SPECIFICITIES OF TEACHING PHILOSOPHY IN SECONDARY SCHOOLS AND GENERAL GYMNASIUMS, THE ANALYSIS OF SURVEY RESULTS AND OF THE ROUND TABLE

<strong>Research aim to:</strong> - Structure a job engagement scale for physical education teachers in secondary schools in the city of Mosul - Identifying the level of occupational involvement of physical education teachers in secondary schools in the city of Mosul. The descriptive approach was used by survey method. The construction and final application samples included (146.98) teachers, respectively, of physical education teachers in secondary schools in the city of Mosul, distributed among middle, secondary and preparatory schools. Arithmetic mean, standard deviation, simple correlation, Gittmann equation and Cronbach's alpha coefficient. The researchers drew several conclusions, the most important of which are - The validity of the occupational involvement scale by physical education teachers, which was built by the researchers on middle, secondary and middle schools in the city of Mosul. - The degree of occupational involvement of physical education teachers in middle, secondary and preparatory schools in the city of Mosul is at a (very good) level. <strong>Therefore, the researcher recommends:</strong> - Holding intensive educational seminars and courses that encourage job engagement in all other specializations in secondary schools in the city of Mosul. - Applying the job engagement scale to other samples of all specializations. - Develop an evaluation form for the performance of physical education teachers in secondary schools that includes all aspects of their work in order to ensure the objectivity of the evaluation and circulate it to all secondary schools throughout Iraq

The study sought to establish whether the availability or non-availability of professional development opportunities determine the turnover intention of teachers in public secondary schools in Meru County, Kenya. Descriptive survey design, where both qualitative and quantitative paradigms were employed. The study population comprised of 2582 secondary school teachers and principals in 367 public secondary schools. Stratified proportionate sampling and simple random sampling methods were used to pick 518 participants who included 503 secondary school teachers and 15 secondary school principals. Questionnaires were used to collect quantitative data from teachers while interview schedules were used to collect qualitative data from the sampled principals. The hypothesis was tested using the Pearson Product-Moment Correlation and chi-square goodness of fit. Computer software SPSS Version 21 aided in data analysis. An analysis of the Pearson product-moment correlation showed a negative correlation between professional development opportunities and the turn-over intention of teachers in secondary schools in Meru County. Equally, Chi-square results corroborated indicating a strong and significant association of professional development opportunities and turn-over intention of teachers in secondary schools in Meru County. The study concluded that a lack of professional development opportunities leads to low morale, low motivation, and high turnover intention of teachers in public secondary schools in Meru County. The study recommended that the education stakeholders including the schools’ Boards of Management, the Ministry of Education, and the Teachers Service Commission among others motivate teachers by regularly offering them professional development. This would enhance their pedagogical skills thus reducing turnover intention among teachers.

The main purpose of this study was to ascertain extent of teachers? classroom management practices for effective teaching and learning of entrepreneurship studies in secondary schools. Two research questions and two null hypotheses guided the study. The research design adopted is descriptive survey. The study was conducted in Anambra State of Nigeria and it covered all the private and public secondary schools in the state. The population for this study comprised all the three thousand, two hundred and seventy five (3275) secondary school teachers while the sample for this study comprised 1641 (one thousand, six hundred and forty-one) respondents selected through proportionate random sampling technique. A researcher-developed instrument was used for data collection. Three experts validated the instrument. The reliability of the instrument was determined using Cronbach alpha on data collected from a sample of 30 teachers from secondary schools in Enugu State. The overall scale reliability coefficient for the instrument was 0.84. The researchers collected data with the help of six research assistants who are teachers in secondary schools in the State. In answering the research questions, mean and standard deviations were used. Similarly, the null hypotheses were tested at the 0.05 level of significance using t-test. Findings indicated that teachers in public and private secondary schools in Anambra State do not ensure that the teaching and learning of entrepreneurship are effective in meeting learners? needs. Accordingly, it was among others recommended that The State Ministry of Education should organize workshops and seminars for teachers in secondary schools on how they can ensure that the teaching and learning of entrepreneurship are effective in meeting learners? needs and that tertiary institutions in Anambra State should mount on-the-job training programmes on classroom management practices for effective teaching and learning of entrepreneurship for teachers in secondary schools.

