Attitudes Of Primary School Teachers Research Articles

How do teachers view multilingualism in education? Evidence from Greece, Italy and The Netherlands

As an increasing number of multilingual children are enrolled in European schools, it is important to gain more insight into teachers’ attitudes towards multilingual approaches in education. The goal of this study is to investigate the attitudes of primary school teachers in Greece, Italy and the Netherlands, three countries that have a highly multilingual student population but differ with respect to the migration context and language policies. Using an online questionnaire, we assessed teachers’ attitudes towards multilingualism in the school environment and their adherence to monolingual ideals. We aimed to compare the three countries and investigate which factors related to the teachers’ background and school characteristics predict teachers’ beliefs. The results suggest that teachers in Greece are significantly more positive towards multilingualism than teachers in Italy and the Netherlands, despite great individual variation. Moreover, for all three countries, we found that having received training on multilingualism had a positive effect on teachers’ attitudes. In the Netherlands, we found that teachers who taught a greater proportion of multilingual students on average showed more positive attitudes towards multilingualism. We discuss the implications of these findings for educational language policy, highlighting the importance of evidence-based training on multilingualism for all teachers.

Awareness, Knowledge, and Attitude of Primary School Teachers on Students with Stuttering In Jharkhand

Abstract: The current study aimed to assess the awareness, knowledge and attitude of primary school teachers towards students with stuttering (SWS) in East Singhbhum district, Jharkhand. A total of 30 teachers within the age range of 26 and 37 were chosen from different private schools. Participants were administered a questionnaire consisting of 18 closed ended questions which focuses on the awareness, knowledge and attitude regarding stuttering in students in primary schools. The result obtained after administration of the questionnaire indicated that the teachers have moderate level of awareness, knowledge and positive attitude towards the SWS.

Teachers’ Attitudes Toward the Use of a Minority Language as the Language of Instruction in Primary Schools in India

This study evaluates the attitudes of primary school teachers in Rabhalanguage- majority areas of Assam, a state in India about the use of Rabha as a language of instruction in the light of the new National Education Policy 2020. Fifty one school teachers were surveyed and 15 teachers were interviewed using the triangulation method. This article makes a case for advocacy and mobilization of the community for successful implementation of educational policies. Even well-intended policies might not achieve success if the target community is not convinced of the positive outcomes of the policy recommendations. The findings of the study reveal that though the teachers were overtly supportive of the use of Rabha in the classroom, they displayed subtle resistance toward its use due to the widespread misconception that if education is not imparted in more mainstream languages, students will lose important educational and employment opportunities. The authors make recommendations for carrying out proper advocacy and mobilization drives in order to create awareness about the advantages of mother tongue-based multilingual education.

Level of knowledge and attitude of spanish primary school teachers regarding tooth avulsion.

Nowadays, traumatic dental injuries (TDIs) have a growing prevalence and incidence worldwide, reaching their highest numbers in school-age children. The management of dental avulsion requires an important challenge for the clinicians and the prognosis depends on an immediate and an appropriate emergency action. In this regard, primary school teachers are in a privileged position to assist injured children. Objective: To assess the knowledge and attitudes of primary school teachers regarding the proper management of dental avulsion in schoolchildren. This cross-sectional study was conducted in Spain, including teachers from schools distributed throughout the Spanish territory, selected randomly. The sample consisted of 240 teachers. An ad hoc questionnaire, distributed in physical and online formats, was used to assess their knowledge on the proper management of dental avulsion in schoolchildren. A very high response rate was obtained (80%). The majority of the participants were unable to reimplant the tooth (76.3%), and they lacked knowledge of the appropriate medium for its optimal preservation (85.8%). This study suggests that there is an inadequate level of knowledge about the management of dental avulsion injuries among primary school teachers in Spain. It would be necessary to design educational strategies to improve this situation. Key words:Primary school teachers, traumatology, avulsion, knowledge.

DETERMINING THE FACTORS THAT AFFECT THE ATTITUDE OF PRIMARY SCHOOL TEACHER CANDIDATES TOWARDS E-ASSESSMENT AND TECHNOLOGY

The aim of this study is to determine the attitudes of prospective primary school teachers towards technology and e-assessment in the distance education process. The study was designed according to the correlation method. The study was applied to students in all grades studying in the Department of Elementary Education of a state university in Turkey. In this study, "attitude scale towards technology", "attitude scale towards e-assessment and "demographic information form" were used to collect data. The results of the analysis showed that the relationship between the attitude towards e-assessment dependent variable and the independent variables of gender and continuous access to the internet was positive and direct. In addition, it was found that the relationship between the attitude towards technology and gender, the frequency of using technology and the frequency of using distance education was positive and directly related. It was observed that the independent variables of gender, grade level, frequency of distance education use, frequency of internet use positively affected the dependent variables of e-assessment and attitude towards technology. Accordingly, it can be said that these factors should be keep in mind in e-assessment and technology use.

