, behavioural intention, partial least square-structural equation modeling.
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Sonedi, Sonedi. "Hubungan Kepemimpinan Kepala Sekolah dan Sikap Guru Terhadap Pekerjaan dengan Kompetensi Profesional Guru." Anterior Jurnal 16, no. 1 (December 1, 2016): 14–27. http://dx.doi.org/10.33084/anterior.v16i1.76.
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The aim of this study; 1). to know the relationship of the principal leadership to the teacher�s professional competence at Junior High School of Palangka Raya city; 2). to know the relationship of teachers� attitudes to their work, and 3). to know the relationship of principal leadership, teachers� attitudes to their work with the teachers� professional competence at the private Junior High School of Palangka Raya city. These results showed that: 1) there is a significant relationship with the leadership of the principal with the economic teachers� professional competence at the private Junior High School of Palangka Raya city. It means that the higher the level of the principal leadership, it will be followed by the higher of the professional competence of the teachers. Conversely, the lower of the leadership of the principal, the professional competence of the teachers will be lower too; 2) there is a significant relationship of the teachers� attitude to their work with the economic teachers� professional competence at private Junior High Shool in Palangka Raya city. It means that the higher of positive teachers� attitude to work, the professional competency of the teachers will be higher, and vice versa; 3) there is a significant relationship of the principal leadership and teachers� attitudes to their work with economic teachers� professional competence at the private Junior High School in Palangka Raya city.
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Basnet, Hom Bahadur, and Dawa Sherpa. "Underlying Factors for Attitude Formation: Study on Secondary School Teachers." Rupantaran: A Multidisciplinary Journal 3 (October 2, 2020): 34–42. http://dx.doi.org/10.3126/rupantaran.v3i0.31739.
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Teachers’ roles are more significant in the students learning process. Thus, a teacher’s attitude towards teaching and his job satisfaction have a great impact upon students’ learning and their successes. Teacher’s attitude towards their job affects student’s achievements, student’s educational outcomes. This study aims to explore the underlying factor in attitude formation of secondary school teachers in Dolakha district. For this purpose, this study has designed the research question focused on what are the determining factors for attitude formation of secondary school teachers? In this context phenomenological research design enables me to explore the participants’ perceptions regarding their attitude formation towards their job. This study concluded that job security is a significant part for the attitude formation. If teachers are permanent in job nature his attitude towards his job and profession would be positive and if not, he would be negative. Only satisfied and motivated individuals perform the task well. Social values and judgement are the factors for attitude formation. The home access job and facilities of provident fund freedom of workplace create the positive attitude and absence of it make negative attitude.
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Ševčík, Karel, Karolína Pešková, and Tomáš Janko. "Primary and Lower Secondary School Teachers and the Development of Their Attitudes towards the Curriculum Reform: Three Stories." Lifelong Learning 8, no. 3 (2018): 48–75. http://dx.doi.org/10.11118/lifele2018080348.
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The aim of the study was to clarify the impact of teachers’ own experience connected to the implementation of the curricular reform on their attitude towards the reform. Based on the previous research in the same field, the authors decided to focus on the state of the teachers’ attitudes during the three stages. The analyses dealt with the expectations of teachers before the implementation of the reform, crucial moments during the implementation of the reform into practice, and final teachers’ attitudes towards the reform today. For this purpose, three qualitative case studies were conducted focusing on three primary school teachers who were chosen based on their different attitude trajectories. The data which were gathered through the method of in-depth interviews were analysed by the means of qualitative content analysis. Initial expectations of all the three respondents can be characterized as positive because the reform was perceived as an opportunity to deepen teaching, enable specialization of a certain school and improve communication among teachers. Even though crucial moments of one of the teachers had positive connotations and led to her positive attitude, the other two teachers experienced mostly negative moments that included weak organisation support, not fulfilling the potential of the reform and underappreciation of teachers’ work. The negative moments led to the resistance towards the whole reform and its current form or to the search for compensation strategies which would allow the teacher to cope with the reform as it is.
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Lakshmi, G. Sorna, and M. Leonard Ashok. "ATTITUDE TOWARDS TEACHER ELIGIBILITY TEST AMONG BED TRAINEES." International Journal of Research -GRANTHAALAYAH 5, no. 5(SE) (May 31, 2017): 1–6. http://dx.doi.org/10.29121/granthaalayah.v5.i5(se).2017.1958.
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Teacher Eligibility Test known as TET is an Indian entrance examination for teachers. The test is conducted by both Central government and State governments in India. The test is conducted in order to fulfill the achieve Right to education goals. After passing the teacher eligibility test only teachers will be selected for the government services. Even most of the teachers are against teacher eligibility test. The present study will plan to know the views & attitude towards teacher eligibility test among the school teachers. Attitude is simply defined as views, opinions, ideas, feelings, fears, towards particular event. This paper is an attempt to find the Attitude towards teacher eligibility test among BEd trainees. In the present study survey method was used. The investigator adopted the survey method to study the attitude of BEd trainees towards teacher eligibility test. Investigators selected only 300 BEd trainees as sample in Coimbatore district using stratified random sampling. The findings reveal that there is a moderate attitude towards teacher eligibility test among the selected BEd trainees in Coimbatore district.
