Descriptive Study on Well-being, Burnout, and Engagement Among Teachers in Primary and Secondary Schools in Southern Chile

PurposeThere is little research into how teachers think about and teach creative writing and its redrafting and how this might differ depending upon the age of the pupils being taught. This paper aims to compare the creative writing conceptualisations and practices of primary school teachers (5–11-year olds) and secondary school teachers (11–18-year-olds) in England through a qualitative survey. This comparison enables to think about the influence of policy on creative writing in primary and secondary schools as well as what professional development could look like for these teachers to improve the teaching of creative writing.Design/methodology/approachA qualitative survey exploring the creative writing and redrafting pedagogies and conceptualisations was responded to by primary school teachers (n = 18) and secondary school teachers (n = 19). Taking an ecological view of creative writing and teacher identity, the authors undertake a comparative analysis of the survey data using the 5A’s theory of creativity (Glaveanu, 2013) and a view of professional identity existing within “landscapes of practice” (Wenger-Trayner, Wenger-Trayner, 2015). This enables to illuminate how and why creative writing is contextually afforded, or otherwise, in primary and secondary landscapes of practice.FindingsThis analysis demonstrates how the redrafting of creative writing is marginalised in both landscapes of practice and how redrafting is largely conceptualised as a technical rather than critical or creative action. The authors show how teachers, particularly in primary school, aim for their pupils to produce “products” rather than engaging in the “process” of creative writing. This analysis also shows that whilst creative writing is overall more marginalised in the secondary school landscape, it is often taught through process approaches. In both landscapes of practice, the re-drafting of creative writing is largely taught through product approaches.Research limitations/implicationsThis research is potentially skewed by the fact that we recruited our participants through networks relating the teaching of English, including creative writing. What is worrying about this limitation, however, is that the picture of creative writing in schools in England probably leans more to a product approach than the picture this research has uncovered.Practical implicationsProfessional development for teachers in both landscapes is needed in relation to pedagogical actions for creative writing and its redrafting. Some of the key differences we have outlined in conceptualisations and practices between primary and secondary schools landscapes, notably the overuse of product-based teaching actions in primary landscapes, and some of the differences we have outlined within discrete landscapes of practice, notably how some primary school teachers feel more confident to challenge the product-based approach, with one conceptualising redrafting as “creative”, indicate that professional development should involve teachers working across schools.Social implicationsPolicy needs to be reformed to move away from the technicist view of creative writing held in both landscapes of practice. Linked to this, the way creative writing is assessed as a product in secondary schools needs to change – the re-introduction of portfolio-based coursework (Bishop, 1990) would provide the affordance of redrafting as an action central to creative writing processes.Originality/valueTo the best of the authors’ knowledge, this is a rare piece of research which compares primary and secondary school teachers’ approaches to teaching creative writing. It shows that primary school teachers can be formulaic in the way they teach creative writing, using product approaches. However, in secondary schools the picture is different: teachers, particularly those, who are writers themselves, give students more agency in redrafting and shaping their writing. This indicates how professional development should involve primary and secondary school teachers in dialogue with one another to cross boundaries of practice.

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.

The competence of physical education teachers in primary and secondary schools is a comprehensive evaluation standard to measure whether physical education teachers in primary and secondary schools can complete their work efficiently and produce excellent performance. Under the background of the "double reduction" policy, physical education in primary and secondary schools puts forward new requirements on teachers' competency from the aspects of education service consciousness, work initiative, teacher continuing education, psychological state adjustment, etc. In order to cope with the changes brought about by the implementation of the "double reduction" policy, this study proposes a six-dimensional optimization path for physical education teachers in primary and secondary schools, including: Strengthening the professional knowledge training of physical education teachers in primary and secondary schools; Pay attention to the training of PE teachers' professional skills; Promoting the improvement of the teaching ability of PE teachers in primary and secondary schools; Strengthen the basic professional quality training of PE teachers in primary and secondary schools; Strengthen the construction of social adaptability of PE teachers in primary and secondary schools; Improving the sustainable innovation ability of PE teachers in primary and secondary schools. In order to provide reference for the personal development and better work of primary and secondary school physical education teachers.

