Elementary Teachers Research Articles

Appealing Classroom Organization and Building Community Teaching of Teachers in Public Elementary Schools

This study examined the relationship between appealing classroom organization and building community teaching among public elementary school teachers in Manay District, Davao Oriental, Philippines. A non-experimental quantitative research design using a correlational method was employed. A total of 135 teachers were surveyed using universal sampling. Data were analyzed using mean, Pearson-r correlation, and regression analysis. The findings revealed that teachers often manifested appealing classroom organization in terms of vision, sensitivity, needs, and risk-taking. However, they sometimes demonstrated building community teaching practices such as supportive, instructive, preventive, and responsive approaches. A significant positive correlation was found between appealing classroom organization and building community teaching. Furthermore, the domains of appealing classroom organization significantly influenced building community teaching practices. Based on these findings, it is recommended that public school teachers participate in DepEd-sponsored conferences and trainings to enhance their professional capabilities. This can contribute to improved teaching practices, better support for learners, and ultimately, higher academic achievement.

Fostering Early English Education in Saudi Arabia: A Pathway to Achieving the United Nations’ Sustainable Development Goals in Education

English language education has become increasingly vital in non-English-speaking countries, driven by globalization and the demands of the international economy. In Saudi Arabia, enhancing English proficiency is one of the most important aspects of educational reform emphasized by Vision 2030. This study examines the perceptions of 420 kindergarten and elementary school teachers, Saudi Arabia, regarding early English education for young learners aged 4 to 8. Using a structured questionnaire, the study reveals strong support among teachers for early English instruction, with 77% agreeing that every child should master at least one foreign language. Additionally, 86% of respondents believe that English should be introduced in primary school to establish a solid foundation for language mastery. Multiple regression analysis identified significant predictors of teacher support, such as teaching experience, educational qualifications, and regional location. Teachers with more experience and higher qualifications were more supportive of early English education, with greater support seen in urbanized areas. The findings also highlight the significance of English proficiency in the context of economic globalization. A total of 88% of teachers recognize that English is necessary for global communication and competitiveness. The study concludes that teacher perceptions align with the goals of Vision 2030, highlighting the strategic importance of early English education in Saudi Arabia's educational reforms. It further highlights the need for ongoing professional development for teachers and increased parental involvement to ensure the positive implementation of early English programs. These insights are critical for informing educational policies and practices that support Saudi Arabia's broader socio-economic objectives.

Moderating Effect of Teaching Etiquette on Intercultural Sensitivity and Work Fulfillment of Teachers in Maa District, Davao City

The current study was set to evaluate whether teaching etiquette significantly moderate the relationship between intercultural sensitivity and work fulfillment of teachers. In this study, the researcher selected the 200 public elementary school teachers in Maa District, Davao City as the respondents of the study. Stratified random sampling technique was utilized in the selection of the respondents. Non-experimental quantitative research design using descriptive-correlational method was employed. The data collected were subjected on the following statistical tools: Mean, Pearson Moment Product Correlation, and Hierarchical Regression Analysis. Descriptive analysis showed that teaching etiquette and work fulfillment were described as extensive, while, intercultural sensitivity of teachers was rated as moderately extensive. Further, correlation analysis demonstrated that there is significant relationship among intercultural sensitivity, work fulfillment, and teaching etiquette of teachers in Davao Central District, Davao City. Evidently, hierarchical regression analysis proved that professional etiquette significantly moderates the interaction between intercultural sensitivity and work fulfillment of teachers in Maa District, Davao City. In other words, teaching etiquette is a significant moderator on the intercultural sensitivity and work fulfillment of teachers since it strengthens its relationship. The study, therefore, conducted for further utilization of findings through publication in reputable research journal.

Revealing the Implementation of the Child-Friendly Healthy School Program and its Effectiveness on Health Literacy and Psychological Well-Being to Achieve the SDGs