Attitudes of Primary Schools Teachers About Attention Deficit and Hyperactivity Disorder in Baghdad City

Background: Teachers are often the first ones to suspect attention deficit/hyperactivity disorder (ADHD) in their students, because they are with them for most of the day and they know how normal students typically behave in classroom Objectives: To assess the attitudes of primary school teachers about attention deficit and hyperactivity disorder, and find out relationship between teachers' attitudes and their socio demographic characteristics Methods: 200 teachers selected by convenience sample from 20 primary schools in Baghdad city. The data collected by using self-reported questionnaire related to attitudes and composed of 12 items Results: Among 200 teachers (32%) at age (29-35) years old, (64%) were females, (55%) were married, (50%) had bachelor graduated. They had neutral attitudes about ADHD at mean score (2.036). there is no significant relationship between the attitudes and the sociodemographic characteristics of teacher Conclusion: The study concluded that the teacher had neutral attitude about ADHD.

Integrated learning at primary schools in Lithuania

The research on integrated learning in primary grades in Lithuania was based on the curriculum spider web concept proposed by Akker (2003, 2010). In discussing successful experience of integrated curriculum design, development and implementation, researchers emphasize the balance between the main components of the curriculum: 1. The rationale or vision; 2. Goals and objects; 3. Content; 4. Educational activities; 5. Teacher's role; 6. Materials and resources; 7. Grouping; 8. Place; 9. Time; 10. Assessment. When evaluating the experience of implementing integrated curriculum at schools, all ten components should be addressed in a coherent way, to understand where the challenges and problems of implementing integrated curriculum exist, as well as to identify the strengths of schools’ practices and to anticipate where changes and improvements are needed. The research aim was to reveal attitudes of primary school teachers towards integrated curriculum and barriers to the implementation of integrated education in primary education. 
 The study shows that a significant number of Lithuanian primary school teachers work in collaborative teams, and that educational practice is associated with the principle of fusion, which is developed at the school level through collaboration between practicing teachers, administrators, and researchers. Such areas as character education, citizenship, cooperation, communication, creativity, critical thinking, and skills are integrated into the curriculum.
 The lack of teaching materials for the organization of integrated curriculum (especially in the case of multidisciplinary activity sets) poses a particular challenge for primary school teachers, which requires a significant increase in the amount of time for preparing learning activities. The results of the study show that teachers express concern that, if integrated learning dominates the subject-based curriculum, students will achieve lower academic results in national standardized tests. Practice of integrated learning in other countries shows that when students receive targeted individual support, and when they participate in peer learning with a systemic teacher guidance, they develop both their social skills and critical, creative thinking through project-based or experimental activities. This makes students more motivated, eager to learn in a positive learning environment, and they perform significantly better on tests and show better individual progress.

Environment Education for Sustainable Development (SD) Among Primary School Teachers

Environment Education is a priority for sustainable development at primary school level in line with UNESCO to produce citizens with sustainable lifestyles. This study aims to identify the level of knowledge, attitude and practice/behaviour among primary school teachers regarding the environmental education for sustainable development. It then also analysed the relationship between the level of knowledge, attitude and practice/behavior of sustainable development. Data were obtained quantitatively through a questionnaire survey where 300 teachers were randomly selected to be involved in this survey. The result showed that the level of knowledge of sustainable development among primary school teachers is high with the mean value of 3.80. The level of attitude sustainable development is also at a high level with the mean at 3.70 meanwhile the level of practice/behavior, sustainable development at moderate level with the mean of 3.25. This study also revealed that there is a strong and significant relationship between the level of knowledge and attitude of sustainable development primary school teachers with r -value at 0.765. There is a weak correlation between the level of teacher’s attitude and their practice/behavior with r -value at 0.455. It clearly showed that higher knowledge influences the attitudes of primary school teachers for sustainable development. At the other point, higher knowledge and attitude is not a guarantee towards positive practice/behavior for sustainable development among primary school teachers. This situation needs improvement and an effective way to produce today's generation that loves their environment and nature. Teachers as an educator became a front liner group for making sure environment education is successful at primary school level.

The relationship between trait mindfulness and inclusive education attitudes of primary school teachers: a multiple mediating model.

