Elementary Teachers Research Articles

School Heads’ Mentoring Practices And Supervisory Skills: Their Influence On Teachers’ Performance

This descriptive-correlational study investigated the relationship between school heads’ mentoring practices, supervisory skills, and teacher performance in Iloilo City, Philippines. Data from 350 randomly selected elementary and secondary teachers revealed that school heads prioritize fostering a positive attitude in teachers, while their overall supervisory skills are perceived as exceeding expectations. Interestingly, teacher performance also exceeded expectations, but no significant correlation was found between mentoring-supervisory skills and teacher performance. This suggests that other factors beyond school leadership might influence teacher effectiveness. However, mentoring practices were consistently valued by teachers, highlighting their importance in creating a supportive school environment.

Hubungan Tingkat Activity Daily Living dengan Tingkat Depresi pada Pasien Stroke di RSUD Prof Dr Margono Soekarjo Purwokerto

Stroke is the largest cause of disability worldwide and is second to heart disease. Problems often faced by stroke patients include the inability to perform activity daily living (ADL) due to decreased motor function. This inability causes many stroke patients to experience depression. Knowing the relationship between the level of activity daily living with the level of depression in stroke patients at Prof. Dr. Margono Soekarjo Purwokerto Hospital. This study is an observational quantitative study, with a cross sectional approach. The sample used in the study was stroke patients who did inpatient Adenium Prof Dr Margono Soekarjo Purwokerto Hospital as many as 48 respondents who were taken using nonprobability sampling technique. Data collection was done using a questionnaire, then processed and analyzed using Fisher's Exact Test. The average age of respondents is 56-65 years or the late elderly category, the gender of most respondents was female (58.3%). The education level of most respondents is elementary education (43.8), while the most dominant disease history is respondents who have a history of disease (60.4%). The ADL level of stroke patients in the Adenium room of Prof. Dr. Margono Soekardjo Purwokerto Hospital was mostly in the severe category (52.1%). The level of depression in stroke patients in the Adenium room of Prof. Dr. Margono Soekardjo Purwokerto Hospital mostly had depression in the mild category (45.8%). There is a relationship between the level of ADL with depression in stroke patients in the Adenium room of Prof. Dr. Margono Soekarjo Purwokerto Hospital.

Psychological Well-Being in Elementary School Teachers

It is the responsibility of educators to mentor and assist students as they learn and develop behaviors that will help them succeed. Teachers' mental health frequently suffers as a result of the workload they bear in order to support students' achievement. Teachers' psychological health may be impacted by this. The purpose of this study is to ascertain the psychological well-being dynamics of an elementary school teacher in the Surabaya city. Twelve primary school teachers served as the subjects of this qualitative study. Three procedures were used to analyze the data: data reduction, data presentation, and conclusion drafting. The study's findings indicate that Surabaya's elementary school teachers' general psychological health falls within the "good" range. Additionally, out of all the dimensions, the dimension of having positive interactions with other people is the highest. In the meantime, there are two moderate elements of psychological well-being: personal progress and life purpose. The study's conclusion is that in order for the on-duty teachers to properly carry out their duties, the school must continue to support a number of psychological well-being characteristics.

A community sin vergüenza: Considerations when designing classroom spaces for bi/multilingual students to speak, listen, and be heard

ABSTRACT This article explores the parallels experienced when pre-service teachers and those teaching multilingual students in elementary school design classroom spaces around the Right of the Learner to speak, listen, and be heard. We share examples of democratic commitments and shifts in our own understandings of the role of the teacher and professor. We also discuss the importance of being willing to be with students as they shed the shame that may have kept them silent in other classroom settings. This article explores what it means for educators to make room for Latinx students to use their voices and embrace their ideas sin vergüenza, without shame.

CAMINHOS PARA A INCLUSÃO: DESAFIOS E ESTRATÉGIAS NO ATENDIMENTO A CRIANÇAS COM AUTISMO NA EDUCAÇÃO INFANTIL EM BELÉM/PA

The discussion and reflection presented in this text are the result of a case study conducted at a Municipal Public School for Early Childhood and Elementary Education located in the Municipality of Belém/PA. The aim is to present aspects of how the inclusion of autistic children is being implemented at the Municipal Public School for Early Childhood Education in Belém/PA, and thus contribute to discussions in the field. The investigative approach followed a qualitative method and case study. The results highlight that the lack of support for teachers, both personal and material, and the absence of differentiated strategies to integrate autistic children into the school group have been limiting factors for effective inclusion. It is concluded that the teacher plays a leadership role in creating an inclusive culture and adapting the curriculum so that autistic children have access to the educational process.

