Attitudes Of Secondary School Teachers Research Articles

Study of Change in Knowledge and Attitude of Secondary School Teachers toward Adolescent Reproductive Health Education after Training Program in Rural Schools of Wardha District, Maharashtra

ABSTRACT This study assessed the effect of training program on teachers’ knowledge of and attitude toward reproductive health education/ sexuality education (RHE/SE) in five randomly selected rural schools in rural area of Wardha district, Maharashtra, India. All the 40 teachers in the selected were recruited for the study. They (40 teachers) were all given training in RHE/SE for 1 month. Their knowledge and attitude toward RHE/SE were assessed pre-and post-training program. The results show a significant increase in percentage of those who had good knowledge in general areas of RHE/SE at post-training assessment compared with pretraining assessment [from 14.3% to 53.6%, p = 0.0001). Also, pre-post attitudinal disposition assessments show that there was an increase in percentage of those who were favorably disposed to the teaching of RHE/SE. The study suggests that RHE/SE should be included and made compulsory in all training program for all teachers in india. How to cite this article Acharya N, Sabiha, Hariharan C, Gupta S, Athavale R. Study of Change in Knowledge and Attitude of Secondary School Teachers toward Adolescent Reproductive Health Education after Training Program in Rural Schools of Wardha District, Maharashtra. J South Asian Feder Obst Gynae 2014;6(2):98-100.

Attitudes of secondary school teachers towards inclusive education in New Delhi, India

This study was undertaken to determine the attitudes of secondary regular schoolteachers towards the inclusion of students with disabilities in New Delhi. A total of 470 teachers, working in schools managed by a private organisation in Delhi, returned the completed survey. A two‐part questionnaire was used in this study. Part one gathered information relating to personal and professional characteristics of the teachers. Part two was a 16‐item Likert scale titled, Attitudes towards Inclusive Education Scale. The major finding of the study was that the teachers in Delhi had positive attitudes towards the inclusion of students with special needs. This study also indicated that the teachers who were more positive about inclusive education were male, younger teachers (less than 40 years of age), less experienced (less than 10 years) and had postgraduate qualifications. In addition, the teachers who had a contact with a person with a disability and those who did not have a focus on disability during their preservice teacher education programmes were more positive towards inclusive education.

Attitudes of secondary stage teachers in Quwaiy’yah Governorate in Saudi Arabia towards E-learning.

This study aimed at investigating the attitudes of secondary school teachers in Quwaiy’yah Governorate towards e- learning. To achieve the aim of the study, a questionnaire was developed and administered after testing its validity and reliability. This questionnaire consisted of 24 items. Means and standard deviations were calculated and one-way ANOVA was used to answer the study questions. T- test was used to answer the third and fourth questions.The results of the study showed that there were no statistically significant differences in the participants' attitudes towards e-learning due to experience and specialization. However, attending training courses was found a significant factor that affect teachers’ attitudes. Teachers who attended training courses showed more positive attitudes towards e-learning than teachers who did not attend training coursed. The study put forward some recommendations. An important implication is that teachers ought to attend training courses and workshops in e-learning.

Attitudes of secondary stage teachers in Quwaiy’yah Governorate in Saudi Arabia towards E-learning.

This study aimed at investigating the attitudes of secondary school teachers in Quwaiy’yah Governorate towards e- learning. To achieve the aim of the study, a questionnaire was developed and administered after testing its validity and reliability. This questionnaire consisted of 24 items. Means and standard deviations were calculated and one-way ANOVA was used to answer the study questions. T- test was used to answer the third and fourth questions.The results of the study showed that there were no statistically significant differences in the participants' attitudes towards e-learning due to experience and specialization. However, attending training courses was found a significant factor that affect teachers’ attitudes. Teachers who attended training courses showed more positive attitudes towards e-learning than teachers who did not attend training coursed. The study put forward some recommendations. An important implication is that teachers ought to attend training courses and workshops in e-learning.

The influence of teachers and students’ language attitudes towards the use of shona as medium of instruction in secondary schools

The article examines the influence of language attitudes of secondary school teachers and students on their choices as to whether Shona can be used as medium of instruction in secondary schools. Language policy in Zimbabwe prescribes (albeit in a non-committal manner) the use of L1 as medium of instruction from Grade one to three. Thereafter, English (L2 for the majority of students) is used exclusively as medium of instruction except in the teaching of other languages. Over the years, debate has been rife regarding the use of indigenous languages as media of instruction at all levels of education. However, advocacy for such innovation has tended to ignore the influence of language attitudes of the clientele of such innovation. This article examined the attitudes of principal users and implementers of language change. The assumption in this article was that for language innovation to succeed, the users (teachers and students) need to hold favourable attitudes towards the intended language policy change and if not, the innovation is likely to suffer from tissue rejection (Obanya, 1987). The findings show that the majority of secondary school teachers and students prefer using English to Shona as medium of instruction. This leads to the conclusion that attitudes of users regarding the proposed language innovation, negatively affect the implementation of the proposed change. Attitudes of teachers, therefore, are keys to successful language innovation in education. Key words: Shona, medium of instruction, language attitudes, former group B schools.

