Attitudes Of Secondary School Teachers Research Articles

Ο ρόλος των εκπαιδευτικών Β/θμιας εκπαίδευσης απέναντι σε περιστατικά σχολικού εκφοβισμού μεταξύ εφήβων μαθητών

School bullying is a frequent phenomenon that needs special attention, prevention and felicitous intervention. The present study aims to study the attitudes of secondary school teachers towards school bullying and to examine ways of handling the phenomenon. Four questionnaires were used, which were completed through Google forms, by 152 teachers of Secondary Education who serve in general education schools. The results showed that teachers attribute significant seriousness to bullying incidents, demonstrate empathy towards the victim, and are willing to intervene. The type of physical bullying garnered the highest rating levels, while relational bullying garnered the lowest. Regarding the handling of bullying, it is estimated that the preferred response is to punish the perpetrator, while ignoring the phenomenon scores the lowest. Regarding strategies for dealing with stressful situations, it is found that the highest rated strategies are positive approach and seeking social support.

AWARENESS AND ATTITUDE OF SECONDARY SCHOOL TEACHERS TOWARDS NEP 2020 WITH REFERENCE TO SCHOOL EDUCATION

The present study was taken up to find out the “Awareness and Attitude of Secondary School Teachers towards NEP 2020 with Reference to School Education. “ The study aims to know about the awareness of secondary school teachers regarding NEP 2020 in secondary schools and also the attitude of secondary school teachers towards NEP 2020 on teaching learning process in secondary schools. The main motto behind this presentation is to present Review of Related Literature that is published in the chosen topic which provides proper meaning to Research work which will be helpful in formulating objectives and hypothesis clearly and carry out research work systematically.

Developing a Scale for Measuring Attitudes of Secondary School Teachers toward Sex Education

Pre-service training and attitudinal background both are important to teach ‘sex education’ well in classroom. But lack of proper instruments to determine teachers’ attitudes toward sex education in Bangladesh paved way for the researcher to develop such scale. To develop the scale, initially 58 items were formulated using the deductive approach based on the five-point Likert’s scale method, of which 41 retained after a tryout and 36 items for the finalized scale. By using the convenience sampling method a pool of 130 samples was selected for the final data collection. After rigorous analyses, the scale’s average item-total correlation and Chronbach’s Alpha values were calculated as 0.465 and 0.773 respectively, which ensured its reliability. The items were developed as such they cover most topics of sex education in perspective of Bangladesh, thus establishing content validity. Finally, the Stanine scores or grades, ranging from 1 to 9, were calculated and assigned to the raw scores that were obtained by the samples, to interpret the findings in an understandable way. Based on the Stanine scores, the secondary teachers’ attitudes toward sex education were categorized in five categories as ‘very negative’, ‘negative’, ‘moderate’, ‘positive’ and ‘very positive’. Teacher’s World: Journal of Education and Research, 49 (2),53-74

Analysis Of The Attitude Of Secondary School Teachers Towards The Use Of Bichronous Online Learning

Bichronous online learning is a recently coined terminology that refers to a blended form of synchronous (real-time online meeting) and asynchronous (anywhere, anytime learning) online learning. The present study aims to analyse the attitude of secondary school teachers towards bichronous online learning based on gender, locality, age, and type of institution. The sample consists of 100 secondary school teachers from 20 schools (10 each from government and private) in the Samba district. The investigator adopted the descriptive survey method and used a self-developed attitude scale for collecting data. The reliability and validity of the scale were also established by the investigator. For the analysis of data, Mean (M), Standard Deviation (SD), and Critical Ratio (CR) were used. The findings of the study reveal that there is a significant difference between the attitude of secondary school teachers based on gender (male and female), locality (urban and rural), age (below 40 and above 40), and type of institution (government and private). The results of the present investigation will help the stakeholders to take necessary steps to develop willingness among the teachers to use bichronous online learning in the teaching-learning process and make it more interesting and innovative.

ATTITUDE OF SECONDARY SCHOOL TEACHERS TOWARDS INCLUSIVE EDUCATION

Present study was conducted to find out the level of attitude of secondary school teachers towards inclusive education in relation to their gender, types of management and length of experience following descriptive survey research method on a randomly selected sample of 80 teachers with help of a standardized attitude scale. After analysis and interpretation of data through inferential statistical techniques it was found that most of the teachers were having highly favourable attitude towards inclusive education and gender, types of management and length of experience had no any significant effect on the level of attitude of the secondary school teachers towards inclusive education.