This study aims to explore the impact of primary school teachers' empathy and efficacy for inclusive practice on the relationship between trait mindfulness and inclusive educational attitudes. A total of 606 primary school teachers were tested using the Five Facet Mindfulness Questionnaire, Interpersonal Response Index Scale, Teacher Self-efficacy for Inclusive Practice Scale, and Teachers' Multidimensional Attitudes toward Inclusive Education Scale. Primary school teachers' trait mindfulness is significantly positively correlated with inclusive educational attitudes. Primary school teachers' trait mindfulness has an indirect impact on inclusive education attitudes through empathy, and primary school teachers' trait mindfulness has an indirect impact on inclusive education attitudes through teacher efficacy for inclusive practice. In addition, empathy and teacher efficacy for inclusive practice play a sequential mediating role between primary school teachers' trait mindfulness and inclusive education attitudes. This empirical study reveals that empathy and efficacy for inclusive practice play a sequential mediating role between primary school teachers' trait mindfulness and inclusive education attitudes. On one hand, this research contributes to enriching the outcomes in the field of inclusive education for primary school teachers, providing a theoretical foundation for the study of their inclusive education attitudes. On the other hand, the study offers a detailed explanation of the psychological mechanisms behind the impact of mindfulness traits on the inclusive education attitude of primary school teachers, guiding schools in implementing mindfulness-based intervention programs.

Investigating the Attitude of School Teachers Towards Teaching of Nazra-E-Quran in Primary Schools of Punjab

The primary focus of the study was to find out "The Attitude of Primary School Teachers towards the Teaching of the Nazra Quran in District Pakpattan. In order to derive the objectives of the descriptive study method of research was used. The relevant data for this research was collected by using a quantitative method. The researcher used a self-developed questionnaire. Research experts checked the tool's validity at the university, and it was also checked through a pilot study. The reliability of the tool was checked by cronbach alpha. The population of the study was the primary school teachers of District Pakpattan. This study used a multi-phase sampling technique. In first phase school were selected randomly, and then a convenient sampling technique was used to select the teachers. The researcher got the data personally by visiting different schools. The data was gathered for this study from 300 primary school teachers. The collected data were analyzed on SPSS 22 using frequencies, mean, standard deviation, t-test, and cross-tabulation. The results of this study revealed that most teachers have a positive attitude towards Nazra Quran because most teachers have taken the training in Nazra Quran. They have already experienced the Nazra Quran's teachings. The majority of the teachers have the opinion that training in the Nazra Quran is necessary for all primary school teachers. There is less time to manage the teaching of the Nazra Quran in one period. It was recommended that training in Nazra Quran is compulsory for all the teachers, and the proper time is given to the Nazra Quran in classes, there must be an appointed religious teacher.

Awareness and Attitudes Toward Childhood Mental Disorders Among Primary School Teachers in Taif, Saudi Arabia.

Background and aim Early detection and intervention can improve the treatment outcome of childhood mental disorders, and primary school teachers may play an important role in referring suspected cases to mental health facilities ifthey have good awareness and attitudes toward these disorders. The aim of this study is to assess the awareness and attitudes of primary school teachers toward childhood mental disorders in Taif, Saudi Arabia. Methods This is a cross-sectional study conducted among classroom teachers in primary schools in Taif, Kingdom of Saudi Arabia. It was conducted during the period from 2022 to 2023 in both public and private schools. An anonymous, self-administered, online questionnaire was used to assess participants' awareness and attitudes toward pupils with mental health issues. The collected data were analyzed using the chi-square test to examine the associations between various categories and the ANOVAtest to compare means. Results The study included 417 teachers, 63.5% of whom were males, the mean of their ages was 39.59 years (SD±8.66), and the mean of their work experience was 12.8 years (SD±8.02) in different teaching specialties. Among participants, 60.2% claimed that no pupils had mental health problems in their classes, 80.1% had not referred any pupils to mental health facilities, and 88.5% did not receive any training related to childhood mental health problems. A humble percent (12.2%) of the participants claimed a good awareness of the signs and symptoms of childhood disorders. Only 54% of teachers advise visiting a psychiatric clinic in case of psychiatric problems, and a similar percentage of teachers believe that psychiatric drugs cause addiction. The male gender, being specialized in humanitarian subjects, having relatives or friends with childhood mental disorders, and receiving training related to childhood mental health were significantly associated with teachers' better awareness. Conclusion Primary school teachers generally lack awareness of childhood mental health and have underestimation and poor recognition of cases of mental disorders. There are many teachers who also have unfavorable attitudes toward psychiatric disorders, patients, and treatments, which requires much effort to improve their awareness and attitudes toward childhood mental disorders.

