Attitudes Of Elementary School Teachers Research Articles

ATTITUDE OF ELEMENTARY SCHOOL TEACHERS TOWARDS INCLUSIVE CLASSROOM AT ELEMENTARY STAGE

The present study has made an attempt to find out the attitude of elementary school teachers towards inclusive classroom. Teacher’s attitude has a significant role in implementing the inclusive education in classroom.The populationof the study comprised of all the elementary teachers of Puri district. Out of this, 70 teachers were selected through incidental sampling from 20 schools of Nimapara Block of Puri district. Teachers’ attitude towards inclusive classroom was studied on the basis of three demographic variables i.e. locality, qualification and experience. The study was descriptive in nature and two tools (attitude scale and questionnaire) were used for data collection. The findings of the study revealed that (i) There is no significant difference in the attitude of rural and urban teachers towards inclusive classroom (ii) No significant difference is foundin the attitude of more qualified and less qualified teachers towards inclusive classroom and (iii)No significant difference isfoundin the attitude of more experienced and less experienced teachers towards inclusive classroom. Moreover, 90 percent teachers’ perceived inclusion is a desirable educational practice as inclusive classroom facilitates participation, encourage cooperation and enhance learning achievement of students. Only 10 percent teachers perceived inclusion negatively. The study has analysed some of the barriers to the development of successful inclusive practices and suggested the ways for overcoming these difficulties and to reconsider the roles, responsibilities and identities of teachers.

Attitude of Elementary School Teachers towards Action Research

In education, action research is mostly used to identify specific issues in the classroom and offer practical solutions. Action research is linked to several activities in the area of education that address weaknesses and challenges. Teachers use action research to promote evidence-based practices, individualize professional development, and cultivate critical thinking. The current study was designed to find out how elementary school teachers perceived towards action research in this particular context. The study's methodology was a descriptive survey design. Using a simple random technique, a total of 120 elementary school teachers were selected to constitute the study's sample. Data were collected by using an ATR scale which the researcher had developed. The t-test, standard deviation (SD), and mean of the data used for analysis and interpretation. The hypothesis of the research was that, in terms of various characteristics, there would be no significant variance among elementary school teachers' attitudes towards action research. The findings revealed that the attitudes of male and female elementary school teachers toward action research differed significantly. Furthermore, it was discovered that there was no statistically significant difference in elementary school teachers' attitudes towards action research based on their academic stream or their professional education.

Attitudes of Elementary School Teachers Towards Inclusive Education: Implementation of the SACIE-R Scale

Children with special education needs (SEN) studying in inclusive classes are still a hot issue to be discussed. This study aims to investigate the attitudes of elementary school teachers towards inclusive education in Indonesia. A total of 64 elementary school teachers participated in filling out SACIE-R questionnaire. The questionnaire consists of three subscales, namely sentiment, concern, and attitude. The data were analyzed using non-parametric statistics (Spearman Correlation coefficient) and multiple regression analysis. The results show that the attitude of elementary school teachers towards inclusive education is positive with a mean SACIE-R (M = 3.00). Elementary school teachers have fears that they do not have knowledge and skills required to teach students with SEN and are not ready to teach students who require communicative technology (e.g. Braille and sign language) in their classrooms. The duration of teaching experience, teaching, and training experience with children with SEN positively correlated to the concern subscale. Special skill training such as Braille and sign language for elementary school teachers is needed to help them overcome their worries and unpreparedness to teach children with SEN in inclusive classes.

Attitude of elementary school teachers towards inclusive education: A study on Jammu and Kashmir, India

In regular classrooms, teachers play a crucial part in ensuring the success of inclusive practices for students from a wide range of backgrounds. As children with special educational needs are integrated into regular classrooms, it is important for teachers to maintain a positive attitude towards their students. The main purpose of this study is to examine the attitude of elementary school teachers towards inclusive education in Jammu and Kashmir with respect to their gender, locality of schools and educational qualification. A total of 100 teachers were taken from schools from Jammu district as sample of the study through multi-stage sampling procedure. Mean, Standard Deviation and t-test were employed as statistical methods to analyze the collected data. The results of this study indicate that there are no appreciable differences in the attitude of teachers with respect to their gender and locality of school but it has been found that there is significant difference in attitude of teachers with respect to their educational qualification.