Objective: This study aims to describe implementing the child-friendly healthy school program and its effectiveness in improving elementary school students' health literacy and psychological well-being to promote health and well-being in achieving the SDGs. Theoretical Framework: Health education provides learning experiences that influence thoughts, feelings, and actions to achieve life goals and become better, healthier, and more productive, leading to improved health literacy and psychological well-being. Method: Quantitative descriptive research is used to describe implementing a child-friendly, healthy school and calculate its effectiveness test. Respondents, including ten elementary school teachers and 360 elementary school students from various schools in Jakarta Province in Indonesia, tested it. Results and Discussion: The results showed a significant increase in knowledge about health literacy (36.5% before training; 68.7% after training; p <.05) and students' psychological well-being (49.8% before training; 86.05% after training. The responses of teachers and students showed that the child-friendly healthy school program was very good and succeeded in stimulating the Health Literacy and Psychological well-being of elementary school students. Research Implications: This child-friendly healthy school program can be a recommendation for teachers to instil self-awareness of physical and mental health in students and input for other educators to realize a comfortable and enjoyable child-friendly healthy school to achieve the SDGs. Originality/Value: The originality of this research is that the child-friendly healthy school program to achieve SDGs has yet to be done at elementary schools surrounding Jakarta Province in Indonesia.

Impact of New York City's 4-year multi-component natural experiment to improve elementary school physical education on student cardiorespiratory fitness.

School physical education is an important population-level health intervention for improving youth fitness. This study estimated the impact of New York City's PE Works program - which included providing PE teachers, training for classroom teachers, and administrative/ teacher support for PE - on student cardiorespiratory fitness as measured by the FitnessGram's 15-meter PACER test for aerobic capacity. This longitudinal study (2014/15-2018/19) includes 581 elementary schools (n = 315,999 4th /5th -grade students; 84% non-white; 74% who qualify for free or reduced-price meals, a proxy for socioeconomic status). We apply the parametric g-formula to address schools' time-varying exposure to intervention components and time-varying confounding. After four years of staggered PE Works implementation, 49.7% of students/school (95% CI: 42.6%, 54.2%) met age/sex-specific Healthy Fitness Zone (HFZ) aerobic capacity standards set by the FitnessGram. Had PE Works not been implemented, we estimate 45.7% (95% CI: 36.9%, 52.1%) would have met aerobic capacity HFZ standards. Had PE Works been fully implemented in all schools from the program's inception, we estimate 57.4% (95% CI: 49.1%, 63.3%) would have met aerobic capacity HFZ standards. Adding a PE teacher, alone, had the largest impact (6.4% (95% CI: 1.0, 12.0) increase). PE Works positively impacted student cardiorespiratory fitness. Mandating and funding multicomponent PE programs is an important public health intervention to increase children's cardiorespiratory fitness.

Research on Teaching Strategies for Project-Based Learning in Upper Elementary School Mathematics Culture

This study focuses on teaching strategies for project-based learning (PBL) in upper elementary school mathematics culture, aiming to explore how mathematics culture can be better integrated into upper elementary mathematics teaching through PBL. The research first analyzes the basic concepts of mathematical culture and its current status in elementary education, combining it with the theoretical foundations of PBL to propose effective teaching strategies. These include the design and implementation of projects based on mathematical cultural themes, and promoting students' autonomous exploration and collaborative learning. By designing and implementing culturally relevant mathematical projects, the study observes and analyzes students' learning performance and cultural literacy enhancement. The findings reveal that PBL improves students' understanding and interest in mathematical culture while fostering their independent learning and teamwork skills. This research offers targeted strategies and practical paths, providing valuable references for educators.

Emotions and self-efficacy toward simple machines learning through a STEM practice

IntroductionThis study explores the impact of an interactive physics class on the emotions and self-efficacy of elementary education students, specifically in their future roles as educators using STEM-based pedagogical methods. The research aims to understand how such an approach affects students’ emotional responses and confidence in teaching STEM topics.MethodsThe sample included 97 fourth-year prospective elementary teachers. Participants completed pretests and posttests measuring emotions and self-efficacy related to both course content and the pedagogical approach.ResultsFindings indicated a significant increase in both positive emotions and self-efficacy following the interactive class. Male students reported higher levels of positive emotions and self-efficacy than their female peers. Furthermore, students with backgrounds in sciences and technology showed greater improvement compared to those from social science backgrounds. A positive correlation between emotions and self-efficacy was observed.DiscussionThe manipulative, collaborative, and interdisciplinary nature of the physics class likely contributed to the observed positive changes in emotions and self-efficacy. Network analysis suggested that reducing boredom could enhance emotional responses, given its role in affecting both positive and negative emotions. On the other hand, it has been observed that uncertainty could be beneficial in STEM activities due to their relationship with self-efficacy.

