Enrichment Activities in Improving the Reading Skills of Learners at Buenavista Quezon

Objectives The purpose of this study is to identify the differences in perceptions between elementary teachers and prospective teachers regarding the importance and implementation of elementary teachers' teaching competency and to seek educational measures to improve elementary teachers' teaching competency through needs analysis based on this. Methods To this end, the results of a survey conducted on 213 current elementary teachers and 245 prospective elementary teachers were analyzed. The data were analyzed using SPSS 26.0, and the reliability was .745 (elementary teachers) and .809 (prospective teachers). In order to analyze the differences in perception between the two groups, descriptive statistics using the mean and standard deviation, independent sample t-test, paired sample t-test, and Borich educational needs analysis were conducted. Results First, elementary school teachers and prospective teachers showed differences in their perceptions of the importance of subject knowledge competency, teaching-learning material production competency required for classes, and various media and ICT utilization competency for teaching-learning. Second, elementary school teachers and prospective teachers showed differences in their perceptions of the implementation of 10 teaching competencies corresponding to class design, implementation, and evaluation items. Third, elementary school teachers showed lower implementation than importance in teaching-learning design competency considering elementary school students’ developmental stages, and various media and ICT utilization competency for teaching-learning, and prospective teachers showed lower implementation than importance in all competencies except teaching-learning material production competency required for classes. Fourth, the results of the analysis of teaching competency education needs showed that elementary school teachers demanded various media and ICT utilization competency for teaching-learning as their first priority, while elementary school teachers demanded learner-centered class environment design competency as their first priority. Conclusions Regarding elementary school teachers' teaching competencies, elementary school teachers and prospective teachers commonly recognized the importance of each competency, but showed differences in implementation. In addition, the analysis of educational needs for fostering teaching competencies revealed that education in conflicting areas was needed. This suggests implications for reorganizing elementary school teachers' teaching competencies, improving the curriculum of universities of education, and establishing a system to secure the linkage between prospective teacher training courses and elementary school teacher education.

Teachers' Sense of Efficacy: An Important Factor in School Improvement

This study aims to explore the perceptions and attitudes of national elementary school teachers toward environmental education to understand the difference between different teachers’ background variables on environmental education cognition and attitude and the correlation between cognition and attitude. This research adopts the questionnaire survey method and takes elementary school teachers from the second largest city in Taiwan, Taichung City, as the research sample. Stratified random sampling was adopted, and 636 questionnaires were distributed. In total, 536 questionnaires were effectively recovered, and the effective recovery rate was 84.27%. The descriptive statistical analysis of sample data, an independent sample T-test, a one-way analysis of variance, Scheffe’s comparison test, and Pearson’s product-difference correlation were used for analysis. The study results are: (1) Elementary school teachers in Taichung City have good environmental education and teaching cognition and environmental issue cognition. (2) The attitudes toward the environmental education of elementary school teachers in Taichung are positive and active. (3) Senior and experienced elementary school teachers in Taichung City have a high awareness of environmental education due to their participation in many workshops and environmental protection activities. Therefore, there are significant differences in the cognition and attitude of environmental education from elementary school teachers. (4) There is a significant correlation between the cognition and attitude of elementary school teachers in Taichung City toward environmental education. This research shows that teachers with more senior teaching experience have better cognition and attitude toward environmental education.

Existing meta-analyses have shown that active learning strategies are effective in improving students’ learning performance. However, their implementation may vary across school levels. This study investigated differences among elementary, middle, and high school teachers in the use of teaching strategies, including those that promote active learning and pedagogical beliefs. We also explored differences in the relationships between beliefs about teaching and learning, teaching experience, and teaching strategies for active learning across school levels. An online survey was conducted with 550 in-service elementary, middle, and high school teachers. Participants completed a questionnaire that measured their teaching strategies, beliefs about teaching and learning, and teaching experience. The results revealed differences in the frequency of use of six teaching strategies, including those that promoted active learning. Elementary school teachers used teaching strategies that promoted active learning most frequently, followed by middle and high school teachers. There were no differences in teachers’ beliefs about teaching and learning across school levels. Multigroup structural equation modeling indicated no differences in the influence of beliefs about teaching and learning on active learning teaching strategies among school levels, except that the traditional conception was negatively associated with the implementation of active learning in middle school. Constructivist beliefs were positively associated with active learning strategies across all levels, whereas teaching experience was negatively associated with teaching strategies that promoted student output at the higher school level. These findings have implications for the implementation of active learning, particularly at higher school levels.