Misconception and scientific attitude of teacher towards elementary school geometry assessed from information technology transformation

There is a misconception about elementary school geometry material that makes the teacher's scientific attitude in implementing learning in the classroom still not optimal and causes the application of IT transformation to be uneven. This research aims to describe the misconceptions about geometry among elementary school teachers, the scientific attitudes of elementary school teachers in the process of learning geometry, and how elementary school teachers overcome misconceptions and optimize scientific attitudes learned from the role of IT. The subjects of this study were 171 teachers from 18 districts and cities. The research was conducted in a descriptive qualitative form by giving questionnaires about elementary school geometry concepts and teachers' scientific attitudes toward learning, analyzing answers according to criteria, and exploring the relationship between misconceptions and scientific attitudes learned from IT transformation. The results of this study indicate that conceptual errors were found in the research subjects, which included generalization and specialization misconceptions; the teacher's scientific attitude influences the misconceptions experienced; and the role of IT can help calculate and visualize abstract things in learning. The application of IT in the learning process shows good results for overcoming teachers' misconceptions and scientific attitudes, and of course, it can be an option for teachers to be able to apply it with various IT-based learning media that attract students' learning interests.

Elementary Teachers’ Environmental Education Cognition and Attitude: A Case Study of the Second Largest City in Taiwan

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.

ATTITUDES OF ELEMENTARY SCHOOL TEACHERS TOWARDS ONLINE LEARNING DELIVERY IN THE TIME OF COVID-19 PANDEMIC

Educational institutions were compelled to use the world of cyberspace, specifically through the Internet as its main infrastructure, to “effectively” transmit knowledge to the learners in the middle of the COVID-19 pandemic. It is in this light that this study investigated the attitudes of elementary school teachers towards online learning during the COVID-19 pandemic. This study determined the significant difference between respondents' assessment of teachers' attitudes towards online learning when grouped according to gender, age, and teaching experience of the 138 elementary school teachers from Districts 2, 3, and 4 of Manila City. The results indicate that elementary teachers felt that online learning devices could help improve the quality of their work. Contrary to this, the face-to-face learning delivery remains favorable for them. Furthermore, the results show that it is essential to continuously develop the quality of online education with the support of school administration and government to make online education more effective and accessible to all.

Elementary school teachers knowledge and attitude towards attention deficit-hyperactivity disorder in Gondar, Ethiopia: a multi-institutional study

BackgroundA child suffering from attention deficit hyperactivity disorder (ADHD) faces many difficulties in social as well as academic performances. School teachers’ knowledge and attitude towards ADHD play a vital role in early detection and referral of the child to treatment centers. Few existing reports, however, indicate the alarming rate at which the problem is highly neglected in sub-Saharan Africa. The present study is designed to determine the knowledge, attitude, and factors that affecting elementary school teachers about ADHD.MethodsAn institutional-based cross-sectional study design was conducted in Gondar town and other towns nearby Gondar from February 24 to March 24, 2020. Data were collected through structured self -administered questionnaires using the Knowledge of Attention Deficit Disorders Scale and ADHD-specific attitudes measurement tools. Then, it was entered into Epi-info version 7 and exported to SPSS version 20 for analysis. Bivariable and multivariate logistic regressions were fitted to identify factors associated with the knowledge and attitude of elementary school teachers. Variables having a p-value < 0.05 at 95% CI were considered statistically significant.ResultOf 636 respondents, about 44.8% (95% CI 41.2, 48.4) and 84.1% (95% CI 81.0, 86.8) of elementary school teachers had good knowledge and a favorable attitude towards ADHD, respectively. Having a diploma and above (AOR = 3.028, 95% CI 1.630–5.625), reading ADHD leaflets (AOR = 2.035, 95% CI 1.391, 2.950) and search ADHD on the internet (AOR = 1.793, 95% CI 1.090, 2.950) were significantly associated with teachers knowledge to ADHD; whereas, working experience in teaching a child with ADHD (AOR = 1.852, 95% CI 1.195–2.87) and watching ADHD on mass media (AOR = 1.72, 95% CI 1.056–2.8) were positively predicts teachers attitude towards ADHD.Conclusionthe proportion of teachers’ knowledge towards ADHD was low; in contrast, their attitude was relatively satisfactory. Strengthening teachers’ educational upgrading system, frequent and fair distribution of leaflets written to address ADHD, installation of an internet system to the schools, and continuous ADHD awareness creation programs through mass media are highly recommended.

