Elementary School Teachers Research Articles

Understanding Pakistani Elementary School Teachers' Attitudes toward Inclusive Education: Development of the Teacher Inclusion Attitude Questionnaire

The objective of the study was to develop an instrument, the Teacher Inclusion Attitude Questionnaire (TIAQ), for measuring Pakistani elementary school teachers' attitudes towards inclusive education. There remains a dearth of contextually validated instruments to measure teacher preparedness in spite of Pakistan's policy commitment towards inclusive education. TIAQ was developed by using extensive literature review and expert consultation in conjunction with aspects of culturally and contextually associated with the Pakistani education system. The researcher completed a questionnaire that was administered to 300 elementary school teachers drawn from public and private schools in Pakistan. The study investigated the underlying factor structure of teachers' attitudes and preparedness for inclusion through principal axis factoring with varimax rotation. The analysis revealed a four-factor solution explaining 72.9% of the total Variance: Professional Knowledge and Preparedness accounted for 18.45%, Attitudes and Beliefs for 18.29%, Resource Availability and Support for 18.21%, and Collaboration and Professional Development for 17.95%. The sampling adequacy and suitability of the data for factor analysis were also confirmed by the Kaiser-Meyer-Olkin Measure (.891) and Bartlett's test of sphericity (χ² = 4680.261, p < .001). High commonalities (ranging from .638 to .796) were shown for all items, with strong factor loadings (ranging from .778 to .880) on their respective dimensions. The psychometric properties of the TIAQ were found to be robust, and it was found to be a valid and reliable instrument for assessing teachers' readiness for inclusion in the Pakistani context. The findings of these studies will help education stakeholders to have a validated tool to assess and enhance teacher preparedness to implement inclusive education practices in Pakistani elementary schools.

Virtual Reality for Traffic Safety Education in Elementary Schools

Introduction: Traffic safety education needs to be taught to children at an early age. Traffic safety training for children in a real-world environment has several challenges and difficulties. Letting children practice in the real traffic environment will expose them to potential hazards. The purpose of this study was to develop media promotion for traffic safety education using a virtual reality (VR) for elementary school students. Methods: This research design used the 4-D model (define, design, develop, and disseminate). Data were collected qualitatively by conducting FGDs and interviews, while quantitative data were collected by distributing questionnaires. Results: The traffic safety VR media tested 4 scenarios, namely: driving equipment, traffic lights, how to cross the road, and walking etiquette. The validity test results show that VR traffic safety is feasible to be used as learning media for elementary school students. Students and teachers responded positively to this media. The advantage of this media is that it is fun and interactive for children. Conclusion: Media promotion for traffic safety education using virtual reality can be applied in a wider scope in other elementary schools. Future research can develop more complex scenarios such as cycling, crossing railroad, and many more. The use of virtual reality (VR) in traffic safety training provides an immersive and interactive learning experience, which is more engaging compared to traditional methods.

Development of new teaching materials that reduce the burden on elementary school teachers and encourage students to take an active role in chemical experiments

There is a need for STEM (Science, Technology, Engineering and Maths) skills in job markets worldwide and therefore a growing emphasis is being placed on these subjects in schools. This requires the right education in terms of lessons for students and also training for teachers. Associate Professor Masatsugu Taneda, Department of Science Education, Osaka Kyoiku University, is interested in how proper training could equip teachers without STEM backgrounds with the skills they need to enhance the education they are providing to students. He is developing quality education materials to assist teachers and inspire students. Drawing on his background in chemistry, Taneda is focusing on chemistry experiments but the project has scope to be rolled out to other STEM subjects. In one study, he developed labware and digital teaching materials for on-demand chemistry experiments that can be carried out at home. This enhances accessibility and flexibility for students while also improving standardisation of education. The digital teaching materials have been tested by student teachers affiliated with Osaka Kyoiku University who were given a lab kit containing the materials needed for the experiments. Given that teachers in Japan often don’t have sufficient time to source new teaching materials, this enables teachers to focus on their role as education facilitators, while practical content can be prepared by STEM professionals. Taneda developed the toolkit in collaboration with Kenis Corporation. The kits were evaluated for safety and content and then rolled out to university students not majoring in scientific fields so that they could be evaluated in the context of no scientific background.