Exploring the connections: Elementary teachers’ narratives of Mexican deaf children’s play behaviours, social interactions, and communication development

ABSTRACT This study explores the experiences and perspectives of eight elementary teachers regarding the play behaviours of deaf children in their classrooms in Mexico City. Through a narrative inquiry design, this research comprehensively explains teachers’ insights and observations on social interactions and communication development among deaf children. The findings indicate patterns in social interactions related to play behaviours, language development through imitation, and communication variations contingent on proficiency in Lengua de Señas Mexicana (LSM). The study emphasises the necessity of creating inclusive educational environments and providing appropriate support for the communication development of deaf children. Employing a qualitative research approach, this study involves in-depth interviews with Deaf elementary school teachers with experience working with deaf children. This study aims to elucidate teachers’ perceptions and interpretations of language acquisition and play behaviours concerning social interactions and communication development by analysing their narratives. Three key dimensions emerged from the narratives: linguistic proficiency, play behaviours, and social engagement, which intersect and influence each other. The findings hold significant implications for educators, policymakers, and parents, offering valuable insights that can inform the development of more effective instructional strategies and support systems tailored to the unique needs of deaf children in educational settings.

STRENGTHENING SPIRITUAL MENTALITY THROUGH POSITIVE AFFIRMATIONS: THE PREVENTIVE ROLE OF ISLAMIC EDUCATION TEACHERS IN ADDRESSING BULLYING

Bullying cases that occur among students in Indonesia today have become a problem that has become mainstream. Various official data information from the government reinforces this problem. This article aims to explore from the side of subjects who should play a preventive role in suppressing bullying cases among students as a form of their social competence responsibility. Phenomenological design was chosen to explore the experiences of 18 PAI teachers in elementary and junior high schools in providing positive affirmation to students. Two dimensions of positive affirmation were explored, namely self-acceptance and affirmation to prevent bullying through a closed questionnaire and then inductively content analyzed. The results of the study found that the involvement of the integration approach of spiritual values colored the positive affirmations given by PAI Teachers to encourage students to become individuals who are self-accepting, honest, positive, independent, and respectful of differences, strong mentality, self-confidence, and a safe school environment from bullying. This finding has implications and contributes to the importance of optimizing the role of subjects who have the opportunity to work preventively as part of their professionalism to reduce cases of bullying among students.

GESTÃO ESCOLAR: A IMPORTÂNCIA DA GESTÃO ESCOLAR

This study addresses the role of the School Manager in the daily activities of educational institutions in the municipality of Governador Jorge Teixeira. It aims to analyze the current profile of the School Manager through a brief historical overview of the development of the manager’s role within schools. A qualitative methodology was used for the research, along with in situ observations of the selected managers' daily routines. Observations were analyzed based on categories such as school manager training, school manager role, and the diversity of school management according to the educational sphere of each school. The research was conducted at José Serafim Barbosa Municipal School for Early Childhood and Elementary Education. Selection was based on each school's IDEB results and the availability of managers. The theoretical foundation is supported by the analyses of Luck, Colombo, Andreotti, and Seco. The results reveal how pedagogical and administrative processes unfold in the School Management of the analyzed schools. The ongoing quest for results and insights into the School Manager's role is explored throughout the text, alongside the research findings.

Fostering Student Happiness in Learning During the Covid-19 Pandemic: A Phenomenological Study in Elementary School

Students` comfort while at school plays a vital role in learning. Teachers` representation is required to foster students` well-being. This mini research explores the perspective of the 1st-grade elementary school teachers on student well-being and their experience in promoting it. The data was obtained through an interview with one teacher and analyzed using the interpretative phenomenological analysis (IPA) approach. The analysis results showed four themes: the principles of student well-being, the ways the teacher encourages students` well-being, and support and challenges for the teacher. This study concludes that the role of teachers is very important in providing a pleasant learning atmosphere for students. There are many ways that teachers can be creative with support from schools and the community

Water Protection:

This six-week water inquiry unit with pre-service teachers in an English Language Arts (ELA) elementary education methods course explores the guiding question: Why is it important to protect water, and how can water be protected? Core whole-class texts include We are Water Protectors by Carole Lindstrom (2020) and Thirst by Varsha Bajaj (2022). Multiple assessment projects that support pre-service teachers’ informational reading and writing are included.