Background: This study investigated the impact of cloud resources, a component of cloud computing, on science teachers’ effectiveness in secondary schools in Cross River State. Three (3) research questions and three (3) alternative hypotheses guided the study. Method: The descriptive survey design was adopted for the study. The population of the study comprised 1209 science teachers in public secondary schools of Cross River state. Sample: A sample of 487 teachers was drawn from the population using stratified random sampling technique. The researcher-made structured questionnaire with 18 was used for data collection for the study. Research question one was answered using the Pearson Product Moment Correlation, while research question two and the hypotheses were answered using the Analysis of Variance (ANOVA) statistics in the Statistical Package for Social Sciences (SPSS) at a 0.05 level of significance. Results: The results of the study revealed that there is a positive correlation between the utilization of cloud resources in teaching and teaching effectiveness among science teachers in secondary schools in Cross River state; there is a negative correlation between gender and utilization of cloud resources among science teachers in secondary schools in Cross River state; and that there is a significant correlation between teaching experience and the utilization of cloud resources among science teachers in secondary schools in Cross River state. Conclusion:The study justifies the effectiveness of the Cross River state government policy of introducing cloud computing into the education sector. The study recommends that the policy should be sustained.

Effective integration of technology in teaching and learning activities in secondary schools is a reflection of learning capacities and experiences by teachers from previous learning. This paper explores the effect of teachers’ lifelong learning behaviours and the achievement of digital literacy. The paper specifically addresses the following objectives: teachers’ views on lifelong learning, the benefits of both lifelong learning and digital literacy, and how lifelong learning affects digital literacy in relation to integrating technology into teaching and learning in secondary schools. The paper systematically reviews secondary literature to evaluate teachers’ lifelong learning behaviours and its influence on their acquisition of digital literacy skills. Specifically, the focus is on teachers teaching in secondary schools. The paper is anchored on social learning theory developed by Albert Bandura. Approximately 20 research articles met the criteria for inclusion in this analysis. The analysis from the empirical studies has shown that lifelong learning by teachers is critical towards ensuring instructional effectiveness. Findings from developing countries' research have shown that most teachers find themselves far behind in terms of digital literacy, which affects the integration of technology in teaching and learning activities in secondary schools. There is a positive effect of teacher lifelong learning behaviours, digital literacy levels and integration of technology in classroom instruction in secondary schools. It is therefore concluded that teachers’ digital literacy competency levels are dependent on their lifelong learning behaviours. It is recommended that teachers should embrace lifelong learning behaviours through acquisition of digital literacy skills, which is key towards integration of technology in their instructional process in schools. Additionally, the government should ensure that secondary schools are properly provided with technological infrastructure facilities to enable teachers with lifelong skills to integrate them into their teaching and learning process. The Ministry of Education also needs to develop and promote lifelong learning policy to enable teachers to reposition themselves with the changing demands in the education sector and realities of the present world.

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.

This research aimed to 1) study compositions and indicators towards learning management competencies for enhancing critical thinking of math teachers in secondary schools, and 2) to check construct validity of learning management competencies for enhancing critical thinking of math teachers in secondary schools. The sample group was 260 individuals who were math teachers in secondary schools that are located in Secondary Educational Service Area, Office of the Basic Education Commission, 2567 B.E., Northeastern region. The author set the size of sample group according to ratio of 20:1 of parameters and used Multi-stage Sampling method. The research tool that was used was questionnaire. The research tool was questionnaire for development of compositions and indicators towards learning management competencies for enhancing critical thinking of math teachers in secondary schools. It was found that 1) the result of development in compositions and indicators towards learning management competencies for enhancing critical thinking of math teachers in secondary schools was from documents, synthesis, and other related research. And it was found that competency in learning management to enhance critical thinking of math teacher in secondary schools consisted of three compositions, which are, create and develop curriculum, designing and learning management, and measurement and assessment of learning outcome, with 13 indicators. 2) The result of checking the construct validity of learning management competencies for enhancing critical thinking of math teachers in secondary schools was found that the model has fit index and evidence-based. The Chi-Square was at 71.941. Degrees of Freedom was at(df) 55. Statistical significance (p-value) was at .062, which means the Chi-square did not have statistical significance and Root Mean squared Residual was at .006 Goodness-of-Fit Index was at .961. Adjusted Goodness-of-Fit Index was at .936. Incremental Fit Index was at .992. Tucker Lewis index was at .989. Comparative Fit Index was at .992 and Root mean square error of approximation was at .034.