Background: Each year, Macao receives over 30 million visitors after Macao's handover back to China. Macao's population density is top ranking in the world, which comes with high risk of different kind of disasters and dangers. The Macao government should learn from other Asian countries and regions, to provide public education in primary and secondary schools. Aim: This study aimed to explore the Disaster Prevention and Mitigation Literacy (DPML) among primary and secondary school teachers in Macao. Findings will provide evidence for the Macao government on designing disaster prevention training for primary and secondary school teachers. Method: Primary and secondary school teachers who had registered with the Macao Education and Youth Affairs Bureau were recruited using stratified sampling. Subjects voluntarily completed the modified "Primary and Secondary School Teachers DPML in Disaster Prevention Questionnaire". Results: A total of 265 valid questionnaires were received. In which 164 were from secondary school teachers (60%) and 101 for primary school teachers (40%). The scores of disaster prevention technique and knowledge were dispersed. The scores of disaster prevention attitude were clustered. The overall disaster prevention attitude level for teacher was high and satisfied. Secondary school teachers had higher scores in disaster prevention knowledge, while primary school teachers had higher scores in disaster prevention attitude. Female had better scores than male in disaster prevention attitude. Teachers with more working experience also had better disaster prevention and mitigation literacy. Conclusion and recommendations: The findings indicate that disaster prevention education among Macao primary and secondary school teachers are needed in Macao. The Macao government should establish a disaster training programs to all school teachers. In these programs, disaster prevention knowledge for primary school teachers and the disaster prevention attitude for secondary school teachers should be emphasized, and male, young age, with less working experience teachers should be targeted.

In an era where teachers are increasingly expected to perform at their level best, issues of self-efficacy and professional development continue to be an area of continuous debate. A random sample of primary and secondary school teachers in five cities in mainland China was selected to respond to the self-evaluation questionnaire, and 300 valid questionnaires were collected. The research was carried out to (1) investigate the levels of self-efficacy of music teachers in primary and secondary schools, (2) determine the factors that influenced music teachers' self-efficacy, and (3) explore the relationship between teachers’ self-efficacy and professional development. The data were analysed using descriptive statistics, T-test, analysis of variance, and regression. First, the results showed that the mean value of music teachers’ self-efficacy was 7.16. Second, the middle school teachers reported lower self-efficacy compared to teachers in the primary schools. Third, although teachers aged between 20 to 50 years old reached their highest level of self-efficacy, it decreased to a lower value after an extended period. Additionally, the study also revealed a significant difference in self-efficacy among teachers with different teaching experiences. Although educational backgrounds, gender, and training hours did not influence self-efficacy, a positive correlation was reported between self-efficacy and professional development. Prospective research might better consider developing music teachers’ self-efficacy and education across primary and secondary schools.

Compassion fatigue is a unique form of burnout that can seriously negatively impact both teachers’ development and students’ growth. A questionnaire survey was carried out among 1558 primary and secondary school teachers from 28 provincial administrative regions by using the Professional Quality of Life Scale (Pro QOL-5), and the results showed that: (1) the quality of professional life of primary and secondary school teachers in China is at the medium level, and compassion fatigue above the mild level is widespread; (2) there are individual differences in teachers’ compassion satisfaction and burnout. Teachers with more than 20 years of teaching experience at the senior title or above and college degree or below have higher levels of compassion satisfaction and lower levels of burnout. The level of compassion satisfaction is relatively high among teachers who are at school-level leadership or above and who are primary school teachers. The level of secondary trauma is relatively high among teachers in secondary schools and secondary vocational schools; (3) position (headteacher and class teachers), title (primary), and school type (secondary) have a significant influence on the degree of compassion fatigue. The findings suggest that compassion fatigue among primary and secondary school teachers needs urgent attention. By helping teachers identify compassion fatigue, learn self-care, adjust self-cognition, and clarify the boundaries of their professional competence, teachers’ compassion fatigue can be prevented and alleviated.

Problem statement: The practice of contemporary teaching methods that looked into student diversity had started to dominant most classrooms. In recent years, teachers had adopted a multiple intelligences approach in teaching to meet the needs of a wider range of students. Objective of the present study was to determine the Multiple Intelligence (MI) profile and teaching styles of primary and secondary school teachers. The study also focused on identification of the difference in teaching styles adopted between primary and secondary school teachers. Approach: This study involved 310 randomly selected primary and secondary teachers had applied a descriptive design in which questionnaires were used for the purpose of data collection. Correlation based techniques were used to determine the relationship as well as the magnitude among multiple intelligences. Results: Research findings showed that significant differences were present in five MI profile (spatial, naturalistic, logic/mathematics, interpersonal and musical) with t = 2.75, 2.55, 3.56, 3.05 and -2.32 respectively and three significant differences in the teaching strategies (naturalistic, musical and intrapersonal) with t = -2.58, -3.78 and 2.70 respectively between secondary and primary school teachers. Conclusion: It can be concluded that both primary and secondary teachers had utilized the theory of Multiple Intelligence (MI) in their teaching approaches in today’s classroom.