The objective of this study was to examine the effect of demographic characteristics and physical exerciseon elementary school teacher’s job satisfaction. A survey design was used in the current study. The sample consisted of 186 elementary school teachers from two towns of District Lahore. Statistical Package for the Social Sciences was used to analyze the data in the form of frequency, standard deviation,and percentages. The findings indicated that gender has no effect on elementary teachers’ job satisfaction. The qualification of teachers was not significantly associated with teachers’ job satisfaction. The experience effected teacher’s job satisfaction.The physical exercises were significantly associated with teachers’ job satisfaction. It was concluded from the findings that gender and subject of teaching had no effect on elementary teachers’ job satisfaction. It was recommended that elementary school teacher’s physical exercise sessions be given due consideration in the school induction as it showed an association with teachers’ job satisfaction.

To be an effective teacher, a combination of specific professional skills and psychological attributes are required. With increasingly fluid employment conditions, particularly in the international context, recruiters and schools are under considerable pressure to quickly differentiate candidates and make successful placements, which involves more than just determining if a candidate holds an appropriate qualification. Therefore, the aim of this cross-sectional study was to measure theoretically and empirically valuable psychological attributes in an international sample of schoolteachers to determine the most valuable correlates of satisfaction and position duration. An international sample (N = 335) of elementary, middle and high school teachers completed an online survey to capture their workplace satisfaction, position duration and measure 15 psychological attributes using validated instruments. Linear associations were estimated using hierarchical regression with this analysis complemented and compared with follow-up non-linear neural network models. Using regression, lower agreeableness (less people-oriented) emerged as the strongest correlate of longer position duration throughout the cohort. In elementary school teachers, lower impulsivity and higher organizational commitment emerged as the strongest correlates of longer position duration. In high school teachers, better stress tolerance and higher organizational commitment emerged as the strongest correlates of longer position duration. Using neural networks to suggest predictive models, low levels of neuroticism and impulsivity were the strongest predictors of longer position duration in elementary school teachers. High stress tolerance also predicted high work satisfaction in elementary teachers, whereas it was lower impulsivity that most strongly predicted higher work satisfaction in high school teachers. Innovation tendencies, perhaps surprisingly, appeared as a consistent predictor of lower levels of workplace satisfaction across teaching levels. Honesty-humility also emerged as a predictor of shorter position duration, particularly for primary/elementary teachers scoring above the mean. Taken together the results suggest an interesting balancing act that needs to be struck between hiring people-oriented and innovative teachers who may be more effective and adaptable but also at greater risk of changing position, possibly due to an increased interest and ability to transition into new social environments.

Purpose Occupational stress-relating overwork among teachers predispose to mental disorders and eventually lead to long leave from work. Although some studies have been conducted to assess these problems among elementary and junior high school teachers, a quantitative investigation has been limited to date. In this study, the authors sought to explore the association between overwork and mental stress among Japanese elementary and junior high school teachers. Design/methodology/approach An exploratory cross-sectional questionnaire survey was carried out on 294 Japanese elementary and junior high school teachers. The respondents filled a questionnaire on personal data, and occupational stress reaction was evaluated by Japanese version of Brief Job Questionnaire. Multiple linear regression model was used to evaluate the association between overwork information and psychological and physical stress. Findings Working during holidays was significantly likely to increase psychological and physical stress reactions among elementary school teachers (adjusted mean difference = −1.67, 95% CI: −2.81 to −0.54) and junior high school teachers (adjusted mean difference = −5.24, 95% CI: −9.60 to −0.87). A weakly positive association was found between high risk of psychological and physical stress and marital status (p = 0.005), teacher in charge of class (p = 0.015) among elementary school teachers. Originality/value This study indicated an association between working during holidays and psychological and physical stress reactions among elementary and junior high school teachers after adjusting for sociodemographic and work-related status. Further study for the confirmation of this finding is warranted.