Moral Leadership and Professional Learning Communities: The Mediating Role of Teachers' Trust in Principals and the Moderating Role of Principals' Controlling Behavior

ABSTRACTProfessional learning communities are essential for school success, and principal leadership is crucial for teachers' participation in them. Based on social exchange theory and ambidextrous leadership theory, this study explored the mediating role of teachers' trust in principals between moral leadership and professional learning communities and the moderating role of principals' controlling behavior in this relationship. A total of 577 elementary school teachers in China participated in this study. The study found that moral leadership was positively related to professional learning communities, and this relationship was mediated by teachers' trust in principals. Additionally, principals' controlling behavior positively moderated the relationship between moral leadership and trust in principals, and negatively moderated the relationship between moral leadership and professional learning communities. These results contribute to the delivery of guidance for principals to enhance teacher trust and develop professional learning communities.

A study on educational attainment and career development of second generation immigrants

There are second-generation immigrants across the globe. These people were born in the country one or both parents migrated to. They can face challenges different to those experienced by people whose families are native to a given country. Researchers are working towards the goal of a fairer society and, as such, many are focusing on the plight of immigrants and second generation immigrants. Tomoko Takahashi, Global Education Center, Kindai University, Japan, is a researcher whose current project focuses on the issues facing second generation immigrants when it comes to attaining education and career development. Through her research contributions she hopes to help improve the education of children with foreign roots currently attending Japanese schools. Takahashi worked as an elementary school teacher for several years and started her current project to address the situation in Japan where the Government is not accepting immigrants and doesn’t recognise foreigners residing in Japan as immigrants. She believes there is a lack of awareness, measures and support in educational settings, the workplace and society. By exploring the educational attainment and career development of the second generation, she believes it is possible to clarify the issues facing Japanese society and provide solutions. The project focuses on the children of first-generation Chinese immigrants as they encounter significant challenges relating to education in Japan. As many first-generation Chinese immigrants only speak Chinese, they are unable to help their children with their Japanese homework, give educational advice or effectively communicate with teachers.

Status of technology utilization in science-based instruction in selected schools in Sarangani, Davao Occidental, Philippines

This study reported the status of technology utilization in Science-Based Instruction in the schools of Sarangani District, Davao Occidental. It was conducted during the academic school year of 2022-2023. Forty-eight elementary and junior high school teacher respondents from fifteen (15) schools were interviewed using validated survey questionnaires. The results showed that laptops, desktop computers, printers, USB flash drives, and speakers were commonly used technological tools. Moreover, the science teachers were moderately skilled in utilizing technology in science-based instruction. Regarding the level of technological implementation, the science teachers have slightly applied technology integration in science instruction. At the same time, they practiced technology integration in the implementation of science instruction, and the training programs were provided. To improve technology utilization on Sarangani Island, the DepEd has to allocate more educational technology capability-building training for teachers. Moreover, DepEd has to establish active partnerships with local and provincial government units to improve its facilities and resources, namely electricity and internet connectivity.

How Do Transformational Leadership and Teacher Competence Shape Teacher Performance? Examining the Mediating Role of Organizational Culture

Employee performance and productivity are the main factors in determining the success of an organization, including in the context of education. This study aims to analyze the influence of transformational leadership style and teacher competence on teacher performance with organizational culture as a mediating variable. Using a quantitative approach, this study involved all elementary school teachers as the population and samples with a saturated sampling technique (85 respondents). Data were collected through a Likert scale-based questionnaire and analyzed using inferential statistical methods. The results of the study indicate that transformational leadership style and teacher competence have a direct effect on teacher performance. In addition, organizational culture acts as a partial mediating variable in the relationship between transformational leadership style and teacher competence on teacher performance. Principals who implement transformational leadership tend to create an innovative work environment, while teacher competence contributes to building a strong organizational culture that is oriented towards learning goals. The implications of this study highlight the importance of principals in clarifying the vision and mission of the institution and improving teacher competence in order to create a more effective learning environment.

Integration of Dayak Culture in Women's Leadership to Improve the Quality of Digital Education in Elementary Schools

This research focuses on the role of women's leadership in integrating Dayak culture to improve the quality of digital-based education in elementary schools in Samarinda, East Kalimantan. With a qualitative approach through observation, in-depth interviews, and document analysis, this study identifies how women's leadership can facilitate the adoption of digital technologies while maintaining local cultural values. The results of the study show that Dayak women who lead in schools have a strategic role in designing educational policies that combine elements of technology with traditional culture, creating a more inclusive and relevant learning environment for students. Despite challenges, such as limited digital infrastructure and community resistance, women's leadership has proven effective in improving students' understanding of local cultures while preparing them for the digital world. Women's leadership plays an important role in strengthening the integration of local culture in digital education, increasing the competitiveness of education in East Kalimantan. It is recommended that there be technology training for women educators and increased access to digital infrastructure in elementary schools to support the success of this integration.