Improving Teachers' Ability to Design Physical Education Learning Scenarios

This study aimed to: 1) Produce a draft lesson plan (RPP) in accordance with physical education learning. 2) Produce the design of physical education learning scenarios. The population in this study was elementary school Physical Education teachers in Ambon City, Central Maluku, and Tual City. The sample was determined by 1 Physical Education teacher from each district so that there were 4 teachers; 1 teacher from SD Negeri 65 Ambon, 1 teacher from SD Negeri 7 Masohi, 1 teacher from SD Negeri Sohoku, and 1 teacher from SD N Kolser Tual City. The area sampling technique was chosen based on the best representatives from each region. Data were collected using observation and documentation techniques. The assessment instrument for the preparation of Physical Education learning scenarios used the teacher professional education (PPG) assessment rubric. Data analysis used descriptive qualitative data analysis techniques. The results of preliminary data analysis show that the first, second, third, and fourth respondents all have very poor abilities. This can be seen from the results of the assessment score obtained amounting to 125 out of a total score of 280, or it can be said that the ability was 45%. Meanwhile, the fourth respondent hads an ability of 40%. Thus, based on the assessment scores of the elements of the learning model indicator, it was known that there is no teacher's ability to plan a learning model that can be used to teach the subject matter based on the demands of the 2013 curriculum. This can be seen from the acquisition of the average assessment score at the achievement of number 1. This is because the scenario does not include what learning model is suitable for teaching the selected subject matter. Keywords: teacher ability, scenario design, physical education learning

Experienced autonomy in the curriculum and Didaktik traditions

ABSTRACT This study investigates Finnish and Californian (US) elementary and secondary school teachers. The main objective of the study is to explore the experienced autonomy in different educational policy regimes. The ideologies and traditions that these two countries represent can be called Didaktik tradition and curriculum tradition. The research question is: How do the teachers’ perceptions of curriculum traditions in the two country contexts differ concerning experienced autonomy, and what might the theoretical and methodological implications of such comparison be? A total of 17 Finnish and 15 US teachers were interviewed using a semi-structured interview guide. The results show that both groups of teachers experienced a lot of autonomy despite of the fact that the US teachers operate in a more restricted accountability policy than the Finnish teachers. This raises some methodological and theoretical implications and limitations of self-reporting comparative studies on teacher autonomy.

Obstacles in Instructing English at Village Elementary Schools in Bangladesh: A Study and Proposals

Elementary education serves as the foundation for students' future endeavors. Each year, many students in rural Bangladesh fail public examinations, and those who pass often do so by rote memorization, lacking proficiency in the four key language skills required for competence in English. Primary education was chosen for this study as it is a crucial stage where teachers bear full responsibility for student learning. The primary objective of this research was to identify the obstacles in teaching and learning English at the elementary level in rural areas of Bangladesh. Data were gathered using two sets of questionnaires administered to both students and teachers to assess the state of English language education in these primary schools. Additionally, teacher interviews and classroom observations, guided by an observation checklist, were conducted to gain a comprehensive understanding of the current teaching practices. The findings reveal that the majority of rural students struggle with English due to several factors, including a shortage of skilled and trained teachers, inadequate teacher training, inappropriate teaching methods and materials, limited contact hours, large class sizes, and insufficient pedagogical knowledge. This paper also includes several recommendations based on the research findings to address these challenges effectively.

School administrators’ and teachers’ pedagogical responses to demographic change based on their meaning-making of multicultural students in South Korea

ABSTRACT Public schools in South Korea have faced unprecedented changes because of demographic shifts, particularly the influx and growth of three types of ‘multicultural students’: children of married migrant women, foreign workers, and North Korean refugees. In this situation, teachers are challenged to implement educational policies and a standardised national curriculum for those unfamiliar with the Korean language, culture, and education system. This study, conducted between Fall 2022 and Summer 2023, involved interviews with 16 elementary and secondary school administrators and teachers from urban and rural regions. It revealed that teachers’ perceptions and biases about multicultural students significantly influenced their educational practices, resulting from interpretive processes and problematic framing. The data indicate that teachers’ meaning-making and pedagogical responses to multicultural students are insufficient for systematically addressing the structural inequalities and social injustices faced by these students. Ultimately, these teachers’ responses and practices fell short of providing equitable education that South Korea’s multicultural education policies aim for. The study concluded that comprehensive teacher training in cultural competence and bias awareness is essential for bridging the gap between policy and practice. It recommends the development of reflective practices, continuous professional development, and the creation of supportive school environments to enhance multicultural education’s effectiveness.