This study is aimed to explore the relationships among principals’ technology leadership, teachers’ information literacy and teaching efficacy of elementary school in Taoyuan County.The approach adopted questionnaires and using stratified random sampling to investigate 779 samples that include teachers from 66 schools. Receiving back 731 valid ones after the elimination of 77 invalid ones. The valid response rate is 89.5%. Collecting data were analyzed by the statistical methods of descriptive statistics, independent t-test, one-way ANOVA, Pearson correlation, canonical correlation, multiple regression, multiple hierarchical regression and SEM,etc. The conclusions are as follows: 1.The current conditions of principals’ technology leadership, teachers’ information literacy and teaching efficacy of elementary school in Taoyuan County are above average. 2.Significant differences are found partly in the elementary school teachers’ perception of principals’technology leadership, given the consideration of teachers’ demographic variations: sex and administrative duties. 3.Significant differences are found partly in the elementary school teachers’ perception of teachers’ information literacy,given the consideration of teachers’ demographic variations: sex, academic background and administrative duties. 4.Significant differences are found partly in the elementary school teachers’ perception of teachers’ teaching efficacy, given the consideration of teachers’ demographic variations: academic background, years of experience and administrative duties. 5.There is a high positive correlation from principals’ technology leadership, teachers’ information literacy and teachers’ teaching efficacy. 6.The best forecasting of the dimensions of teachers’ teaching efficacy is “the information ethics”. 7.Teachers’ information literacy is a moderate variable between some dimension of principals’ technology leadership and teachers’ teaching efficacy. According to the results above, this study offers suggests as follows: 1.To educational administrations To build up indices for principal’s technology leadership, and add it into school administration evaluation; to provide professional trainings of principal’s technology leadership; to build up indices for teachers’ information literacy, and add it into teacher evaluation. 2.To principals Enrich knowledge and ability in connection with technology leadership; to provide teachers the course about information literacy; set job rotation system. 3.To teachers Learning to increase teachers’ information literacy; participate in teaching team,and Establish the habit of knowledge-sharing by technology tool. 4.To future research （1）Expanding the researching to other areas or different levels of schools. （2）Through the depth interviews or qualitative research to quantify the results and do more dimensions test for interaction.

Objectives The purpose of this study is to understand the level of awareness of AI tools among elementary school teachers, their perceptions of the use of AI tools at different stages of lesson design, and their considerations when introducing AI tools into the classroom. Methods For this purpose, a survey was conducted among 130 teachers working in elementary schools. To analyze the survey results, the frequency, mean value, and standard deviation of each question were analyzed, and independent sample t-test and one-way analysis of variance were conducted to check the significance of differences by respondents' characteristics. In addition, a data visualization technique called ‘word cloud’ was used for open-ended descriptive questions, and a keyword-centered analysis method was used to summarize the main questions and categorize and code key words for analysis. Results The main findings of the study are as follows First, According to our survey, elementary school teachers use Entry, ChatGPT, and Autodraw the most among the AI tools they use in the classroom. Second, When analyzing elementary school teachers' perceptions of using AI tools in lesson design, we found that they expect the most help from AI tools in the assessment phase (M=4.07) and the most help in automating assignment and test grading (M=4.35). Third, elementary teachers were more likely to be positive about the need to utilize AI tools, but less likely to be optimistic about their readiness. Fourth, elementary school teachers cited difficulty in preparing education for AI tools (M=4.02) as a reason for the difficulty in utilizing AI tools, and the configuration of facilities and educational environment for utilizing AI tools (M=4.25) as an enabling factor for utilizing AI tools. Fifth, according to the word cloud analysis, diverse teaching and learning was cited as an expectation for the introduction of AI tools, over-reliance was cited as a concern, and continuous and gradual teacher training was cited as a way to increase the use of AI tools. Conclusions This study has several implications for the use of AI tools in education. First, teacher education is needed to ensure that elementary school teachers have expertise in AI tools and can actively utilize them. Second, AI-based educational platforms that can be used across the board in lesson design should be developed and utilized in the classroom. Third, we need to expand the infrastructure to support the use of AI tools in schools. Fourth, administrative and technical support is needed to ensure that the use of AI tools does not lead to additional work for teachers.