The Status of Academic Achievement of Children with Special Needs (CWSN) and The Attitudes of Secondary School Teachers Towards Inclusion in Tura, Meghalaya

The Status of Academic Achievement of Children with Special Needs (CWSN) and The Attitudes of Secondary School Teachers Towards Inclusion in Tura, Meghalaya

Attitudes of Secondary School Teachers towards Gamification

The concept of gamification is increasingly being used in the classroom because of its impact on student motivation and engagement. The purpose of gamification is not to exclusively incorporate digital games, but to gamify activities through some game-based elements such as avatars, badges, virtual points, levels, stories, leaderboards, awards, etc. Although it is an approach with great potential, a review of the literature on the use of gamification in education has shown that it is more common in higher education and less common in schools. Since teachers play a key role in introducing innovations in the classroom, their attitude towards gamification is very important. For this reason, a survey was conducted among a sample of secondary school teachers to investigate their attitudes toward gamification. The paper describes a study conducted among teachers at a vocational secondary school where a previous study of gamification among students had been conducted, which showed that students were very satisfied with the use of various game-based elements such as points, badges, leaderboards, and stories. Teachers were asked about the use of gamification in their teaching practice as well as their attitudes towards gamification. The paper analyses the extent to which they are familiar with the possibility of gamification, whether they use game-based elements and/or digital tools for gamification in the classroom, and their reasons for using gamification. The reasons for not using gamification are specifically examined to determine what actions could be taken in the future to increase teachers' adoption of gamification and encourage its use in the classroom.

An Evaluation of the Attitude of Secondary School Teachers toward Improvisation and Utilisation of Instructional Material in North Eastern Nigeria

This study is set to examine the attitude of secondary school teachers toward the improvisation and utilization of instructional material in northeast Nigeria. The population of the study consists of all teachers in the selected nine secondary schools in the Northeast. The sample of the study was drawn from three states out of the six states that constitute the northeast. They include Bauchi, Borno, and Adamawa states. The data was collected using a structured questionnaire administered to teachers. The data was analyzed using descriptive statistical techniques and correlation analysis. Some of the major findings are; there is limited availability of instructional materials for teachers’ use in the school and the ones that are available do not meet the curriculum specifications. The findings also reveal that, there is adequate workshop/equipment for the teaching of Vocational and Technical subjects in secondary schools but inadequate facilities in the laboratory. Some recommendations were made; government should work at setting aside funds for education especially for the procurement of instructional materials. The teachers should also strive at developing skills and abilities to use the instructional material to improve their teaching

GeoGebra software in teaching and learning geometry of 3-dimension to improve students’ performance and attitude of secondary school teachers and students

GeoGebra software in teaching and learning geometry of 3-dimension to improve students’ performance and attitude of secondary school teachers and students

Attitude of Secondary School Teachers towards Inclusion of ICT Materials in Teaching Learning Process of Mayurbhanj District, Odisha: An Analytical Study

Attitude of Secondary School Teachers towards Inclusion of ICT Materials in Teaching Learning Process of Mayurbhanj District, Odisha: An Analytical Study

Attitudes of Secondary School Teachers Towards Professional Development and Innovation

Being a teacher in vocational education is a challenging profession. The demands on teachers' personal and professional qualities are increasing. Maintaining constant positive motivation to work and further professional development is not easy. In secondary vocational schools in the Czech Republic, teachers of practical teaching and theoretical vocational subjects often work side by side. This paper aims to report the results of a survey conducted at a secondary vocational school focused on gastronomic technology that focused on teachers' attitudes to professional development, preferences in further education and attitudes to innovation. The survey was completed through a questionnaire in the spring of 2022, and 117 teachers responded. This paper will present the results of the survey aimed explicitly at comparing the attitudes and opinions of above defined two different groups of teachers, as well as comparing the results according to professional-demographic characteristics.