Uspostavljanje modela filmske edukacije u srednjoj školi

Background: This study investigated the impact of social media, a component of cloud computing, on science teachers’ effectiveness in secondary schools in Cross River State. Three (3) research questions and three (3) alternative hypotheses guided the study. Methods: A descriptive survey design was adopted for the study. The population of the study comprised 1209 science teachers in public secondary schools in Cross River State. A sample of 487 teachers was drawn from the population using stratified random sampling techniques. The researcher-made structured questionnaire with 18 items was used for data collection for the study. Research question one was answered using the Pearson Product Moment Correlation, while research questions two and three and the hypotheses were answered using the Analysis of Variance (ANOVA) statistics in the Statistical Package for Social Sciences (SPSS) at a 0.05 level of significance. Results: The results of the study revealed that there is a positive correlation between the utilization of social media in teaching and teaching effectiveness among science teachers in secondary schools in Cross River State; there is a negative correlation between gender and utilization of social media among science teachers in secondary schools in Cross River State; and there is a significant correlation between teaching experience and the utilization of social media among science teachers in secondary schools in Cross River State. Conclusion: The study justifies the effectiveness of the Cross River State government policy of introducing cloud computing into the education sector. The study recommends that the policy should be sustained.

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.

The content of this paper is on stretch of knowledge on classroom management principles of teachers in secondary schools. Twelve secondary schools were randomly selected in Owo, Ondo State of Nigeria. Seventy five teachers selected using non-probability quota sampling technique participated from the identified population. A questionnaire, having structured and free responses sections on knowledge of classroom management principles was administered to the teachers. The pass levels at (40, 60 and 70%) of the teachers on the free responses section of the questionnaire were analyzed by comparing them to the failure levels using Chi-Square (c2) statistics. The findings were then compared to the performances of the teachers on the structured section of the questionnaire. The conclusive analysis showed that stretch of knowledge on classroom management principles of teachers in the secondary schools was inadequate. The teachers required better training and improved self-esteem to be able to manage classroom sufficiently and realize effective teaching so that learners may learn profitably to develop society. Key words: Classroom management/organization/discipline/control, effective teaching, curriculum methodology, curriculum and instruction.

The purpose of this quantitative study was to determine if teachers in secondary level schools from high and upper secondary schools in the district of Lahore were employing stress management approaches.Secondary schools teachers were the research subjects. Three hundred seventy-one teachers in secondary schools were engaged using a simple random sampling method for data collection. An adopted and structured questionnaire comprised of statements about various stress management strategies was used. The responses of teachers were gathered using a five-point Liker t-type scale. The data were analyzed using descriptive statistics.The mean and standard deviation were calculated to find results. On the basis of findings most commonly used strategies were: praying, sharing stress with family, friends, and elders, putting everything in Allah's hands,watching television, and resting. The least used strategies were exercising, going to a psychologist and taking medicine, weeping, and shopping. Several recommendations were made in light of the findings.

This single variable research was carried out to survey virtual instructional competence among tourism teachers in secondary schools in Calabar South Local Government Area, Nigeria. Five research questions and one hypothesis were posed to assess virtual instructional competence variables. Descriptive Survey design was adopted for the study. Stratified Simple random and purposive sampling techniques were used to select sixty (60) tourism teachers in both public and private secondary schools. The instrument for data collection was a well-structured questionnaire. Mean, simple percentage and independent t-test analysis were considered most appropriate for data analysis. The result of the analysis showed that professional competence has the highest status, followed by knowledge of subject matter and interpersonal skills. Male teachers were more competent with virtual instructional competence than their female tourism counterparts. The teachers with 1-5 years teaching experience and those with above 15 years of teaching experience readily embraced virtual competence. One challenge of virtual instruction is that tourism teachers found it difficult to cope with virtual instructional delivery but prefer the traditional face to face interaction. It was recommended that tourism teachers in secondary schools in Calabar South Local Government Area should be encouraged to adapt to the trending issue of virtual instruction delivery.