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Alzankawi, Maisoun. "English Teachers’ Attitude towards Professional Development in Kuwait." International Journal of Applied Linguistics and English Literature 10, no. 2 (March 31, 2020): 18. http://dx.doi.org/10.7575/aiac.ijalel.v.10n.2p.18.
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Teacher professional development is a life-long and continuous process in which teachers are expected to upgrade their knowledge, master new skills, and change their practices since advancement in their teaching career is finally for their students and education reform. Besides, teachers and their professional development must be seen as an investment. This study is designed to investigate the English teachers’ attitude towards professional development in Kuwait and the problems encountered by those teachers, and their need for professional development programs. It intends to devise innovative approaches for English teacher’s development in Kuwait based on teachers’ requirements to provide those teachers with all they need to overcome the obstacles they face in their professional lives. It will also assess teachers’ preferences of the pedagogical tools that enable them to convey the instructional material. The participants in this study were 20 experienced in-service English teachers who were chosen randomly from three different institutes at the Public Authority for Applied Education and Training (PAAET) in Kuwait. Data were gathered from two main sources: Interviews with in-service teachers of English, and questionnaires. Specifically, the study aimed to address questions related to the teachers’ future development and the possible problems facing them or expects that might face them in the future, and their feedback about the challenges and difficulties of teaching English in Kuwait. The findings revealed a lack of teachers’ development in some particular areas that need more skill development of English teachers. Intensive training courses should be applied for the in-service teachers, and professional development programs should promote and enhance teaching effectiveness and support professional growth. Teachers’ professional development should permit the transition to higher status and responsibility roles within the teaching profession. Therefore, teachers need access to new research and acknowledgment in teaching literacy, language development, and an integrated curriculum. Moreover, they need appropriate up-to-date qualifications in both the content area of the subject and teaching methodology. They also need opportunities to share expertise with other experienced teachers and educators, leading to reflection on practice. Furthermore, high-quality teaching should be focused on developing a strong, well informed, and well supported professional body to respond to community and educational concerns. Also, access to professional development is of paramount importance as it enables teachers to improve students’ learning outcomes. Finally, English teachers can actively participate in evaluating teaching practices and programs; and actively participate in the implementation of local state and national curriculum initiatives.
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Agavelyan, Ruben O., Saule D. Aubakirova, Aisulu D. Zhomartova, and Elena I. Burdina. "Teachers’ Attitudes towards Inclusive Education in Kazakhstan." Integration of Education 24, no. 1 (March 31, 2020): 8–19. http://dx.doi.org/10.15507/1991-9468.098.024.202001.008-019.
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Introduction. The inclusion of students with special educational needs in regular schools is currently one of the most important issues on the agenda of national and international education communities. A positive attitude of teachers to inclusive education is a factor of its effective implementation. The purpose of this study was to investigate the attitude of teachers to inclusive education in the Republic of Kazakhstan and to determine the factors influencing their positive attitude to wards inclusion. Materials and Methods. The sample consisted of 416 teachers of general secondary schools in the Pavlodar region of the Republic of Kazakhstan. The Sentiments, Attitudes, and Concerns about Inclusive Education Revised scale feedback form was used. For the processing of the results of the survey, nonparametric statistics (Spearman’s correlation coefficient) and multiple regression analysis were used. Results. A general neutral attitude of teachers towards inclusion was revealed. The experience of interaction between teachers and people with special educational needs does not contribute to the formation of their positive attitude towards inclusion. Educators – people who work in rural schools and are confident in teaching children with special education needs – have the most positive attitude toward inclusion. Discussion and Conclusion. A more detailed analysis of the respondents’ answers indicates the disinclination of teachers to implement inclusive education and the need for special training of teachers to work with children with special education needs that will increase their confidence in teaching children with special educational needs and create a positive attitude towards inclusion. Prospects for the study are to further explore attitudes of subject teachers, special education teachers, and providers of psychological and pedagogical support to inclusion in Kazakhstan and the impact of special training on the attitude of teachers to inclusion. The materials of the article will be useful to researchers interested in the problem of inclusive education, especially its condition in the Republic of Kazakhstan.
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Üstüner, Mehmet. "Personality and Attitude towards Teaching Profession: Mediating Role of Self Efficacy." Journal of Education and Training Studies 5, no. 9 (August 7, 2017): 70. http://dx.doi.org/10.11114/jets.v5i9.2536.