Attitude of Secondary School Teachers Towards Teaching With Special Reference to Rural and Urban Background

The study was carried out to find and compare the attitude of teachers towards teaching on the basis gender. 300 secondary school teachers ( 150 Rural & 150 Urban ) were selected from various schools of Anantnag and Srinagar districts by using stratified random sampling method. Attitude Scale towards teaching by Umme Kulsoom was used for data collection. Mean, Standard Deviation, and ‘t’ test were computed for data analysis. The findings yielded that rural and urban teachers differ significantly on some areas of attitude towards teaching.

Does MS Photo Story 3 Make a Difference? The Views and Experiences of a Group of Norwegian Secondary School Teachers

This paper examines views and attitudes of secondary school teachers on the role of MS Photostory 3 as a learning-enhancing artifact. The examination is based on the analysis of empirical data, collected from an ongoing project involving teachers and pupils at a Norwegian secondary school. Two teams, numbering a total of 9 teachers, participated in training programs from August 2007 to June 2009, with the objective of enhancing the teachers’ ICT competence. They agreed to use MS Photo Story 3 as a presentation tool in a number of subjects for a period of two years. In parallel with conducting training programs for the teachers, qualitative data describing teachers’ views and attitudes were collected during regularly conducted focus-group interviews with teacher teams, by studying teacher-produced reflection notes and by participant observations of teachers and pupils in classroom activities. A main finding is that it was necessary to upgrade the teachers’ computer skills on a very basic level in order to give the teachers confidence to use ICT in their teaching. Insufficient ICT competence and low confidence among the participating teachers has considerably hampered the utilization of the ICT’s learning potential.

Evaluation of Attitudes Toward Living Organ Donation: A Multicenter Study of Compulsory Secondary School Education Teachers

Background There is a considerable transplant organ deficit. To offset the organ shortage, living donation is being encouraged. Young persons form a sector of the population in whom early awareness is important to encourage favorable attitudes toward donation. Teachers play important roles in education and in generating attitudes. Purpose We analyzed the attitudes of secondary school teachers toward living organ donation and sought to determine the psychosocial variables that affect these attitudes. Materials and methods We randomly selected Teachers from 10 secondary schools in southeastern Spain. Their attitudes toward living donation were evaluated using a validated questionnaire, which was self-administered anonymously. The statistical tests were Student t test and the χ 2 test. Results Regarding living kidney donation, 92% of teachers were in favor of related donation, decreasing to 16% when it was not from a related individual. In contrast, regarding related donations, 7% were not in favor, and 1% undecided. Teachers who had discussed the matter with their family and friends had more favorable attitudes ( P < .05). In the case of living liver donations, 91% were in favor of related donation (falling to 20% if not related), 7% were not in favor, and 2% had doubts. Attitudes were more favorable among women, teachers with children, and those who had discussed the matter with their family and friends ( P < .05). Conclusions Teachers had favorable attitudes toward living related kidney or liver donation. Their students would receive positive information when they request relevant information.

Attitude Toward Democracy In Pakistan: Secondary School Teachers Perceptions

The study aimed at exploring the public sector secondary school teachers’ perceptions for development of democratic values and strategies to improve the democratic system and attitudes toward democracy. Sixty secondary school teachers were selected as a sample. The qualitative data in the form of interview responses were collected to explore teachers’ perceptions about democracy, problems in the smooth running of democracy and remedies to these problems. Five-point Likert-type attitude toward democracy scale (ATDS) was developped to assess the attitude of secondary school teachers toward democracy. The data were analysed by applying one sample t-test. The study provide discussion at concusions drawn about democratic values and attitude of teachers toward democracy.

Parental involvement in schooling: the perceptions and attitude of secondary school teachers in a local government area in Osun state.

This paper examined the perceptions and attitudes of teachers in regard to parental involvement in schooling. A sample of 114 teachers (60 males and 54 females) was selected randomly from six randomly selected secondary schools in a local government area in Nigeria. An instrument titled ―Questionnaire on Teachers‘ Perception on and Attitude to Parental Involvement in Schooling‖ (QTPAPI) and premised on Epstein's (1995) model was used to elicit information from the teachers. Data collected were analysed using descriptive and inferential statistics. Results showed that the teachers had opposing perceptions on parental involvement in schooling. Some of the teachers were favourably disposed to parents being involved in schooling while others were not. Sex of the teachers also had significant influence on their perceptions.