Assessing teachers' knowledge and attitudes toward implementing a response to intervention approach in the classroom

The aim of this study was to explore elementary school teachers' knowledge and attitudes about implementing the Response to Intervention (RTI) approach, which is a system used to identify and support students with learning disabilities or those who face learning difficulties. A total of 152 elementary school teachers participated in the survey, including 64 males and 88 females. Various statistical methods were applied to analyze the data, such as Cronbach’s alpha, frequencies, percentages, four-way ANOVA, and Scheffe’s post hoc test. The findings showed that teachers had a moderate level of knowledge about RTI and held neutral attitudes toward its implementation. The study also found no significant differences in responses based on gender, specialty, or the highest degree achieved. However, teachers with more than 10 years of experience showed different responses compared to those with less experience. Additionally, a positive link was found between teachers' knowledge of RTI and their attitudes toward its use. Based on these results, some recommendations are provided.

USE OF INNOVATIVE METHODS IN IMPROVING THE PROFESSIONAL COMPETENCE OF STUDENTS

This graduation work is dedicated to the study of the methodology of aesthetic education of children in art-speech activities in the education of elementary school teachers. The main goal of the research is to improve the moral and spiritual education of elementary school teachers through artistic and speech activities, and to provide them with new methodological approaches that can be used in pedagogical activities.

Teaching Reading Strategies and Challenges in the New Normal: Context of a School District in Northern Luzon

The strategies in teaching reading and challenges encountered by teachers are influenced by a number of interrelated factors. Using a combination of quantitative and qualitative approaches through the descriptive and comparative methods, this study determined the level of utilization of teaching reading strategies by teachers in pre-reading, while-reading and post-reading. It also examined whether there exists a significant difference in the level of utilization when responses are grouped according to grade level and school classification. Moreover, the study brought out the challenges encountered by the elementary teachers during the COVID-19 pandemic. Findings showed that the level of utilization of teaching reading strategies along pre-reading, while-reading and post-reading is moderate. Further, there are no significant differences in the level of utilization of the teaching reading strategies when grouped according to grade level. and school classification. The challenges encountered included limitation of assistance and teaching time, transportation of teachers for their home visitation, pupils’ lack of interest, lack of assistors/guidance from the family, and lack of supplementary reading materials at home. From these, it could be concluded that the teaching of reading is greatly affected by the pupils’ circumstances.

Association between social engagement frequency and depression among the older people in China: evidence from the 2011–2018 China Health and Retirement Longitudinal Study

BackgroundDepression in older people is a major concern in China. Despite being known as a protective factor, it is unclear the extent to which social engagement mitigates depression or mediates...

"But Always My Thoughts Stay with Me, My Own Way": Intellectual and Creative Claims of Sovereignty by Indian Boarding School Students in The Colored Land : A Navajo Indian Book, Written and Illustrated by Navajo Children (1937)

Abstract: In 1937, Ruth K. Brandt, Supervisor of Elementary Education, in the federal Office of Indian Affairs, edited and published The Colored Land: A Navajo Indian Book, Written and Illustrated by Navajo Children with Scribner's Sons. Diné elementary school students from the Tohatchi Boarding School in New Mexico were the featured writers of much of the text with supporting illustrations composed by students from the Santa Fe Indian School. It was presented by its editors as evidence of the government's successful approach to assimilation through education. Situating their work within frameworks offered by contemporary Diné poets, I argue that these young children resisted acculturation and assimilationist efforts in the Reorganization Era by maintaining cultural values and traditions and even, in a few cases, issuing challenges to Western epistemologies and educational regimes. This early collection of published creative work by Diné writers and artists features undercurrents of resistance alongside literary and intellectual claims of sovereignty.

A Mixed Methods Study to Address the Integration of TPACK in Elementary School Students' Learning Process

The Technological Pedagogical and Content Knowledge (TPACK) framework offers guidance for teachers seeking to address technology integration in classroom learning. This study aims to assess the TPACK proficiency levels among elementary school teachers. This study involved teachers from SDN Sumbersari 03 in Malang City as participants using a mixed-methods approach with a sequential explanatory design. Quantitative data were initially gathered through self-report measures, followed by analysis utilizing descriptive and inferential statistics. Subsequently, qualitative data were collected through interviews and observations, with analysis conducted using the interactive model proposed by Miles and Huberman. The results of this study showed that there was no difference in the TPACK perceptions of primary school teachers based on gender (p-value > 0.05). However, there is an influence between age and tenure on teachers' TPACK ability (p-value < 0.05). Overall, the teachers have a good mastery of TPACK. However, there are some areas that need to be improved, especially in terms of technology mastery (TK, TCK, and TPACK). The highest mean score in the CK and PK domains was 4.875 and the lowest score in the TPACK domain was 4.55. The findings also indicate no significant difference in TPACK perceptions among elementary school teachers based on gender. However, age and tenure were found to influence teachers' TPACK abilities. Overall, teachers demonstrated a good level of mastery in TPACK. Nonetheless, specific areas, particularly technology mastery (TK, TCK, and TPACK), require improvement.