Adaptation of the Digital Learning Games Scale (DLGS) Into Turkish and Examining the Attitudes of Primary School Teachers Towards The Digital Learning Games

This study's objectives are to translate the scale to Turkish, conduct a validity and reliability analysis of the "Digital Learning Games Scale (DLGS)" produced by Mukh et al. (2021), and assess the scale in terms of numerous variables. The survey model, a quantitative research technique, was employed in the study to achieve this goal. Primary school instructors employed in Malatya throughout the 2022–2023 academic year make up the study's universe. Following the scale's conversion to Turkish, the data were analyzed using SPSS 2.0 and AMOS statistical programs. The scale scores derived from the field data collection were evaluated using descriptive statistical approaches, such as mean and standard deviation. When comparing quantitative continuous data between two independent groups, the t-test was used, and when comparing quantitative continuous data between more than two independent groups, the One-way Anova test was employed. There is a significant difference according to seniority, digital game playing status, digital game use status in lessons, and the infrastructure of the school they work in. Teachers were found to have educational digital games in general, developing social skills, developing cognitive skills, learning by having fun, developing affective skills, encouraging creativity, and developing psychomotor skills. However, there was no discernible difference between digital game production and training when the gender variable was taken into account.

Knowledge and Attitude of Primary School Teachers for Periodontal Disease

Background: This research study aimed to explore the knowledge and attitudes of primary school teachers regarding periodontal disease. Periodontal disease is a common oral health condition that can affect people of all ages, including children. Teachers play a vital role in promoting oral health among their students, and understanding their knowledge and attitudes towards periodontal disease is essential for designing effective oral health education programs. Materials and Methods: For this study, a survey was conducted among primary school teachers from various schools. The survey included questions related to their knowledge about periodontal disease, its causes, symptoms, and preventive measures. Additionally, it assessed their attitudes towards oral health promotion in the classroom. A total of 300 primary school teachers participated in the survey, providing valuable insights into their perspectives on periodontal disease. Results: Knowledge Level: The study found that 60% of primary school teachers had a basic understanding of periodontal disease. However, only 25% could correctly identify its major causes, and 45% were aware of its common symptoms. Attitudes towards Oral Health: Interestingly, 80% of teachers expressed a positive attitude towards incorporating oral health education into their teaching curriculum. They believed that educating students about oral hygiene was important. Use of Educational Resources: Approximately 70% of teachers reported using oral health educational resources such as pamphlets and videos in their classrooms. Barriers: The study also identified some barriers to effective oral health education, including a lack of time, resources, and training. Conclusion: This study highlights the varying levels of knowledge among primary school teachers regarding periodontal disease. While a majority expressed positive attitudes towards oral health education, there is a need for targeted training and resources to improve their knowledge and confidence in teaching students about periodontal disease. Efforts to overcome existing barriers should also be considered to enhance oral health promotion in primary schools.

THE RELATIONSHIP BETWEEN TEACHERS’ KNOWLEDGE, ATTITUDE AND PRACTICES TOWARDS LEARNING DISABILITIES OF THE STUDENTS

The research was conducted with the aim of understanding the relationship between teachers’ knowledge, attitude, and practice towards learning disabilities of the students. For this study, 133 primary school teachers were chosen at random in 2022. The information on primary school teachers’ Knowledge, Attitude, and Practices (KAP) was collected by a KAP scale developed by the researcher. The scale wasvalidated and verified for reliability using Cronbach’s Alpha. The reliability score of the constructed KAP scale was 0.829, 0.854, and 0.700 correspondingly suggesting good reliability. Results showed that more than half of teachers (69.2%) had a moderate degree of knowledge and 54.9% were found to have a neutral attitude towards learning disability of the students. In terms of practices, a good level of practicesamong nealry three-fourth(72.9%) of the teachers was noted. A significant association was recorded between the knowledge and attitude of primary school teachers towards learning disabilitiesof the students. However, the results did not record practices being significantly interrelated to the knowledge and attitude towards learning disabilities of the students among primary school teachers, implying that knowledge or attitude might not influence practices as the practices remains self-regulated.

Food Allergy: Knowledge and Attitude of Primary School Teachers in Makkah Region, Saudi Arabia.