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The objective of the present study is to examine the correlation between the five factor personality traits of pre-service teachers and their attitudes towards the teaching profession and to test the mediating role of the pre-service teachers’ self-efficacy beliefs. The study population included pre-service teachers that attended the "pedagogical formation course" instructed / applied in İnönü University, Faculty of Education, Department of Educational Sciences in 2015-2016 academic year. The survey sample included 382 pre-service teachers who voluntarily responded to the measurement instruments utilized in the study. The study data were collected with the "five factor personality scale", "attitudes towards the teaching profession scale" and "teacher self-efficacy scale". The obtained data were analyzed with path analysis of structural equation modeling. In conclusion, it was observed that there was a significant positive correlation between the five factor personality traits of extraversion, conscientiousness, openness and agreeableness and teacher self-efficacy belief, and there was a significant negative correlation between neuroticism personality trait and teacher self-efficacy belief. It was observed that the self-efficacy beliefs of pre-service teachers played a full mediating role between their neuroticism, openness and extraversion personality traits, and the same played a partial mediating role in the correlation between conscientiousness and agreeableness personality traits and the attitude towards the teaching profession. The implementation of a curriculum in pre-service teacher training that would increase the self-efficacy beliefs on teaching would also improve their attitudes towards the profession positively.
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Murthy, Meena Kolar Sridara, Prakashi Rajaram, Kannappa Shetty Mudiyanuru, P. Marimuthu, Lakshmana Govindappa, and Madhuporna Dasgupta. "Potential for Increased Epilepsy Awareness: Impact of Health Education Program in School on Teachers and Children." Journal of Neurosciences in Rural Practice 10, no. 04 (October 2019): 625–30. http://dx.doi.org/10.1055/s-0039-3399473.
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Abstract Background Although epilepsy is a common disorder, it is highly stigmatized. Not only public but even teachers are not free from stigmatization and cultural barriers. Under this condition, children with epilepsy are more vulnerable for stigmatization, social isolation, lack of support, and psychological and emotional problems. At the same time, there is an immediate need of literature focusing on intervention studies to change the attitudes of school teachers and children. Materials and Methods The study was conducted with the objectives to evaluate knowledge, attitude, and practices about epilepsy among school teachers and children; provide educational training program to teachers; and check the efficacy of training program imparted by teacher and trainer. Results Repeated measure of analysis of variance shows that knowledge (F = 1134.875, p < 0.001), attitude (F = 2429.909, p < 0.001), and practice (F = 2205.122, p < 0.001) are significantly different between pre- and posttest indicated by Pillai’s trace test. Similarly, from the Pillai’s test knowledge (F = 49.317, p < 0.001), attitude (F = 125.304, p < 0.001) and practice (F = 178.697, p < 0.001) are significantly different among the teachers, trainer imparted training group of children, and teachers imparted training group of children groups. It is seen that knowledge, attitude, and practice scores significantly differ between two time points and across three groups. Among all the groups, teachers imparted training group children had high level of practice. Conclusion Inclusion of health education programs in the textbooks and health education schemes for teachers and school children is a crucial way to bring a change in their attitude, behavior, and practices.
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Oppelt, Camila. "Discourse Analysis of (Power) Struggles in the Classroom." Revista Gatilho 18, no. 01 (October 20, 2020): 170–84. http://dx.doi.org/10.34019/1808-9461.2020.v18.27327.
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Perceptions about the relationship between teacher and student refer to the confidence, motivation and interest of the students, and to the expectations and attitudes of the teachers. With the aim of arousing and encouraging discussions about these aspects that can, eventually, improve the relationship between teachers and students through the study of a teacher’s perceptions about this relationship, this article was carried out in the light of Critical Discourse Analysis and studies focusing on teachers’ expectations. The corpus – answers to a questionnaire applied to a high school teacher at a San Diego/CA suburban school – was submitted to the analysis of the author’s position regarding her role as teacher. The willingness to engage in a good relationship with students was present in the corpus as expected. However, there were a few unexpected occurrences: predominantly dominant attitude about problem solving, heterogeneity in the division of responsibilities, and explicit citation of power struggle in the classroom.
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Seraji, Narjes Ebrahimi, Roya Sediq Ziabari, and Seyed Jalal Abdolmanafi Rokni. "Teacher’s Attitudes towards Educational Technology in English Language Institutes." International Journal of English Linguistics 7, no. 2 (January 20, 2017): 176. http://dx.doi.org/10.5539/ijel.v7n2p176.
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The issue of attitude towards technology is not a new one; it has been around since computers were first placed in the classroom. There appears to be a positive attitude towards technology, so researchers aimed to seek out new information in an effort to find the relationship among teachers’ tenure, age, educational level, experience and teachers’ attitude toward technology. The purpose of this study was to investigate the attitude towards technology among teachers working in several institutes in Mazandaran. A total of 100 teachers including 38 males and 62 females, ranging in age from 22 to 50 and 20 to 42 respectively completed a survey. The non-parametric Spearman Rank-Order Correlation was used to find the relationship between the variables. The result of the research questions showed that: (1) there was a statistically significant relationship between teacher experience and attitude toward technology, (2) there was a statistically significant relationship between teacher tenure and attitude towards technology, and (3) there was a statistically significant relationship between teacher age and attitude toward technology.