Investigating Elementary Teachers' Perceptions of Traditional Science Teaching Methods within the Single National Curriculum Framework

This study investigates elementary teachers' perceptions of traditional science teaching methods within the Single National Curriculum (SNC) at the elementary level. The primary objectives were to evaluate the science achievement of Grade IV students using both cooperative and traditional teaching methods, to compare the effectiveness of these methods based on students' ability levels, and to assess their impact across different science content areas. The study involved 69 elementary teachers, who provided data through a self-developed questionnaire, validated and tested for reliability using Cronbach’s Alpha during a pilot study. The data, collected via oral explanations followed by questionnaire completion, were analysed using statistical techniques such as mean and standard deviation. The findings reveal a preference among some teachers for traditional methods, citing their effectiveness in content delivery. However, there is also recognition of the need to enhance these methods with innovative techniques to improve student engagement and understanding. The study recommends refining traditional teaching approaches by integrating technology and experiential learning opportunities, ensuring a more comprehensive and effective science education experience for elementary students within the SNC framework.

Zoom in: Exploring perceptions of the multiplication symbol (×) up close

This study explored the perceptions of 51 prospective elementary school teachers selected using purposive sampling technique regarding the multiplication symbol (×) in arithmetic operations. Using a qualitative hermeneutic phenomenological approach, data were collected through task-based interviews administered to education students specializing in elementary education. The tasks were designed to explore candidates’ understanding and interpretation of the ‘×’ symbol, including uncovering conceptual images, understanding the ‘×’ symbol in different contexts, ability to represent the ‘×’ symbol, flexibility in relating the ‘×’ symbol among concepts, and problem-solving skills. Data analysis involved thematic coding and interpretive analysis to uncover patterns and insights into candidates’ cognitive frameworks. The findings revealed significant variation in candidates’ understanding of the ‘×’ symbol, influenced by their educational background and personal experiences with mathematics. This study highlights the need for improved mathematics instruction and curriculum design to equip future teachers with a deep and accurate understanding of arithmetic symbols, which is critical for effective mathematics teaching at the elementary level.

Sustainable Literacy of Climate Change: A Survey Study on Pre-Service Elementary Teachers'

Sustainability literacy is a crucial skill that should be introduced to students as a way to achieve sustainable development. Environmental issues are one of the main goals in sustainable development. The objective of this study is to analyze the sustainability literacy profile of pre-service elementary teachers related to climate change. This research is a survey study. The subjects of this study are 156 pre-service elementary teachers. Data collection techniques used semi-open questionnaires. Data analysis techniques used descriptive techniques. The results of the analysis show that the sustainability literacy of the students falls into the very good category, with an average score of 84.85%. The Sustainable Knowledge (SK) dimension is the highest compared to the other dimensions, with a percentage of 92.96%. Meanwhile, the Sustainable Behaviour (SB) dimension is the lowest, with a percentage of 76.75%.

Responses and Challenges of Indonesian Prospective Elementary Teachers Interacting with Australian Avatar Students

The quality of teaching is a critical factor in educational success, and innovative tools like SimLab offer promising opportunities for enhancement. This research aims to analyze how SimLab user responses contribute to the development of teaching skills among students and to identify the challenges encountered during its implementation. A mixed-methods approach was employed, involving bilingual PGSD students from Unesa as the subjects of the study. Data were collected through a combination of surveys, interviews, and observations, with analysis conducted using both quantitative and qualitative methods. The findings indicate that SimLab significantly enhances various aspects of teaching proficiency, such as boosting self-confidence, improving the effectiveness of lesson delivery, engaging avatar students, interpreting avatar student body language and voice, providing constructive feedback, and fostering relationships with the avatars. However, the research also uncovers several challenges students face, including academic difficulties in adapting teaching methods to diverse student profiles, cultural obstacles related to the student's cultural adaptation, and technical challenges, such as unstable internet connections and limited technological facilities. The study concludes that while SimLab has substantial potential as a tool for preparing competent future educators, addressing these challenges is crucial for maximizing its effectiveness.