Food allergy is a serious and potentially life-threatening medical condition that affects both adults and children. School teachers are considered to be among the first line of defense in identifying and responding to such situations, as 22% of food allergic reactions occur in schools. It is, therefore, important to understand the knowledge and attitudes of school teachers toward food allergy. This study is a descriptive, cross-sectional investigation conducted using an online questionnaire fromDecember 2022 to February 2023. We collected data from 413 primary school teachers in Makkah region, Saudi Arabia. SPSS version 21 (IBM Corp., Armonk, NY) was used to analyze the data. Out of 413 teachers who met the inclusion criteria, only 14.5% demonstrated good awareness levels (scoring above 60% on the knowledge questionnaire)regarding food allergy, with young teachers making up the highest proportion as 26.1% of younger teachers had good awareness levels compared to 8.8% of teachers aged 51-60 years (p = 0.012). Additionally, 46.7% of the teachers knew the symptoms of a severe allergic reaction, and only 16.7% knew that they should use an epinephrine pen as the first step in managing a severe allergic reaction. School teachers have insufficient knowledge about food allergies, underscoring the importance of establishing school policies to handle food allergies. Such policies should encompass the adoption of a comprehensive food allergy action plan, training programs for school personnel, and educational campaigns.

The Enhancement Of Entrepreneurial Competence For Primary Education

The purpose of this activity was to improve the competence of elementary school teachers related to the renewal of the entrepreneurial profession through the approach of student aspirations.This community service activity was implemented in collaboration between IBI Kosgoro 1957 Republic of Indonesia, Shinhan University Republic of Korea and SDN 11 Lenteng Agung Republic of Indonesia. The method of service activities consists of counselling and discussion activities. he programme had a good effect. It turned out that 22 per cent of students changed their aspirations to become entrepreneurs.The change of aspiration indicated the effect of the programme implementation.Based on the analysis of the teacher response questionnaire on the usefulness of the programme, one hundred percent stated that this service activity increased their knowledge. The success of the programme was driven by the open attitude of primary school teachers and students and the participation of all partners who were very supportive of the programme implementation.

Knowledge and Attitude of Primary School Teachers Regarding Type 1 Diabetic Students at Assuit City.

Knowledge and Attitude of Primary School Teachers Regarding Type 1 Diabetic Students at Assuit City.

Primary School Teachers’ Attitudes and Views toward STEM Education

To produce ideas, products, and industries for the 21st-century scientists, technologists, engineers, and mathematicians are needed. It is necessary to increase the number of people who provide technical support to the problems of individuals, set a standard for the lives of the people of the world, and manage global or national life with a sustainable decision-making mechanism. Raising these individuals can only be possible through education. Countries trying to make themselves technologically aware are looking for modern methods of teaching, one of which is science, technology, engineering, and mathematics (STEM) education. This research aimed to determine the attitude of primary school teachers toward the STEM approach and to find out their views on the STEM approach in the primary school curriculum. Students encounter the STEM approach while they are in primary school. However, all primary school teachers do not teach only science and math; they also teach other courses such as social sciences, language, ethics, music, and art. Therefore, teacher orientation toward the STEM approach in science and math courses is crucial. This research was concurrent mixed-method research that collected quantitative and qualitative data simultaneously. The STEM attitude scale was used as a quantitative data collection tool and qualitative data were collected using semi-structured interviews and focus group interviews. The qualitative data were analyzed using descriptive and content analyses. The study’s most important results showed no significant difference between STEM attitude scores regarding technology familiarity. Another significant result was that teachers who participated in quantitative and qualitative studies scored above average on the STEM attitude scale. The research results imply that pre-service primary school teachers should be given the STEM approach.

The Level of Knowledge and Attitude of Primary School Teachers on Implementation Program i-THINK

This study was carried out to identify teachers' knowledge and attitude toward implementing Program i-THINK in nine districts in Selangor state. A survey design was employed using a seven-point Likert Scale structured questionnaire. Respondents were selected using a multi-stage sampling procedure involving 500 teachers from nine districts in Selangor. Descriptive analysis was conducted to find the mean and standard division. The internal consistency reliability, often known as the alpha coefficient or Cronbach Alpha, was used to assess the instrument's reliability. This study proved the teachers had the highest knowledge level (5.35 mean value). The attitude level among the teachers towards the Program i-THINK is also the highest, with (a 5.23 mean value). This study shows that teachers well receive the Program i-THINK. Besides, these findings have the potential to be benchmarked on the status of implication Program i-THINK in Malaysia, particularly in Selangor. However, continuous monitoring should be carried out by the Ministry of Education to ensure the implication of Program i-THINK by teachers. This study implies that Program i-THINK should be used to enhance the teachers' knowledge and attitude on a larger scale to help the success of the Program i-THINK.

The Level of Knowledge and Attitude of Primary School Teachers on Implementation Program i-THINK

The Level of Knowledge and Attitude of Primary School Teachers on Implementation Program i-THINK