Secondary School Teachers’ Knowledge and Attitudes Towards Renewable Energy Sources

Investigating knowledge, perceptions as well as attitudes of public that concern various aspects of environmental issues is of high importance for Environmental Education. An integrated understanding of these parameters can properly support the planning of Environmental Education curriculum and relevant educational materials. In this survey we investigated knowledge and attitudes of secondary school teachers in Greece towards renewable energy sources, particularly wind and solar energy systems. A questionnaire with both open and close questions was used as the main methodological instrument. Findings revealed that although teachers were informed about renewable energy sources and well disposed towards these sources, they hardly expressed clear positions regarding several issues about wind and solar energy technologies and farms. Moreover such themes are limited integrated in teaching either as extra curricular educational programs or through the curriculum. These findings cannot confirm that teachers could influence students’ opinion towards renewable energy systems. Thus, authorities should invest more in Environmental Education and relevant Teachers' Education.

Knowledge and Attitude of Secondary School Teachers towards Reproductive Health Education in Schools

A study was carried out among secondary school teachers in Ilorin, Kwara State of Nigeria in 1994 in order to assess their knowledge of reproductive health and their attitude towards the teaching of reproductive health education in schools. Data was collected with the use of a structured questionnaire, administered to the respondents out of the 550 teachers who had been selected through a simple, random sampling technique from 20 randomly selected secondary schools in Ilorin, 496 completed and returned their questionnaire forms. It was found that the teachers had a poor knowledge of fertility, high level of awareness of contraception but poor knowledge of specific methods of contraception. Almost all the teachers (99.2%) were aware of Sexually Transmitted Infections while their knowledge of the mode of transmission of Human Immunodeficiency Virus seems confused, they had good knowledge of the preventive measures. Most of the teachers (94.6%) agreed that reproductive health education should be taught in schools and that it should form part of the school curriculum. Those with contrary views opined that teaching of reproductive health education in schools would encourage sexual intercourse among the students. If teachers are to serve as agents for reproductive health education in schools, it is suggested that they should undergo further training in the discipline so that they can be effective in teaching the subject.Nigerian Journal of Guidance and Counselling Vol. 6 (1&2) 1998: pp. 67-78

Knowledge and attitude of secondary school teachers in Enugu to school based sex education.

To assess the knowledge and attitude to sex education among secondary school teachers in Enugu. A cross sectional study of 300 teachers drawn from nine randomly selected secondary schools in Enugu metropolis was carried out. Pre-tested self administered structured questionnaire was used as instrument for data collection. Three hundred teachers, 215 females and 85 males were interviewed. The mean age of the teachers was 38.1+/-7.5 years. Sixty-nine (23.0%) had adequate knowledge of sex education and 282 (94.0%) approved the inclusion of sex education into the school curriculum. The commonest reason for disapproval of sex education was fear that it would lead to promiscuity amongst the students. Educational status and marital status of the teachers were significant determinants of positive attitude to sex education p<0.05. The most appropriate age to introduce sex education according to the teachers is 11-15 years. Two hundred and thirty eight (79.3%) respondents were of the opinion that teachers needed to be trained to provide sex education to students and 244 (81.3%) admitted that sex education was not in the school curriculum. Secondary school teachers are in support of provision of sex education to students. However they need training and skills on how to present sex information in a positive manner to achieve the desired goal. There is need to include sex education in the school curriculum.

Knowledge and attitudes of secondary school teachers regarding sexual health education in England

Objective To assess the sexual health knowledge of teachers who contribute to secondary school sexual health education in order to determine whether teachers are adequately prepared to implement present government education and public health policies. Design Results were obtained from a questionnaire as part of a two‐phase intervention study. Setting Nineteen mixed‐sex, state secondary schools in central England. Participants One hundred and fifty‐five teachers (94 female, 61 male) participated. Main outcome measures The questionnaires were distributed to teachers to assess their knowledge of sexual health, contraception and sexually transmitted infections. In addition, teachers' attitudes on the subject of sex and relationships education were evaluated. Results The results suggest that teachers have insufficient sexual health knowledge to effectively teach sexually transmitted infections or emergency contraception, although their general sexual health knowledge was good. Therefore, at present teachers do not have adequate specialist knowledge in sexual health to contribute to current recommendations for sex and relationships education in secondary schools. There were no statistically significant differences in the results regarding location of school, area of residence, gender or age of the participant. Conclusions Many teachers are being expected to contribute to secondary school sexual health education programmes at a time when they do not have sufficient knowledge to provide young people with adequate sexual health education and when they do not feel prepared to teach, and in many cases would prefer not to teach, these programmes.