The study was conducted to explore the implementation of inclusive education in public secondary schools in the Division of Camarines Norte, it answered the following problems: (1.) The profile of secondary schools implementing inclusive education in the Division of Camarines Norte; (2.) The implementation practices of the secondary schools for learners with special needs; (3.) The significant relationship between the profile and implementation practices; (4.) The behavior of the special education teachers and parents; (5.) The issues and challenges; and (6.) The intervention program proposed to address the implementation of inclusive education in secondary schools in the Division of Camarines Norte. The study employed descriptive research. The respondents were 116 Receiving Teachers and 105 parents. The study utilized Survey-questionnaire checklist. Focus group discussion was conducted for triangulation of data. Descriptive and inferential statistics were applied to facilitate the interpretation of the data gathered by the researcher. Findings of the study: (1). As to enrolment, School G has the highest number of enrollees with 72 or 20.6% as compared to School B with only 58 or 16.6% enrollees out of 349 learners. As to human resources with special designation as Receiving Teachers, School G, D and A has the highest number of receiving teachers. As to budget allocation for schools with inclusive education, School A and School J has the higesst budget of Php 120,000.00. As to equipment, facilities and services, School A,B,C,D,E,F,G,H have manual alphabet while School A,E,H,G have chart slides on sign language and mirror for speech correction. For visual impairment, only three schools, Schools A, G, H have snellen charts required for eye check-ups and only one school with model on eye mechanism. Available equipment to 10 secondary schools catering learners with learning disability includes tests used for assessment. As to services provided by the schools to learners with special needs, eight school, Schools A,C,D,E,G,H,I have identification and referral process and assessment services; all schools adapted the K to 12 Curriculum for LWDs and only six schools developed Individualized Educational Plan (IEP); (2). the implementation practices of secondary schools for learners with special needs along identification and placements got an average weighted mean of 2.93. (3). The study failed to correlate between the profile and implementation practices of secondary schools for learners with special needs (4). The behavior of the special education teachers and parents of learners got an average weighted mean of 2.74 and 2.65. (5). There were 76 or 65.52% out of 116 teachers’ encountered issues and challenges along lack of training to cater different exceptionalities. There were 89 or 84.76% out of 105 parent’s encountered issues and challenges along behavioral issues of their child; (6). An Intervention Program in the form of Toolkit for Schools addresses the implementation of inclusive education in secondary schools in the Division of Camarines Norte. The following conclusions were deduced: (1). The profile of secondary schools implementing inclusive education in the Division of Camarines Norte for School Year 2022-2023 varies. (2). The implementation practices of the secondary schools for learners with special needs along identification and placements, developing individual education plan, assistance, and reporting were interpreted as agree. (3). The profile of the schools are not correlated with the implementation practices; (4). Teachers and parents of learners with special needs agree as to the development and implementation of an Individualized Education Plan or its counterpart. (5). Teachers and parents encountered various issues and challenges in the implementation of inclusive education in public secondary schools in the Division of Camarines Norte. (6). Implementation of inclusive education in secondary schools in the Division of Camarines Norte may be addressed as reflected in the objectives and activities presented in the proposed intervention program.

This study examined forms, risk factors and health hazards of domestic violence among married secondary school teachers in Anambra State. Four research questions and four hypothesis guided the study. The study used a descriptive survey research design. The population of the study comprised 2600 married teachers (male and female) in all secondary schools owned by Anambra State. The sample consisted of 1080 married teachers in secondary schools in Anambra State. The instrument used for data collection was a structured questionnaire titled Domestic Violence Questionnaire (DVQ). The DVQ was validated by experts in measurement and evaluation as health education. The reliability coefficient of the instrument was 0.947. Mean and standard deviation statistics were used to answer the research questions. T-test and ANOVA were used to test null hypotheses at .05 level of significance. The findings revealed among others that forms of domestic violence such as physical injuries, depression, abortion and others exist among married secondary school teachers in Anambra State. Risk factors of domestic violence such as low self-esteem, economic stress, unhealthy family relationship, distrust, sexual dissatisfaction and others exist among married teachers in secondary schools in Anambra State. Based on the findings, it was recommended among others that, health educators should provide a platform to educate married teachers in various secondary schools on the need to avoid domestic violence so as to have a peaceful environment at home. Married teachers should endeavour to learn and understand each other as this will enable them avoid any form of violence at home. Keywords: Domestic violence, risk factors, health hazards, married secondary school teachers, Anambra State.