The Attitudes of Secondary School Teachers toward the Utilization of Microcontroller in The Classroom

The goal of this study was to determine the level of smart electronic device microcontroller development boards were used as teaching tools (BBM) in Penang secondary schools for the teaching and learning of the subject of design and technology (RBT). The effectiveness of using microcontroller development boards as instructional aids and tools (BBM) based on digital technology might enhance the quality of instruction and learning in electronic design provided by RBT teachers. As a result, this article describes the conclusions of the attitudes of RBT teachers towards fuel usage that were based on a microcontroller development board. To conduct the study, 128 RBT teachers who teach electronic design to Form 2 and Form 3 students in secondary schools were given questionnaires. Statistical Package for the Social Sciences (SPSS) Version 26 software was used to perform a descriptive analysis of the data to determine the frequency distribution, percentage, and mean comparison. T-tests were also run to determine whether there was a gender difference. With an average score of 3.93, the results demonstrate that Form 2 and Form 3 RBT teachers had a moderate attitude regarding the employment of microcontroller boards. The t-test results, however, revealed no gender differences between the RBT teachers' use of the microcontroller board. The same research topics were recommended to be broadened to include students in the future and explore the relationship between teachers' attitudes and the use of microcontrollers from a behavioral perspective in Malaysian classrooms.

Effect of Professional Attitude of Secondary School Teachers on their Teaching Performance” A Study of South Kashmir (Jammu Kashmir)

Teachers are the key persons who provide education to the students, but the success of an education system depends on a teacher’s professional qualifications, personal characteristics and attitude regarding the profession. The present study was conducted to examine the professional attitude of teachers at upper secondary level of education. The study sample comprised of 200 teachers taken from Government and private secondary schools of south Kashmir Jammu and Kashmir. Teacher Attitude Inventory (TAI) having six subscales was administered to collect the data from sample teachers. Certain statistical techniques like percentage and t-test were used to analyze the data. The results showed that majority of the teachers were having moderate level of favourable attitude towards teaching profession and its allied aspects. Findings also showed that the female teachers and the more experienced teachers had more favourable professional attitude than the male teachers and less experienced teachers.

Teachers’ Attitudes Towards Reciprocal Teaching Strategies for Improving High School Students’ Reading Skills

The following study focuses on surveying teachers’ attitudes towards the four reciprocal teaching strategies (RTSs) which include; prediction, clarifying, questioning, and summarization in EFL high school classes by English Language teachers in Erbil city. Achieving this objective, the researcher needs to understand the difficulties that both teachers and students face in understanding the contents of reading texts. The present study attempts to evaluate high school teachers’ attitudes (negative or positive) towards the four RTS teaching strategies, and to detect the extent to which they apply such strategies in their teaching sessions. This is mandatory since reading comprehension is very essential skill for high school students who will move to the post-secondary (university) stage that needs more effort for learning the language and overcoming reading obstacles. A quantitative method has been used for the sake of achieving the aims of the study, thus a teachers questionnaire was distributed on One hundred EFL high school teachers were which represent the sample of the study .in addition , an observation checklist was used to observe twenty-five EFL teachers to find out the way they are using the four strategies of RTSs. The teachers were randomly selected in public high schools in Erbil Directorate of Education. The data of the current study were analyzed by using SPSS version (22). The findings of this current study for both tools reveal the real attitudes of secondary school teachers of English, and the extent to which they deal with the four reciprocal strategies while teaching reading. Finally, for helping teachers and students to be familiarized with the four reciprocal teaching strategies, a number of useful recommendations are suggested. Also, a number of suggestions for further studies are presented.

Scientific attitude of secondary school teachers of Jammu &Kashmir and Ladakh

The primary objective of this investigation is to find out the scientific attitude of secondary school teachers of Jammu & Kashmir and Ladakh. The study is descriptive- survey in nature. The method of stratified random sampling was used to select a sample size of 600 secondary school teachers, with 300 teachers from each UT. The data was collected from different secondary school teachers by using Scientific Attitude scale (2006) standardized and developed by Shailaja Bhagwat. The data were examined with the help of percentage, mean, S.D. and t-test. The descriptive analysis of this research showed that 3.66% of Jammu & Kashmir and 2.33% of Ladakhi secondary school teachers have very high scientific attitude. 11.00% of secondary school teachers of Jammu & Kashmir and 7.00% of Ladakhi secondary school teachers were found to have a high scientific attitude. The data further revealed that majority i.e., 63.00% of secondary school teachers in Jammu & Kashmir and 64.33% of secondary school teachers in Ladakh were found to have a moderate scientific attitude. 21.00% of Jammu & Kashmir secondary school teachers and 24.66% of Ladakh secondary school teachers was discovered to have a low level of scientific attitude.