Age and teaching experience are part of the factors that affect teacher efficacy. This study aims to determine the effect of age and teaching experience on teacher efficacy in elementary school teachers who teach using Curriculum 2013. The number of samples in this study were 83 teachers who teach using the 2013 curriculum in North Jakarta. This research uses quantitative method with psychology scale. The preferred scale used to measure teacher efficacay seen from the age and experience of teaching teachers is Teacher Sense of Efficacy Scale (TSES). Data processing methods used in testing the research hypothesis is by multiple regression analysis. The results of this study indicate that there is a significant effect of age and teaching experience on teacher efficacy in elementary school teachers in North Jakarta with 0,018 (<0.05). The resultant effect 90.5 % Influenced beyond age and teaching experience.

This study aimed to determine psychological and physical differences in elementary and junior high school teachers during COVID-19. This questionnaire-based cross-sectional study was conducted among 427 teachers in Tokyo, Japan (between 15 and 30 October 2020). The questionnaire explored school type (elementary and middle schools), sex, age, and COVID-19 changes (psychological changes, physical changes, impact on work, and infection control issues perceived to be stressed). Post hoc tests for I cannot concentrate on work at all, found a significant difference for no change–improved and male teacher in elementary school female teacher in junior high school (p = 0.03). Regarding stress situation due to implementation of COVID-19 infection control, there were significant differences for disinfection work by teachers between male teachers in elementary school female teachers in junior high school (p = 0.04) and female teachers in elementary school female teachers in junior high school (p = 0.03). COVID-19 produced differences in psychological and physical changes between male and female teachers in elementary and junior high schools. Some experienced psychological and physical stress, whereas others showed improvement. Given that teachers’ mental health also affects students’ educational quality, it is important to understand and improve teachers’ psychological and physical circumstances and stress.

In order to investigate the teachers and parents’ perceptions of school readiness, 218 parents and 370 teachers were surveyed. Based on the areas of “physical well-being and motor development”, “social and emotional development”, “approaches to learning”, “language use”, “cognition and general knowledge” and “family”, the study attempts to examine and compare kindergarten teachers’, elementary school teachers’ and parents’ beliefs about school readiness. Results are as follows: (1) on the whole, parents and teachers attach great importance to health, attention, parental rearing patterns, confidence, learning interest, etc.; (2) kindergarten and elementary school teachers share a similar outlook on school readiness while elementary school teachers emphasize more on areas such as compliance with teacher authority, parents’ educational level, manners, self-centralization, the ability to express and so on, and (3) the difference exists among parents, kindergarten teachers and elementary teachers’ perceptions of school readiness.

Bad boys, good girls? Implicit and explicit attitudes toward ethnic minority students among elementary and secondary school teachers

Stage 1: Survival During Stage 1, which may last throughout the first full year of teaching, the teacher's main concern is whether she can survive. This preoccupation with survival may be expressed in questions the teacher asks: "Can I get through the day in one piece? Without losing a child? Can I make it until the end of the week? Until the next vacation? Can I really do this kind of work day after day? Will I be accepted by my colleagues?" Such questions are well expressed in Ryan's enlightening collection of accounts of first-year teaching experiences (3).

Online-based learning system is a recent policy established by the Indonesian government in all schools as a result of Covid-19 pandemic. Shifting face to face schools with online learning-based system creates its own problems, mainly for elementary school teachers. This study aims to investigate the readiness of elementary school teachers towards the adoption of online-based learning policies during Covid-19. There are six indicators to measure teacher readiness, they are (1) availability of learning content, (2) availability of technological devices, (3) proficiency to apply the technology, (4) ability to purchase internet data, (5) availability of internet signals, and (6) student conditions. This research was conducted using descriptive quantitative method. Data was collected through a survey of 250 elementary school teachers in Indonesia. The results indicated that 50% of teachers were less available with the learning content;24% of teachers had inadequate technology tools;67.6% were less adapted at implementing technology;20.4% were less able to buy internet data packages;40.4% of teachers stated their problem finding internet signals and 53.2% of the students were less prepared for online learning. The research concluded that the teacher is not ready for the implementation of online learning policies.