Evaluation of teachers’ orchestration tools usage in robotic classrooms

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.

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.

Teaching and learning processes in Nigeria primary schools are worth a continuous assessment, monitoring and evaluation, as it is imperative that teachers and learners be abreast of the outcomes of their teaching-learning outcomes. This paper x-rayed the imports of assessment, monitoring and evaluation of teaching and learning processes in primary schools in Nigeria; and the many challenges militating against their successful implementation at the level. The implications of these challenges especially for teachers were itemized. The paper concludes that for improved, effective, and sustainable teaching-learning interventions, regular, effective and efficient assessment, monitoring, and evaluation practices should be implemented and sustained in all primary schools; while the challenges militating against the assessment, monitoring and evaluation of teaching and learning in Nigeria primary schools be fully addressed.

The Quran is a miracle from Allah SWT that is very valuable to humans in terms of language, history, and civilization, as well as its values. There is an ongoing effort that is carried out informally through tarannum learning classes run by Islamic education teachers. Therefore, the purpose of this study is to evaluate the tarannum teaching practice among Islamic education teachers in primary schools. This quantitative study was conducted using a questionare and involving 62 Islamic education teachers from 24 primary schools in the Perak Tengah District. This study focuses on the practice of teaching tarannum knowledge based on the teaching model proposed by al-Qabisi. The level of teaching practice of tarannum among Islamic education teachers was analyzed using the mean score and variance inference statistics (ANOVA). Overall, the data analysis shows that the practice of teaching tarannum among Islamic education teachers is at a high level. All factors of the practice of teaching tarannum knowledge among Islamic education teachers in primary schools, which include teaching goals, teaching objectives, teaching methods, teaching techniques, teaching aids, and teaching evaluation, recorded a high level. The findings of the study also show that there is no significant difference in the level of teaching practice among Islamic education teachers in primary schools based on their teaching experience. This study also confirms the practice model of al-Quran teaching introduced by al-Qabisi as a basis for strengthening the practice of teaching tarannum knowledge for Islamic education teachers in primary schools.

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.

Against the backdrop of the deep integration of digital transformation in education and the Rural Revitalization Strategy, digital technologies are playing an increasingly important role in rural primary school education. By breaking geographical barriers to educational resources, adapting to students' individual differences, building professional development platforms for teachers, and innovating teaching evaluation mechanisms, digital technologies provide a new multi-dimensional and collaborative approach to Chinese language teaching in rural primary schools. This approach effectively responds to long-standing problems, including insufficient educational resources, a weak teaching faculty, and rigid teaching methods. Based on the current development status of rural education and the characteristics of Chinese language teaching in primary schools, and combined with the application practices of digital technologies in the field of education, this paper analyzes the practical value and core advantages of digital empowerment for Chinese language teaching in rural primary schools. It constructs optimization paths from four dimensions, namely resource supply, teaching implementation, teacher development and evaluation system, and puts forward targeted innovative strategies, aiming to provide practical references for promoting the high-quality development of Chinese language teaching in rural primary schools and advancing educational equity.

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.

This study aims to examine the emotional labour in relation to English language teaching among Korean primary school teachers. A special focus is placed on a relational factor associated with their emotional labour. For this purpose, purposeful sampling was used to identify ten local primary school teachers who have more than five years of experience teaching English to primary school students. An interview was conducted with each of the ten participants, and content analysis was used to analyze the qualitative data. The results show that there are three groups who are related to the emotional labour of English language teaching among primary school teachers: parents, primary school students and native English speaking teachers. Local English primary school teachers are often situated in power games with the three groups, and teacher professionalism is challenged by the groups, which creates emotionally provocative situations among primary school teachers. The study suggests that we need to develop educational environments in which teacher professionalism is respected in order to reduce emotionally challenging situations.

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.

This study investigates the perceptions of primary school students, their parents, and primary school teachers regarding the concept of mathematics. The research was motivated by the need to understand how different stakeholders in primary education cognitively and effectively relate to mathematics, which significantly influences students’ long-term attitudes and success in the subject. The objective was to explore how mathematics is defined and emotionally experienced across these groups. Using a qualitative research design, data were collected through semi-structured interviews with a working group composed of primary school students, parents, and teachers. The data were analyzed thematically. Findings revealed that while most primary school students expressed a liking for mathematics, this percentage was slightly lower among parents. Teachers showed the highest rate of positive attitudes toward mathematics, with nearly all reporting a strong enjoyment of teaching it. Regarding conceptualizations of mathematics, most responses aligned with the Cognitive Domain, particularly within the sub-themes “Numbers and Operations” and “Mathematics is part of daily life.” In contrast, negative affective responses were more prevalent among students and parents, while teachers predominantly expressed positive emotions. The study concludes that fostering a connection between mathematics and real-life contexts is essential. Both teachers and parents should play an active role in nurturing positive mathematical experiences in children to support the development of mathematically competent individuals.