환경도서를 활용한 초등학교 기후정의 교육 내용 요소 구성

“Climate justice” is an approach that focuses on the injustices and inequalities caused by climate change, viewing the issue as a socially constructed phenomenon. It also considers ‘climate change adaptation’ as a method of response to climate change. This study presents the content elements for climate justice education in elementary schools based on the climate justice perspective. The structure of study is as follows: First, the study selected What is Carbon Neutrality? from the Ministry of Environment's list of excellent environmental books as the research subject. Then, it extracted the climate justice-related content from the book and categorized it into causes, phenomena/impacts, and responses. Next, key concepts (greenhouse gas emissions, vulnerability, climate injustice, climate justice, differentiated responsibility) were selected based on key terms in each category. Finally, by synthesizing the content included in key concepts, the study identified specific content elements and structured the climate justice education for elementary schools into a ‘category-key concept-content element’ framework. This study aims to identify the key concepts and specific educational content that should be included in elementary school climate justice education. By establishing concrete and systematic guidelines for the practice of climate justice education in elementary schools, this study will lay the foundation for its implementation.

Teaching Eco-Literacy: What is The Challenge in Indonesian Elementary School

Environmental awareness is an important part of environmental sustainability, but environmental awareness in society, including students, is still low. This can be seen from various studies conducted previously. Eco-literacy is one of the skills that can increase environmental awareness, but it is still rarely studied. This study aims to evaluate how eco-literacy has been implemented, the challenges in implementing eco-literacy, and the ideal implementation of eco-literacy for teachers in elementary school. Data collection was conducted using qualitative methods and quistionnaire techniques. Sixty teachers from Yogyakarta, Central Java, and Jakarta were interviewed. The results of the research show that eco-literacy has been implemented in elementary schools through subjects, the challenges teachers face in implementing eco-literacy are learning methods, media, and learning resources and teachers hope that eco-literacy can be implemented based on constructivist learning theory with appropriate syntax. Based on the findings in this study, it can be concluded that eco-literacy has been implemented in elementary schools, but there are still many challenges faced so that eco-literacy can be successfully implemented.

ANALISIS TEORI BELAJAR KOGNITIF DAN IMPLIKASINYA DALAM PEMBELAJARAN MATEMATIKA DI SD

This research aims to analyze the cognitive learning theories proposed by Jean Piaget, Jerome Bruner, Robert Gagné, and David Ausubel, as well as their implications in elementary school mathematics education. The subjects of this research are 4th-grade elementary school students at SDIT AL-IMAN Bojongsari Depok, Indonesia. The research instruments used include literature documentation, interviews, questionnaires, and observations. The research data were analyzed using thematic analysis methods to identify patterns and main themes that emerged from the qualitative data. Data triangulation was conducted by combining results from various research instruments to validate the findings. The results of the analysis show that the application of these cognitive theories can enhance students' understanding of mathematical concepts, problem-solving skills, and learning motivation. Cognitive learning theories in elementary school mathematics education have significant implications for both teachers and students. By applying these theories, mathematics education in elementary schools can become more meaningful, effective, and enjoyable for students. This will help students develop their thinking skills and prepare them to face future challenges

Self-Assessment of Psychological Traits and Performance of Elementary School Teachers

Teachers face significant stress due to the demanding nature of their work, often struggling to balance their professional duties with personal time which makes it crucial to acknowledge and address their psychological traits. This study aimed to determine the relationship between psychological needs and teachers’ performance in the different schools of South District, Division of Cagayan de Oro for SY 2023-2024. Specifically, it sought to determine the level of the psychological traits such as to autonomy, self-confidence, feeling of wholeness, psychological growth, self-actualization, and self-acceptance and the performance of teachers. It utilized a modified questionnaire. This study employed a descriptive correlational research design with documentary analysis using the total population sampling with a total of one hundred (100) respondents. Mean, Standard Deviation and Pearson Product Moment Correlation Coefficient were the statistical used. The study revealed that feeling of wholeness got the highest Mean while autonomy obtained the lowest Mean. The teachers had an outstanding performance. Psychological traits of the teachers and their performance are significantly associated. It is recommended that the teacher may sustain their work performance by continually updating and upskilling their skills on the latest innovations of teaching.