“It's Just a Hot Mess”: Supporting Teacher Praxis to Challenge Barriers for Multilingual Learners

ABSTRACTThis paper examines a professional learning (PL) program for upper elementary teachers focused on developing instructional practices to support multilingual learners (MLLs) in science. The PL sought to support teachers' praxis, which we describe as their sense of agency to critically analyze and take action against barriers to MLLs’ opportunities to learn. We analyzed pre‐PL interviews with teachers to identify the ways that they framed MLLs from asset‐ and deficit‐based perspectives and the barriers that they identified that undermine MLLs' science learning. Then, we analyzed the extent to which the teachers' participation in the PL shifted their framing of MLLs and fostered their sense of agency to challenge the barriers faced by MLLs. We found that teachers shifted toward more asset‐based views of students' existing language resources and deepened their sense of agency to employ scaffolds that engage these resources in their own instructional practice. However, teachers continued to surface barriers in their organizational contexts, including the emphasis placed on standardized language assessments and the misalignment between English language instruction and science learning. Our analysis shows that the PL did not adequately support teachers in navigating these particular institutional barriers. Based on our analysis, we argue that teachers and science education researchers should expand their focus beyond teachers’ instructional practices and work together to remove barriers for MLLs in the larger organizational systems of schooling.

Teacher Readiness Factors that Influence the Implementation of the Merdeka Curriculum in Elementary Schools

The Merdeka (Independent) Curriculum is a crucial element for the sustainability of education in Indonesia. Teachers need to have significant readiness to ensure implementation runs optimally. However, many teachers still require clarification and help to understand and need help integrating the Merdeka Curriculum with existing conditions. The objective of this study is to examine the key elements that affect teacher preparedness and how they impact the implementation of the Merdeka Curriculum in elementary schools. This research employs a quantitative methodology with an ex post facto design. Purposive sampling was used to choose a population and sample of elementary school teachers in Jakarta, Indonesia. The sample size consisted of 122 teachers. Data collection uses a questionnaire to obtain data related to the variables in this research. The data analysis employed structural equation modeling (SEM) with the SMART-PLS 3.0 software tools. The research findings indicate that a significance value of 0.000 (p < 0.05) suggests that teacher preparedness characteristics play a crucial role in positively and significantly impacting the implementation of the Merdeka Curriculum in Elementary Schools. This study emphasizes the significance of teacher preparedness in multiple dimensions, such as a profound comprehension of the Merdeka Curriculum, the capacity to incorporate it with current circumstances, and sufficient backing from the school environment and community.

From the tam model to the acceptance of using the flipped classroom in teaching at primary schools: A case study in Vietnam

The flipped classroom (FC) model has long brought significant benefits to higher education, secondary, and elementary education, particularly in improving the quality and effectiveness of learning. However, the implementation of FC model to support elementary students in developing self-learning skills (autonomous learning, independent study, self-directed learning) through technology still faces numerous challenges in Vietnam due to various influencing factors. Data for the study were collected through direct questionnaires and online surveys from 517 teachers at elementary schools in Da Nang, Vietnam. Based on SEM analysis, the study identified factors such as perceived usefulness, accessibility, desire, teaching style, and facilitating conditions. The research findings indicate that factors like the perceived effectiveness of the model, teaching style, and facilitating conditions have a positive correlation with the decision to adopt the FC model. Therefore, to encourage the use of the FC model in teaching, it is essential to raise awareness of the model’s effectiveness, improve teaching styles, and create favorable conditions for implementation.

Determining Elementary Teachers’ Competencies Using Practical Content Development Technologies

In education, as in all areas of our lives, the rapid development of computers and the Internet has brought about radical changes. The variety and use of technology in the educational environment is becoming increasingly widespread. A qualified teacher should have a personality that is in a state of constant renewal and development, which is directly proportional to the development of science and technology. Therefore, it is valuable for elementary teachers to become digitally literate and to know how to use this technology in teaching. The aim of this study was to investigate the competence of elementary teachers in the use of practical technologies for content development. This study is descriptive in the general survey type. The "Personal Information Form" and the "Competence Scale for Using Practical Content Development Technologies" were used to collect the research data. According to the results of the research, elementary teachers’ competence in the use of practical content development technologies was very low. It was found that the competences of the teachers with a good level of Internet use were higher than those of the teachers with a poor level of Internet use.