Testing the combined effects of the PAX Good Behavior Game and MyTeachingPartner™ coaching for early career teachers: Impacts on teacher-student interaction quality and teachers' occupational health

Early career teachers experience exceptionally high rates of attrition from the profession, often due in part to elevated concerns about student behavior and poor occupational health. This study reports findings from a randomized controlled trial testing the combined effect of the PAX Good Behavior Game and MyTeachingPartner™ for 188 early career, early elementary teachers (Grades K–3). Of primary focus were observations of the quality of teachers' interactions with students and their self-reported occupational health over 2 consecutive school years. Results indicated that relative to comparison teachers, those in the intervention condition reported lower distress at follow-up (d = −0.23) and less decline in teacher affiliation across the 2-year period (d = 0.50). In addition, the intervention teachers who were highly distressed at baseline and who experienced high levels of disruptive behavior had higher quality interactions with students around emotional support (d = 0.27), classroom organization (d = 0.32), and instructional support (d = 0.69) at the end of 2 years than comparison teachers. This subgroup of intervention teachers also experienced more favorable changes over time in distress (d = −2.47) and teacher affiliation (d = 3.00) over the course of the study. Professional development focused on classroom management with coaching support may be particularly impactful for early career teachers experiencing higher levels of distress and in classrooms with higher rates of behavior problems.

Impact of Geographic and Socio-Economic factors on Elementary Education Enrollment Rates in Goa

Impact of Geographic and Socio-Economic factors on Elementary Education Enrollment Rates in Goa

EFFECTIVENESS OF USING EDUCATIONAL GAME-BASED SCIENCE MEDIA PRODUCTS IN IMPROVING SCIENCE LITERACY IN ELEMENTARY SCHOOL

This study examines the effect of using educational game-based science media products on improving science literacy , especially in terms of critical thinking or problem-solving skills in elementary school students. Through an experimental research design, the results showed a significant increase in the aspects of science literacy studied in the group of students who used educational game media compared to the control group. The results showed a significant increase in the aspects of science literacy studied in the experimental group. These findings indicate that the use of educational games can be an effective method for improving high-level thinking skills in students, such as critical thinking and problem solving. This study emphasizes the importance of integrating educational games into the elementary education curriculum to support the development of science literacy in more depth. In addition, these results also open up further opportunities for research related to the effectiveness of educational games in various other aspects of education.

The effectiveness of science encyclopedia-assisted project-based learning integrated with the STEM approach in enhancing pre-service elementary teachers’ scientific literacy

Scientific literacy plays a crucial role for elementary teachers in developing the strategies of science learning and implementing them in the classroom. Nevertheless, the scientific literacy of college students in elementary education has not been optimal. Science encyclopedia-assisted project-based learning (PjBL) integrated into the science, technology, engineering and mathematics (STEM) approach is hypothesized to enhance scientific literacy. The present study describes and examines the effectiveness of science encyclopedia-assisted STEM-PjBL in enhancing pre-service elementary teachers’ scientific literacy. Quasi-experimental research using a pre- and post-tests control group design was applied to this study. 56 pre-service elementary teachers at the University of Halu Oleo were involved in this study whereby they were equally distributed to two groups. A test of scientific literacy was adapted and used to measure scientific literacy. Descriptive and inferential statistics were used to describe and analyse the data of scientific literacy. Results revealed that science encyclopedia-assisted STEM-PjBL had a positive modest effect on the achievement of scientific literacy. The scientific literacy of college students in elementary education who received science encyclopedia-assisted STEM-PjBL had moderate enhancement. Additionally, a science encyclopedia-assisted STEM-PjBL significantly enhanced scientific literacy. Educational practitioners can implement a science encyclopedia-assisted PjBL integrated STEM approach to enhance scientific literacy resulting in high achievement in science education.

Literature Review on the Implementation of Integrated Learning in Bireuen 4 Primary School

Integrated learning has become a prominent approach in elementary education, aiming to provide students with a holistic understanding of various subjects. This literature review examines the implementation of integrated learning at SD 4 Bireuen. The findings suggest that integrated learning positively impacts students' understanding of learning materials and fosters interdisciplinary skills development. However, challenges such as insufficient teacher training and support hinder its effective implementation. The role of school principals is crucial in facilitating integrated learning practices. Despite its potential benefits, concerted efforts from various stakeholders are necessary to overcome implementation challenges and enhance the effectiveness of integrated learning at SD 4 Bireuen.