The rapid development of Artificial Intelligence (AI) technology has made education enter a new era, and it also puts forward new requirements and challenges to the professional development of Information Technology(IT) teachers in primary and secondary schools. The study analyzes the connotation and status of the application of Artificial Intelligence technology in the field of education and Artificial Intelligence Education in primary and secondary schools, the impact of artificial intelligence education applications on the professional development of Information Technology teachers in primary and secondary schools, the connection between Artificial Intelligence Education and the development of Information Technology teachers in primary and secondary schools. Then, based on the above analysis, strategies for the professional development of Information Technology teachers in primary and secondary schools are proposed, which mainly include internal strategies for teachers themselves and external strategies for national policies, local policies, local education bureaus, schools, and corporate institutions. Hope that these strategies can promote the professional development of Information Technology teachers in primary and secondary schools.

Objective To explore the current status and influencing factors of oral health knowledge, attitudes and practice (KAP) among the teachers of primary and secondary schools in Gongshu District of Hangzhou City. Methods A total of 652 teachers of primary and secondary schools were selected by using multi-stage stratified cluster random sampling method and completed a self-designed questionnaire, which included demographic characteristics and oral health KAP. The status and influencing factors of oral health KAP were analyzed by single and multiple-factor analysis methods. Results The questionnaire was completed by all the 652 teachers, 627 of whom were qualified (96.2%). The total ratios of oral health knowledge awareness, attitudes correctness and behaviors formation were 77.1%, 68.7% and 46.3%, respectively. There was significant difference of knowledge awareness rate by age, gender, marriage status, monthly income, life status and current cigarette smoking (χ2 values were 11.48, 8.57, 8.12, 8.46, 23.97 and 4.64, respectively; all P<0.05). There was significant difference in oral health attitudes correctness rate by gender (χ2=10.65, P<0.05) and behaviors formation rate by gender, education level and life status (χ2 values were 3.95, 10.88 and 10.41, respectively; all P<0.05). In logistic regression model, impact factors of oral health knowledge awareness were age, gender, life status and physical exercises; the impact factors of oral health attitudes correctness were gender and monthly income; the impact factors of oral health behaviors formation were gender, level of education and physical exercises. Conclusion The oral health awareness and attitudes correctness are acceptible among the teachers of primary and secondary schools in Gongshu District of Hangzhou City, although the formation rate of oral health behaviors is low. Oral health education should be enforced among the teachers of primary and secondary schools. Key words: Mouth; Health survey; Knowledge, attitudes and practice

The aim of this study is to examine the Classroom management profiles of secondary education teachers, including physical education and sport teachers, and elementary teachers. By using a purposeful sampling method in various regions in Turkey, primary school teachers (n=81) and secondary school teachers (n=100) working in Ankara and Gaziantep province constitute the study group. Classroom Management Profile Inventory was used as the operational data collection tool. There was no statistically significant difference between the scores obtained from the general and sub-dimensions of the classroom management profile inventory when there was a comparison between primary school teachers and secondary school teachers. Neither the secondary school nor elementary teachers' scores on the sub-dimensions and sums of the classroom management profile inventory differ according to branch, age, and sex. However, it was found that the primary school teachers differ in the laissezfaire classroom management profiles according to the placement year. In this sub-dimension, the lowest score belongs to the group "4 years and below", while the highest score belongs to the group "5-7 years". Besides, there was no statistically significant difference on secondary school teachers' scores on the sub-dimensions and sums of the classroom management profile inventory according to placement year.

To investigate teachers' perceptions and actions regarding the psychological and counselling needs of their pupils, we collected data from 258 teachers in primary and secondary schools. The teachers' reports revealed significant differences between teachers in the two educational settings, in almost all the issues investigated. Secondary school pupils were described as more troubled by various issues and more in need of individual counselling in school than their primary school counterparts. Secondary school teachers are approached mainly with issues associated with school lives, whereas primary school pupils request more help on personal and family matters. Secondary school teachers report having less time, perceiving their involvement with their pupils' emotional life as less central to their task, and believing that their own attitudes and characteristics influence their relations with their pupils. Primary school teachers, presumably being part of a school organizational culture that legitimizes greater involvement with pupils, nurture their relationships with their pupils and make it easier for pupils to approach them, making greater use of classroom activities and specific methods intended for this purpose. While some of these findings could be explained in terms of the developmental differences between primary and secondary school pupils, it is suggested that the differential impact ofthe environment in the two types of schools affects teachers' roles and intentions in dealing with their pupils' emotional lives and needs.