SW교육에 대한 초등교사와 학생의 인식, 태도 비교 분석 연구 - SW교육 선도학교와 일반 학교를 대상으로 -

SW교육에 대한 초등교사와 학생의 인식, 태도 비교 분석 연구 - SW교육 선도학교와 일반 학교를 대상으로 -

“Still Waters Run Deep”: Attitudes of Elementary School Teachers and Counselors Toward Shy Students

ABSTRACT Shyness is a form of social isolation and withdrawal stemming from concerns about social judgment, particularly during new situations or tests. Shy students are afraid of interacting with others, leading to problems and frustration at school. Teachers play an important role in identifying and helping these students. The research objective was to compare teachers’ and counselors’ strategies and beliefs in dealing with shy students with their strategies and beliefs in dealing with average and exuberant students. The research examined whether these attitudes are influenced by type of student, gender, role, and teachers’/counselors’ own shyness. Research participants included 60 teachers and 60 counselors from state secular elementary schools across Israel who were presented with vignettes describing different types of children (shy, average, exuberant). The results revealed almost no differences between teachers and counselors in their beliefs or strategies. Both groups had a great deal of confidence in the academic and intellectual abilities of average students and much less in those of shy or exuberant students. Both preferred peer-focused strategies and indirect strategies (seeking information in the literature or from colleagues) than high-powered strategies. The findings clarify the importance of including shyness and student temperament in the educational counseling training curriculum.

Classroom Teachers’ Attitudes to Nutrition Education and the School Food Environment: An Online Survey in Turkey

The objective of this study to determine the attitudes of elementary school teachers in Turkey towards nutrition education, nutrition courses in schools and the school food environment and to analyze differences by gender. The study used a cross-sectional online survey design. Descriptive statistics were used for the demographic characteristics and teachers’ attitudes. Teachers’ attitudes by gender were analyzed using independent t tests. Participants were 1796 elementary classroom teachers in 527 schools, 56% male. Teachers rated highly that classroom nutrition education is very important (mean = 4.17 on a 5-point scale), and should be practical (3.66); that nutrition taught as a separate subject was more likely to be effective (3.99) and government agencies, universities, and teachers should collaborate to provide it (4.34). They agreed that the school food environment can have a positive influence on student nutrition habits (4.32). Women teachers judged all attitude statements more positively than men, many significantly so. Classroom teachers have very positive attitudes towards practical nutrition education in the classroom and improving the school food environment. Providing teachers with the necessary culturally-based curricula and skills and having them collaborate with relevant agencies and organizations may contribute to their effectiveness. Keywords: teacher attitudes, nutrition education, nutrition courses, school food environment, food service DOI: 10.7176/JHMN/75-10

واقع استخدام التعلم القائم على الألعاب الإلکترونية من وجهة نظر معلمي المرحلة الابتدائية بمنطقة جازان