What Is the Role of Organizational Cynicism in School Effectiveness?

Human resources are frequently emphasized as being critical to the school social system’s survival. This study examined the effects of teachers’ negative attitudes toward the organization for which they work at the level of school effectiveness. The study sought to determine how negative attitudes of secondary school teachers toward their schools harmed school effectiveness in one of Turkey’s eastern provinces. The analyses revealed that organizational cynicism may reduce perceived school effectiveness by reducing teachers’ participation in school decision-making. In terms of understanding how the negative effects of organizational cynicism on school effectiveness occur, the findings of this study had a wide range of implications in research, practice, and policy.

Secondary School Teachers’ Attitudes towards Teaching Profession

The main aim of this study was to assess the attitude of secondary school teachers towards teaching profession. The study used descriptive method that involved collecting data to test the hypotheses and answer research questions. As study participants, all the basic education high schools in Sagaing city- developed area totalling 200 teachers were included. The attitude towards teaching profession was measured through the five dimensions: teaching, enjoyment in teaching, ideology, professional development and curriculum, and students. The study findings showed that the majority of secondary school teachers possess positive attitude towards teaching profession. Furthermore, the study showed that teachers with longer teaching experience have more positive attitude towards teaching profession. Similarly, the senior assistant teachers were found more positive compared to the junior assistant teachers. While the results provide fundamental data related to the commitment and motivation of the teachers, it has potential implication on the human resource management and talent management. As it was evident that teachers’ attitude towards teaching profession grow overtime, the results has long-term implication on the motivation, satisfaction and commitment of teachers as factors in staying positive to continuously contribute to the development of education in general and students in particular.

Attitude towards the Teaching Profession: The Secondary School Teachers’ Outlook

Investigated in this study is the attitude of secondary school teachers towards the teaching profession. Survey design was adopted for the study and three research questions guided the study. The sample of the study comprises of all the 55 secondary school teachers of Senior Secondary 2 (SS2) in urban and rural schools, in Awka South Local Government Area, Anambra State. The instrument for data collection was a 20 item questionnaire developed by the researchers. The data collected was analyzed by computing mean and standard deviation. The findings of the study revealed that the majority of the secondary school teachers possessed positive attitude towards the teaching profession. It was also found that the female secondary school teachers had more positive attitude towards the profession than the male secondary school teachers. Furthermore, the secondary school teachers in urban areas had higher positive attitude than the secondary school teachers in rural areas. Based on the findings of the study, it was recommended that both the government and teacher organization should see to the training, retraining and motivation of secondary school teachers. If they are well-trained and motivated, they will be more committed and learning will be enhanced.

Attitude Of Secondary School Teachers Towards The Teaching Of Sex Education In Osogbo Local Government Area Of Osun State

The study was on the attitudes of secondary school teachers towards the teaching ofsex education, in Osogbo, the target population comprises all the secondary schools in Osogbo Local Government Area of Osun state. Ten secondary schools were randomly sampled and 20 teachers were randomly selected from each schools sampled as respondents. A questionnaire entitled “Attitude of Secondary School Teachers Towards the Teaching of Sex Education (ASSTTTSE)”, with psychometric properties of content validity and 0.81 reliability index. percentage-test and Analysis of variance (ANOVA) statistical method were used in analyzing the data collected. at 0.05 level of significance. The findings showed that there was no significant difference in respondents’ views about the attitudes of secondary school teachers towards sex education based on gender and school type, except on the bases of age. It was recommended among others that; Teachers should teach certain aspects of sexuality at schools that the students will be familiar with societal expectations of their future roles as Husband and wife.

ATTITUDES OF SECONDARY SCHOOL TEACHERS IN EAST JERUSALEM TOWARDS EMPLOYING THE PORTFOLIO AS AN ALTERNATIVE ASSESSMENT TOOL IN TEACHING

ATTITUDES OF SECONDARY SCHOOL TEACHERS IN EAST JERUSALEM TOWARDS EMPLOYING THE PORTFOLIO AS AN ALTERNATIVE ASSESSMENT TOOL IN TEACHING