With the acceleration of educational digitalization, it is crucial to improve the digital literacy of music teachers in primary and secondary schools in northwest Guangdong. This study clarifies the importance of digital literacy for music education in primary and secondary schools in northwest Guangdong, analyzes the theoretical basis of digital literacy and the uniqueness of digital literacy of music teachers, comprehensively analyzes the current situation of digital literacy of music teachers in primary and secondary schools in northwest Guangdong, and explores effective ways to improve their digital literacy. It includes the flipped classroom project in project-driven practice. Through micro-lesson production and application and the transformation of teaching concepts, teachers' literacy is improved. The metaverse technology training and brainstorming in special training breakthroughs promote the improvement of specific skills and teaching research and innovation. In the application of technology integration, the integration of teaching tools and the improvement of composition teaching by using artificial intelligence and big data. This study provides a practical path for improving the digital literacy of music teachers in primary and secondary schools in northwest Guangdong, and makes positive contributions to promoting the development of local music education. Future research can be continuously optimized in terms of training, resource construction, incentive mechanisms and cooperation and exchanges to promote the high-quality development of music education in primary and secondary schools in northwest Guangdong.

Purpose: It is to investigate the occupational mental health and quality of life of teachers in Shaoguan primary and secondary schools, analyze the factors that affect the occupational mental health and quality of life of primary and secondary school teachers, and explore the relationship between them. Method:The General Health Questionnaire (GHQ-12) and the Chinese version of the Quality of Life Scale(SF -36) was used as tools to survey 206 young teachers in primary and secondary schools, useing SPSS 24.0 to analysis on the survey data. The results showed that:(1) The occupational mental health of young teachers in Shaoguan primary and secondary schools is at the upper-middle level, and the occupational mental health is significantly affected by the teaching target, education background and position.(2) The overall quality of life of young teachers in Shaoguan primary and secondary schools is above the average level, and the quality of life is significantly affected by the teaching object, education background, and position.(3) The occupational mental health of young teachers in Shaoguan primary and secondary schools is significantly negatively correlated with the quality of life. The occupational mental health of teachers is an effective predictor of the quality of life of teachers.

The working conditions for teachers in Vietnam were characterized by increased workload and pressure, burdening teachers' well-being. The study aims to investigate anxiety prevalence and identify some related factors among primary and secondary school teachers in Hanoi after the first COVID-19 outbreak in 2020. This paper analyzed data of 481 teachers working at ten primary and secondary schools in Hanoi city. Anxiety was measured using the anxiety component of the Depression, Anxiety, and Stress scale 42 items. Multivariable logistics regression was performed to examine anxiety-related factors using SPSS 20.0 at a significant level p less than 0.05. The prevalence of anxiety symptoms was 42.4% and similar between primary and secondary school teachers. More secondary teachers reported moderate to severe anxiety symptoms than primary teachers did (31.6% and 27.7%). Primary school teachers who felt discomfort with their supervisor's assessment, high responsibility for student safety, and ever thinking of leaving their current job were more likely to report anxiety symptoms (OR (95%CI) = 2.8 (1.2-6.5), 3.6 (1.0-12.8), and 2.6 (1.3-5.4), respectively). Meanwhile, the discomfort of caring for many students or problematic students, repetitive work, and disagreement with coworkers were risk factors of anxiety among secondary school teachers (OR (95%CI) = 2.6 (1.2-5.8), 3.2 (1.1-9.2), 3.4 (1.3-8.8), and 3.7 (1.1-12.6), respectively). In conclusion, the prevalence of teachers with anxiety symptoms is on the rise, caused by the characteristics of the job and professional relationships. Tailored support for teachers in different grades is necessary to improve and prevent teachers' anxiety.

The quality of interpersonal relationships between participants in the educational process (class teachers, students, parents) affects the creation of a favourable socio-emotional climate in and out of the classroom, and is also a significant factor of integration or disintegration of the collective, good or bad interpersonal relationships, satisfaction or dissatisfaction, success or failure achieved by students. In general, it always has a positive effect on the development of students' behaviour, and it depends on the conditions under which a class was formed, the way the class is managed, the position that students have in the class, their mutual relations and students' readiness for appropriate cooperation. With this paper, we explored the social distance that the class teacher sets in relation to students and their parents as an important prerequisite for a qualitative, open and productive cooperation among the actors of the educational process. The sample consisted of teachers in the role of class teachers, students and their parents from 36 primary and secondary schools in the Zlatibor district. The results of this research indicate that class teachers in primary and secondary schools generally have a close relationship with students and parents, although a more direct cooperation is achieved by class teachers in primary schools than in secondary ones. This confirms a more intensive educational function of primary school, as opposed to a more dominant educational function of secondary school and thus a more dynamic, complex, open and direct work of class teachers in primary school with students and parents.