هدفت الدراسة إلى التعرف على واقع استخدام التعلم القائم على الألعاب الإلکترونية من وجهة نظر معلمي المرحلة الابتدائية بمنطقة جازان؛ حيث تم استخدام المنهج الوصفي لمناسبته لطبيعة الدراسة الحالية. واشتملت عينة الدراسة على معلمي المرحلة الابتدائية بمنطقة جازان بالمملکة العربية السعودية حيث تم اختيارهم بشکل عشوائي، وقد بلغ عدد أفراد العينة (60) معلما. وتمثلت أداة الدراسة في استبانة تکونت في صورتها النهائية من (40) عبارة موزعة على أربعة محاور رئيسية إضافة إلى محور خاص بالبيانات الشخصية للمشارک في الدراسة. حيث شملت المحاور الرئيسية: اتجاهات معلمي المرحلة الابتدائية بمنطقة جازان نحو استخدام التعلم القائم على الألعاب الإلکترونية، الکفايات المهنية التکنولوجية التي يحتاجها معلمي المرحلة الابتدائية بمنطقة جازان لاستخدام التعلم القائم على الألعاب الإلکترونية من وجهة نظرهم، معوقات استخدام التعلم القائم على الألعاب الالکترونية في المواقف التعليمية من وجهة نظر معلمي المرحلة الابتدائية بمنطقة جازان، مدى استخدام التعلم القائم على الألعاب الالکترونية في المواقف التعليمية من وجهة نظر معلمي المرحلة الابتدائية بمنطقة جازان. وأسفرت نتائج الدراسة عن عدم وجود فرق دال إحصائيا عند مستوى (0.05α≤) في استخدام معلمي المرحلة الابتدائية بمنطقة جازان للتعلم القائم على الألعاب الإلکترونية يرجع إلى متغيرات الجنس، المؤهل الدراسي، التخصص، سنوات الخبرة التدريسية. کما أسفرت نتائج هذه الدراسة إلى أن اتجاهات معلمي المرحلة الابتدائية بمنطقة جازان نحو استخدام التعلم القائم على الألعاب الإلکترونية کان بدرجة متوسطة. وحددت نتائج هذه الدراسة مجموعة من الکفايات المهنية التکنولوجية التي يحتاجها معلمي المرحلة الابتدائية بمنطقة جازان لاستخدام التعلم القائم على الألعاب الالکترونية. وکشفت نتائج هذه الدراسة عن وجود مجموعة من المعوقات التي تحول دون استخدام التعلم القائم على الألعاب الالکترونية في المواقف التعليمية وذلک من وجهة نظر معلمي المرحلة الابتدائية بمنطقة جازان. کما أشارت نتائج هذه الدراسة إلى أن معلمي المرحلة الابتدائية بمنطقة جازان لديهم الرغبة في استخدام هذا النوع من التعلم ولکن بدرجة متوسطة. وقدمت هذه الدراسة مجموعة من التوصيات والمقترحات ذات العلاقة باستخدام وتبني التعلم القائم على الألعاب الإلکترونية من خلال تکامل جهود جميع مکونات العملية التعليمية لتحقيق نواتج تعلم متميزة وذلک لمواکبة التطور الهائل في مجال تقنيات المعلومات والاتصالات لضمان تقديم تعليم نوعي لجميع فئات الطلاب بمختلف المراحل التعليمية. Reality of using Digital Game-Based Learning (DGBL) from the perspectives of elementary school teachers in Jazan region Abstract This study aimed to identify reality of using Digital Game-Based Learning (DGBL) from the perspectives of elementary school teachers in Jazan region. The descriptive research approach was used. The sample of the study included elementary school teachers in Jazan region, Saudi Arabia, where they were randomly selected, and the number of participants were (60) teachers. The study instrument consisted of a questionnaire of (40) items distributed on four main domains in addition to a special section on the personal data of the participant in the study. The main domains included Attitudes of elementary school teachers in Jazan region towards the use of Digital Game-Based Learning, technological and professional competencies needed by elementary school teachers in Jazan region to use Digital Game-Based Learning from their perspectives, the barriers to using Digital Game-Based Learning from the perspectives of elementary school teachers in Jazan region. The extent of using Digital Game-Based Learning in educational situations from the perspectives of elementary school teachers in Jazan region. Research results showed that there was not a statistically significant difference at the level of (0.05α≤) in the use of elementary school teachers in Jazan region for Digital Game-Based Learning due to gender, educational qualification, specialization, and years of teaching experience. The results of this study also revealed that the attitudes of elementary school teachers in Jazan region towards the use of Digital Game-Based Learning was of a moderate degree. In addition, the results of this study identified a group of technological professional competencies needed by elementary school teachers in Jazan region to use Digital Game-Based Learning. The results of this study also revealed a set of barriers that prevent the use of Digital Game-Based Learning in the educational situations from the perspectives of elementary school teachers in Jazan region. The results of this study also indicated that elementary school teachers in Jazan region have the desire to use this type of learning, but to a moderate degree. This study presented a set of recommendations related to the use and adoption of Digital Game-Based Learning through the integration of all efforts in the educational situations to achieve distinct learning outcomes in order to keep up with the tremendous development in the field of information and communication technologies. Also, to ensure the provision of good education to all groups of students at various educational levels

Factors that influence elementary school teachers’ attitudes towards inclusion of visually impaired children in Turkey

There is a scarcity of research on inclusion of visually impaired children in Turkey. Specifically, a gap exists concerning the attitudes of elementary school teachers towards the inclusion of visually impaired children in mainstream schools. This article uses data from two questionnaires, leveraging the responses of 253 teachers from rural and urban areas. The results demonstrate that elementary school teachers commonly hold positive attitudes towards the inclusion of visually impaired children and that teachers’ initial and in-service training about inclusion positively influenced their attitudes. Our findings are in contrast with earlier research which argues that teachers do not hold positive attitudes to inclusion, and highlights that a key barrier to inclusion stems from elementary school teachers feeling unprepared to teach visually impaired children. We conclude that greater post-qualification training is required to enable teachers to operationalise different approaches that facilitate the inclusion of visually impaired children.

The Development and Validation of Turkish Version of the Elementary Teachers' Efficacy and Attitudes Towards STEM (ET-STEM) Scale

The purpose of this study was to adapt the Elementary Teachers Efficacy and Attitudes towards STEM Survey (ET-STEM scale; Friday Institute for Educational Innovation, 2012) into Turkish and test the validity and reliability of the instrument. ET-STEM was administered to 313 elementary teachers from different provinces of Turkey. An exploratory and confirmatory factor analysis were conducted to examine the structural validity of the scale. According to exploratory factor analysis results, the ET-STEM survey consists of nine factors. The values of Cronbach's alpha of the factors ranged from 0.891 to 0.964, and corrected item-total scale correlation ranged from 0.313 to 0.417. After the exploratory factor analysis performed, the ET-STEM was administered to 213 elementary school teachers. The results obtained from the confirmatory factor analyses demonstrated adequate reliability and validity for measuring the STEM competencies and attitudes of elementary school teachers.