Teachers' Attitude is Not an Impediment to Adolescent Sexuality Education in Enugu, Nigeria

Studies have shown that adolescents in Nigeria have poor knowledge of reproductive health issues and that there was a need to provide them with correct broad-based information on reproductive health as part of a nationally-approved school curriculum. However, the non-application of the curriculum on sexuality education in many secondary schools in Nigeria has been blamed on a negative attitude of teachers. This study was undertaken to determine the attitude of secondary school teachers in Enugu, South-eastern Nigeria, to adolescent sexuality education and to determine whether this depends on their socio-demographic characteristics. A cross-sectional study of the attitude of teachers to adolescent sexuality education was done. A total of 249 teachers were studied. Their mean age was 38.7 years +/- 8.08 SD. Two hundred and ten teachers (84%) were females. Two hundred and twenty-four teachers (90%) were married and 168 (67.5%) were of Roman Catholic faith. The awareness of reproductive health activities was high. There was a high proportion of respondents who approved of sexuality education for adolescents (77.5%) and an equally high proportion who believed that it was important (89%). One hundred and ninety-eight (79%) of the respondents were willing to teach sexuality education. The attitude to sexuality education was independent of religion, sex or marital status (p>0.05). It was concluded that secondary school teachers in Enugu urban were willing to offer sexuality education to adolescents under their care irrespective of their religion, sex or marital status. It is, therefore, recommended that teachers in Enugu be given the necessary special training in the teaching of sexuality education now and that sexuality education be officially incorporated into the school curriculum in Enugu, preferably as part of moral studies.

Perception and attitudes of secondary school teachers to adolescent sexuality and reproductive health in Lagos State

Perception and attitudes of secondary school teachers to adolescent sexuality and reproductive health in Lagos State

Secondary school teachers' attitudes towards and beliefs about ability grouping

Internationally and historically considerable research has been undertaken regarding the attitudes of secondary school teachers towards different types of ability grouping. There has been no recent research taking account of the changing educational context in the UK. This paper aims to explore secondary school teachers' attitudes and beliefs about ability grouping taking account of school type, gender, experience and qualifications. The sample comprised over 1,500 teachers from 45 schools divided into three groups based on their ability grouping practices in years 7-9 (the students were aged 11-14). The sample included all the lower school teachers of mathematics, science and English and a random sample of teachers from other subjects in each school. Teachers responded to a questionnaire which explored their attitudes towards ability grouping through the use of rating scales and open-ended questions. The findings showed that the teachers' beliefs broadly reflected research findings on the actual effects of ability grouping, although there were significant differences relating to the type of school they taught in and the subject that they taught. Separate analysis of school types showed that length of time teaching, individual school differences and teacher qualifications were also significant predictors of attitudes. Teachers' beliefs about ability grouping are influenced by the type of groupings adopted in the school where they work, the subject that they teach, their experience and qualifications. As pedagogical practices are known to be influenced by beliefs these findings have important implications for teacher training.

Erwartungshaltungen von Sekundärschullehrern in Nairobi

This article analyses the factors influencing the attitude of secondary school teachers in Nairobi. The findings are based on data collected in a three months field study. 30 interviews supplemented by questionnaires and observation show that due to the principle of equal pay for equal work the younger male teachers suffer from relative deprivation in status and are therefore the least motivated and the most likely to change the profession. An explanation can be found in their socio-economic situation and in the incompatibility of male expectations with career opportunities. In this context, direct working conditions don't seem to have a significant influence on teachers' attitude.

Gender Differences in Absenteeism

Employee characteristics and attitudes of secondary school teachers were examined to determine if men and women had different reasons for being absent. Although women were found to perceive some work related factors different than men and to take substantially more days off than men, their absence occurrences were not significantly different. In addition, an employees's age and attitude toward pay were the only factors found to exhibit a gender-related impact on absenteeism. Perceived role conflict, and job involvement were found to be significantly related to absenteeism for both men and women.

Attitudes of Secondary School Teachers Towards Teaching

Summary About 100 Israeli teachers representing a wide range of characteristics in terms of background, subject matter, and types of school responded to the Teacher Study Questionnaire (originally developed in Oregon, USA). It was found that although the teachers represented diverse groups they had remarkably similar views about the nature of the teaching job: teaching should be interesting, challenging, creative, and provide opportunities for personal growth. Important conditions for successful teaching are administrative support, a good salary, job security, and appreciation by students, parents, and colleagues. Teachers in Israel, by and large, find teaching to be interesting and enjoyable. They feel free to do in their classes what they want and most of them say that if they had an opportunity to do it all over again they would still choose teaching as their occupation. In spite of this positive attitude they do have complaints on low salary, lack of administrative support, insufficient personal growt...