Finnish teachers’ mindsets and conceptions of neuroplasticity

Teachers’ mindsets play a significant role in supporting and advancing students’ learning trajectories. While considerable research has focused on the impact of teacher mindsets on instructional practices and motivational factors, less attention has been paid to their understanding of neuroplasticity – one of the fundamental concepts behind a growth mindset – and its potential link with mindsets. The purpose of this study is to examine Finnish pre- and in-service elementary school and special education teachers’ (N = 312) mindsets and conceptions of neuroplasticity, which were measured using an online survey. Using exploratory factor analysis, we examined the factor structure of the instrument measuring conceptions of neuroplasticity. We identified one factor, “Scientific knowledge about the brain,” with an acceptable internal consistency. By contrast, the items of the other factor, “Neuromyths,” were examined individually because they lacked the necessary internal consistency. In line with previous Finnish studies, the teachers tended toward a growth mindset, and their mindsets were more growth-oriented regarding intelligence than giftedness. Moreover, we found that being a pre-service teacher explained stronger growth mindset tendency toward intelligence based on the results of regression analysis. Furthermore, teachers´ understanding of neuroplasticity was grounded in scientific knowledge. Regarding the connection between mindsets and conceptions of neuroplasticity, we found a relationship between mindsets about intelligence and giftedness, and certain neuromyth items. Further research is required to explore the extent to which mindsets play a potential role in either promoting or reducing misconceptions related to the brain and learning.

초등학교 예비교사의 발명에 대한 인식과 이미지

Objectives The purpose of this study was to investigate the perception and image of the invention of pre-primary elementary school teachers. Methods This study analyzed the degree of perception and image of the invention and the difference of the per ception and image of the invention according to general characteristics(department, invention education experi ence) of pre-primary elementary school teachers. The subjects of the study were 102 pre-primary elementary school teachers(third-year students) of A National University of Education. The analysis methods were descriptive statistics and independent sample t-test. Results The results of the study were as follows. First, the perception of the invention of pre-primary elementary school teachers was slightly higher than middle level, and the image of the invention was positive. In the sub-fac tors, the mean of ‘invention impact’ was the highest in the perception of invention, and the mean of the ‘value’ factor was the highest in the image of invention. Second, the perception of the invention of pre-primary elemen tary school teachers differed according to the department. The perception of the invention of pre-service teachers in the natural science department was higher than that of pre-service teachers in the humanities department. Third, there was no difference in the perception of the invention of pre-primary elementary school teachers ac cording to the experience of invention education. However, the image of invention according to the experience of invention education showed differences between groups. Pre-service teachers with experience in invention edu cation had a more positive image of invention than pre-service teachers who did not. Conclusions It is necessary to develop an invention education program for pre-service teachers in the humanities field to positively induce the perception and image of the invention of pre-service teachers to affect future instruc tional behavior. Research results that show that the experience of invention education has a significant effect on the image of invention also emphasize the necessity of invention education for pre-service teachers in the hu manities field. Since the image of the invention affects the teaching behavior preparing for the invention, it is more necessary to form a positive image through education.

How project-based collaborative learning affect on numeracy ability of elementary school teacher education students

Based on project-based collaborative learning, this study attempts to evaluate the numeracy skills of prospective elementary education teachers. The study design is pretest-posttest control group, and the research methodology is experimental and quantitative. Purposive sampling strategies are used to create experimental and control classes.While project assignments are completed individually in the control class, they are administered in groups to the experimental class. Ten multiple-choice and yes-or-no (objective) questions are used in the pre-test and post-test results to gather information on students' numeracy proficiency. Project-based collaborative learning research findings are applied to enhance the numeracy skills of prospective elementary education teachers. The score's outcomes after acquiring the experimental class were 0.001 and The experimental class used group projects, while the control class used individual projects. The control class's pre-test and post-test collaborative learning results differed by less than 0.001.

Directorial Culture and Reforming Power of Public Elementary School Teachers

This study aimed to determine the level of directorial culture and reforming power of public elementary school teachers in Sta. Maria District, Division of Davao Occidental. This study used the non-experimental quantitative research design utilizing the correlational method. The respondents of this study were the 131 teachers of public elementary schools in Sta. Maria District, Division of Davao Occidental, using the universal sampling. The data analysis utilized the mean, pearson r and regression analysis. The findings disclosed that the degree of directorial culture of public elementary school teachers in terms of narrow-mindedness, accountability and participation was high and oftentimes manifested, with a mean score of 3.94. Moreover, the level of reforming power of public elementary school teachers in terms of dignity, carefulness, optimistic, practical, and compassion was high and oftentimes manifested with a mean score of 3.87. It was found that there was a significant relationship between directorial culture and the reforming power of public elementary school teachers with a p-value of 0.000. It revealed further that the domains of directorial culture significantly influence reforming power of teachers with a p-value of 0.000. It is recommended that school administrators and policymakers develop and implement professional development programs and activities that enhance the positive aspects of directorial culture, such as accountability and participation. These initiatives should also aim to strengthen the reforming power of teachers. Furthermore, regular assessments and feedback mechanisms should be established to sustain and improve the interplay between directorial culture and teachers' reforming power.