SIKAP BAHASA GURU SEKOLAH DASAR TERHADAP BAHASA INDONESIA RAGAM TULIS BAKU

The fostering of positive attitude toward Indonesian language to the students is done at least by teachers who also have a positive attitude towards the Indonesian language. This study aimed to observe the language attitude of elementary school teachers in Jakarta towards Indonesian formal writing and to reveal whether there are differences in language attitudes in terms of the status of schools (private and public). This study is descriptive qualitative and quantitative. Data collected through essay writing tests, questionnaires, and interviews. Questionnaires were distributed to 57 respondents from five areas in Jakarta, while the interviews were conducted to 12 teachers. Likert scales questionnaire form consist of statements about three components of attitude, namely cognitive, affective, and conative. This study found that elementary school teachers in Jakarta has a positive attitude towards Indonesian formal writing. Additionally, there were no significant differences between the language attitudes of public school teachers and private school teacher of elementary school. Although this study found that the teachers have a positive attitude towards Indonesian formal writing, their writing still showed deficiencies in application of aspects of language.

Attitude of Elementary School Teachers Towards the Dyslexia Students in East Kameng District of Arunachal Pradesh

Attitude of Elementary School Teachers Towards the Dyslexia Students in East Kameng District of Arunachal Pradesh

Attitude of Elementary School Teachers Towards the Dyslexia Students in East Kameng District of Arunachal Pradesh

This study attempts to understand the Attitude of Elementary School Teachers towards the dyslexia Students in East Kameng District of Arunachal Pradesh. It determines whether educators’ beliefs are situated negatively or positively towards the construct of dyslexia and provides insight into their conception of the disability, the perceived ‘helplessness’ of a dyslexic student and caregivers’ responses to the condition and finally, perceived barriers in terms of supporting these students. The purpose of this study is to assess the attitude of Elementary School Teachers towards the dyslexia Students. Therefore 100 teachers from 20 elementary schools were given sample of the study. The investigator also used a self-developed Likerts-5 point’s attitude scale having two sections. This scale includes 20 items (20 each for teachers) related to several dimension on attitude about dyslexia students.

Assessment of Elementary School Teachers' Level of Knowledge and Attitude regarding Traumatic Dental Injuries in the United Arab Emirates.

Introduction In this cross-sectional study, the level of knowledge and attitude of elementary school teachers regarding traumatic dental injuries (TDI) were assessed. Materials and Methods A questionnaire was distributed to 330 elementary school teachers in 30 randomly selected schools in the Emirates of Sharjah and Dubai. The questionnaire collected information on participants' demographic characteristics, first aid training, and attitude about emergency management of TDI. Results 292 teachers (88%) completed the questionnaires; of these, 95% were females, and 50% of the participants had first aid training. Knowledge about tooth avulsion was inadequate, and first aid training was not associated with correct responses to management of avulsed teeth (p > 0.05). A significantly higher percentage of younger teachers (p < 0.05) expressed the need for future education on TDI management. A significantly higher percentage of participants who had an educational position (95%) indicated that they did not have enough knowledge regarding TDI compared to physical education teachers (79%) and administrators (87%) (p < 0.05). Conclusions Elementary school teachers in the UAE have a low level of knowledge regarding the management of dental trauma. Educational programs that address TDI are needed and could improve the elementary school teachers' level of knowledge in emergency management of TDI.

Determining the level of knowledge and attitudes of elementary school teachers in emergency management of traumatic dental injuries and evaluation of the effect of educational leaflet for teachers

Determining the level of knowledge and attitudes of elementary school teachers in emergency management of traumatic dental injuries and evaluation of the effect of educational leaflet for teachers

Attitudes of Elementary School Teachers in Education System in Qazvin toward In-Service Education Role in Optimization of Administrators’ Skills

This study aimed to investigate the attitudes of elementary school teachers in education system in district 2, Qazvin toward in service education role in optimization of administrators skills. This was descriptive and survey research. The population consisted of all primary school teachers in public schools. Totally, 48 cases were randomly selected as sample. This study used a questionnaire to collect the data. The experts' opinion about the validity and reliability of questionnire was evaluated and accepted. Then, the collected data were analyzed using descriptive and inferential statistics in LISREL and spss software. The results indicated that inservice courses had an effective role in improving managerial skills.