The study reported here investigated the arithmetical and algebraic problem-solving strategies and skills of preservice primary school and secondary school teachers in Flanders, Belgium, both at the beginning and at the end of their teacher training. The study then compared these aspects of the preservice teachers' own problem-solving behavior with the way in which they evaluated students' arithmetical and algebraic solutions to problems. Future secondary school teachers clearly preferred the use of algebra, both in their own solutions and in their evaluations of students' work, even when an arithmetical solution seemed more evident. Some future primary school teachers tended to apply exclusively arithmetical methods, leading to numerous failures on difficult word problems, whereas others were quite adaptive in their strategy choices. Taken as a whole, the evaluations of the preservice primary school teachers were more closely adapted to the nature of the task than those of their secondary school counterparts.

Objectives of the study: To assess the existing knowledge of primary school teachers regarding identification and management of learning disability in school children, to assess the effectiveness of STP among primary school teachers regarding identification and management of learning disability in school children and to find association between pre-test knowledge of primary school teachers and demographic variables. Methodology: An evaluative approach was considered. The independent variable was STP and dependent variable was knowledge of the primary school teachers. Population: It comprises primary school teachers in primary English medium schools at Yeola, Maharashtra. Sample: Primary school teachers in selected primary English medium schools at Yeola city. Sample size and sampling techniques: The sample size was 60 primary school teachers in selected primary English medium schools at Yeola city. The findings of the study revealed that during pre-test, 44 (73%) of the primary school teachers had average knowledge and 9 (25%) had good knowledge, while 7 (12%) had poor knowledge. After the administration of STP, in the post-test, there was a significant gain in the knowledge. Out of 60 subjects, 47 (78%) had good knowledge, and 13 (22%) of primary school teachers had average knowledge. This proved that STP is an effective method to bring awareness among primary school teachers to prevent learning disability in school children. Further computed paired t-test value (16.70) revealed that there was a significant gain in knowledge among primary school teachers after administration of STP and probability value of χ2 revealed that the knowledge scores and socio-demographic variables were dependent in case of age, educational qualification, and experience. Conclusion: As per the findings of the study, it may be recommended that STP prepared with a purpose, which can be used to disseminate the knowledge of primary school teachers in Yeola and the results can be utilized while teaching for nurses.

<p class="apa">This research aims to 1) study the present conditions and desirable condition of the motivation systems as well as how to find methods for motivating the performance of teachers in primary schools, 2) develop a motivation system for the performance of teachers in primary schools, 3) study the effects of using the motivation system for compliance with work of the teachers in primary schools by using research and development process. The research was consisted of three phases: Phase 1 the study of current conditions and desirable conditions of motivation system and methods for motivating the performance of teachers in the schools under the Office of Basic Education. Questionnaires were used to collect data from the sample which was consisted of 1,016 school administrators and teachers. Phase 2 development of motivation system for the performance of teachers in primary schools. The system was later validated by nine experts. Phase 3 results of the study on motivation system after implementation in a primary school. Data was collected from eight school administrators and teachers. Instruments in collecting data were: 1) questionnaire, 2) semi-structured interviews,3) evaluate form of operational level, 4) evaluation form of satisfaction. Statistical used in data analysis were percentage and standard deviation.</p><p class="apa">The results showed that: 1) the current conditions of the motivation system for the performance of teachers by the input factor was at a moderate level, by the process factor was at a high level, and by the output factor was at a moderate level. As the desirable conditions, all three factors were at the highest level. 2) The motivation system for the performance of teachers in primary schools that the researchers have developed consists of six sub-systems, including: work-based motivation, award-based motivation, good communication, creating organizational relationship, environment in the workplace, workplace fairness. The input factors included: administrators, teachers, materials, and technology. Output included work performance standard and personal performance standard. 3) Results after the implementation of the system revealed that the teachers were motivated to perform at a high level and their preference for a motivation system was also at a high level.</p>

In education training, professional development is the primary goal of curriculum design, good curriculum design is the guarantee to dispose professional development. If there is no connection between professional development and curriculum design, the problem that teachers' training lacks pertinence and effectiveness will still not be radically solved. Thus we must design creative curriculum according to the requirement of professional development to solve this problem.

Primary and secondary school teachers are the cornerstone of basic education, and reducing their workload is essential to protecting the rights and interests of teachers and promoting the quality of education. This article uses Multiple Streams Model as a research framework and finds that primary school teachers' long-term overloaded workload and unreasonable work structure and the overburdening of primary and secondary school teachers have aroused widespread concern in the society, forming a problem Streams; the high attention paid by government officials, the advice of experts and scholars, and the appeals of grass-roots teachers constitute a policy Streams; the party's political philosophy, the state's education governance philosophy, and the civil public opinion and The party's political concept, the state's concept of education governance, and civil opinion and public sentiment form the politics Streams. The three streams are interactively coupled, and the policy window is opened.