Implementation Of The Inquiry Learning (Il) Model In Islamic Religious Education And Ethics Subjects Class VI In UPTD SDN 06 Guguak VIII Koto

The learning process of Islamic Religious Education and Ethics in elementary schools requires innovation that can improve the quality of education, one of which is through the application of the Inquiry Learning (IL) model. This study aims to examine the effect of the Inquiry Learning model on teacher competence, student interest and motivation to learn, and the achievement of learning outcomes in grade VI students at UPTD SDN 06 Guguak VIII Koto. Although many previous studies have examined the application of IL, there has been no research that specifically links IL with improving learning outcomes of Islamic Religious Education and Budi Pekerti in elementary schools. The methodology used in this research is quantitative and qualitative approaches through Classroom Action Research (PTK). The results showed a significant increase in student learning outcomes, with pre-cycle learning completeness of 44.44%, cycle 1 of 55.56%, cycle 2 of 66.67%, and cycle 3 of 88.89%. The application of the Inquiry Learning model proved effective in improving students' competence in the field of Islamic Religious Education and Ethics, as well as increasing their learning motivation. This research has important implications in the application of the IL model as an alternative to improve the quality of learning in elementary schools.

EXAMINATION OF PIRLS AND TIMSS INTERNATIONAL ASSESSMENT RESULTS OF PRIMARY SCHOOL STUDENTS THROUGH DISCOVERY LEARNING MODEL AND “PULL-PUSH” TECHNOLOGIES

In this article, the extent to which elementary school students acquire innovative and information and technology literacy in accordance with the requirements of the times in order to develop 21st century life skills of reading literacy in the six-year PIRLS international tests is studied. The analysis of the 2021 PIRLS research has made comments on the level of reading literacy of the 4th graders of Uzbekistan compared to the rest of the world. The use of discovery and project-based learning approaches that enhance the literacy skills of elementary teachers and students can help address these issues. The main purpose of this study consists of two parts: 1) To determine the reading literacy skills of elementary and future elementary school teachers based on the assessment of minimum competence; 2) by analyzing the effectiveness of the learning model after the introduction of the skill of improving reading literacy of primary school students, the mechanisms of achieving the result are shown. The model allows not only elementary school teachers, students, and elementary school students to effectively design the level of development of reading literacy of students and students, to assess the level of achievement of didactic, international-level methodical goals set in the application of innovative methods. KEY WORDS: OECD, PIRLS, Discovery Learning, Minimum competence, Stimulation, Singapore, Indonesia, Levene's test, Paired Sample T-test, STKIP method of discovery learning model.

O BENEFÍCIO DO USO DE TECNOLOGIAS NO ENSINO FUNDAMENTAL E MÉDIO

The integration of technologies in the educational environment has revolutionized the teaching and learning process, especially in Elementary and High School education. Digital tools such as interactive platforms, educational apps, and electronic devices are transforming the way students and teachers interact with knowledge. These technologies offer a more dynamic, personalized, and real-world connected learning experience, promoting the development of essential skills for the 21st century. This article explores the positive impacts of using technological resources in basic education, highlighting how these innovations can enhance teaching and prepare students for future challenges.

STRATEGI GURU DALAM MENGINTERNALISASI NILAI-NILAI KEARIFAN LOKAL UNTUK PENGUATAN KARAKTER SISWA SEKOLAH DASAR

The implementation of character education in schools often faces various obstacles, such as the lack of approaches that are aligned with the local cultural context. This study aims to explore the strategies used by teachers in developing students' character in elementary schools through character education based on local wisdom, as well as to analyze the strategies employed and the challenges faced by teachers. The research method used is a descriptive qualitative approach, with data collection techniques including in-depth interviews, observations, and document studies. The subjects of this study are elementary school teachers who have implemented character education based on local wisdom. The findings of the study indicate that teachers utilize methods such as folktales, local legends, and traditional games to integrate aspects of local wisdom, such as cooperation, honesty, responsibility, and tolerance, into the teaching and learning process. However, teachers face several challenges, including limited learning resources and the lack of training that aids in the implementation of character education based on local wisdom. The findings of this study suggest that character education grounded in local wisdom is effective in shaping students' character according to their culture and supports social learning theory as well as ecological development theory. This study recommends further support from educational stakeholders in providing facilities and training to strengthen the implementation of character education based on local wisdom in elementary schools.