Elementary School Teachers Research Articles

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.

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.

Turning Science Lessons Inside Out: Professional Development for Elementary School Teachers' Outdoor Instruction

Despite the growing field of research focusing on the benefits of learning science in the outdoors where students have direct connections with the natural world, teachers report that challenges such as time and test preparation discourage outdoor science instruction. Additionally, many teachers feel ill-equipped and a lack of support from administrators to teach science and enact outdoor instruction. We present research collected during a series of professional development workshops at two elementary schools designed to help teachers recognize the potential for teaching science outdoors and provide strategies for adapting their existing lessons to include schoolyard experiences. Through observation and interview data with teachers and school leaders, we document teachers’ views of and experiences with outdoor teaching and learning. Interview data document four major themes that include teachers’ outdoor experiences, outdoor connections with science and other subjects, benefits and barriers of outdoor teaching and learning, and teachers’ impressions of students and outdoor science. While teachers report that the year-long professional development experience provided a strong introduction to outdoor instruction, they need continued support to enact authentic science instruction situated in the schoolyard.

The Practicality of E-Module Indonesian Language Based on Contextual for Students of Elementary School Teacher Education

This study aims to analyze the practicality of the Indonesian language E-Module of based on contextual for Elementary School Teacher Education students of Muhammadiyah University of Makassar in the learning process. The method used in this study is a type of research & development research using the 4-D (Four-D) development model, which consists of 4 stages of development, namely define, design, development, and disseminate. With a research sample of 50 Elementary School Teacher Education students and 3 samples of lecturers at Muhammadiyah University of Makassar. Data collection techniques using lecturer response questionnaires and student response questionnaires. The data analysis technique used in this study is descriptive analysis. Based on the results of the study, it shows that the implementation of the Indonesian language E-module for general basic courses based on contextual practice is used, this can be seen based on the results of the lecturer response questionnaire with an average value of 100%, 92%, 83% with the category of very practical, and student responses with an average value of 85%, 86%, 88%, 89%, and 91% with the category of very practical. So, it can be concluded that by implementing the Indonesian language E-module for general basic courses based on contextual practice for students, it is very practical to use in the learning process.

Elementary school teacher candidates’ perceptions on defining and integrating civic literacy

Elementary school teacher candidates’ perceptions on defining and integrating civic literacy

A case study of Japanese teachers’ self-reflection on elementary English lessons

Since 2020, English has become a compulsory subject in Japanese elementary schools, and grade three to six teachers need to teach English despite their limited knowledge of English teaching. Most teacher training programs are transmitting styles and do not always meet the difficulties of individual teachers in English teaching. This research focuses on teacher self-reflection as an alternative to support teachers’ self-development in addition to training programs. Two Japanese elementary school teachers reflected their English lessons and how their possible selves shaped their future lessons. They recorded and reflected six lessons from a textbook unit and recorded another six lessons from a different unit. The recorded lessons were transcribed, and the reflections were coded to generate theories that revealed their possible selves. Their explanations for reflection and validation were obtained from interviews. One teacher’s Ought-to self shaped his future team-teaching practices with the assistant language teacher. The other teacher’s Ideal self modified her routine activities to meet her ideal duration for the activities. The teacher participants’ self-reflection revealed their possible selves, which served as a basis to modify their future English lessons to meet their ideals. This study recommends that this mechanism of individual reflective practice be encouraged as part of the teacher development program in addition to the existing teacher training.

MEDIATING EFFECT OF WORK ENVIRONMENT OF SCHOOL HEADS ON THE RELATIONSHIP BETWEEN ETHICAL LEADERSHIP AND SCHOOL CULTURE

This study sought to ascertain the role that the workplace environment played in mediating the link between ethical leadership and school climate. Data were collected from 300 respondents who are elementary public school teachers of the public elementary schools in the province of Davao Oriental using a quantitative, non-experimental design using a correlational approach. For data gathering, the researcher used an online survey and stratified random sampling. Additionally, the researcher used the Pearson r, Med graph employing the Sobel z-test and mean statistical methods. According to the study's findings, there are very high levels of mean scores for ethical leadership, a high level for school culture, and a high level for work environment. Additionally, the findings showed a substantial association between ethical leadership and work environment, a large relationship between work environment and school culture, and a substantial relationship between ethical leadership and both. Additionally, it was discovered that the relationship between ethical leadership and school culture was somewhat mediated by the workplace.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0799/a.php" alt="Hit counter" /></p>

Emerging Technologies of Interactive Learning Media with Wordwall for Students’ Interest as an Impact on SDGS

Aims: This study aims to determine the feasibility of emerging technologies of Wordwall learning media to increase student interest in understanding the material of Diversity of Ethnicity and Culture in Indonesia as an impact on SDGs for innovation. Using Wordwall to create educational games as emerging technologies will increase student interest to make innovations achieving SDGs. Method: This study used the Research and Development method, a rigorous approach involving iterative testing and product refinement. In this method, the product, in this case, the Wordwall learning media, is developed, tested, and refined in a cyclical process, ensuring its effectiveness and usability. The population was 100 fourth-grade elementary school students in Babakan Madang District to test the effectiveness of the product created with the One-Group Pretest and Posttest. The data in this study were analyzed using normality tests, homogeneity tests, t-tests, and effectiveness tests. Results: The normality test results achieved a significant p-value of 0.080 > 0.05, indicating the data has a normal distribution. The difference in the substantial value of 0.662 presents greater than 0.05, assuming that the data is homogeneous. Based on paired sample t-test with a significance value (2-tailed) 0.000 <0.05, showing that the value (2-tailed) is less than 0.05. Conclusion: The conclusion is that these results indicate that using the emerging technologies of the Wordwall platform can increase fourth-grade students' learning interest in reaching SDGs on the subject of Ethnic and Cultural Diversity in Indonesia. Research Implications: The research implication of this study is that elementary school teachers can utilize Wordwall learning media to enhance students' interest, improving their engagement in the teaching and learning process. Originality/Value: The originality of this research is that the product displays a variety of local Indonesian wisdom.

Associations of menopausal symptoms with job-related stress and social support in Japanese school teachers

ObjectivesBeing a school teacher is highly stressful. This study aimed to clarify the prevalence of menopausal symptoms and explore the association between these symptoms and job-related stress among Japanese school teachers. Study designA cross-sectional study was conducted among randomly selected elementary and junior high school teachers in Japan. Data from 284 teachers aged 45–60 years were analyzed. Main outcome measuresMenopausal symptoms were measured using the Greene Climacteric Scale, and the Brief Job Stress Questionnaire was used to assess job stressors, social support, and job/family satisfaction. Associations between scores on the Greene Climacteric Scale and on the Brief Job Stress Questionnaire, and demographic information were analyzed. ResultsThe most common menopausal symptom was “feeling tired or lacking in energy” (reported by 94.4 % of menopausal respondents). The total intensity of menopausal, psychological, and somatic symptoms was significantly correlated with the total level of job stress. Moderate correlations were found between depressive symptoms and job stress regarding suitable jobs, job control, and rewarding jobs, while weak correlations were evident between depressive symptoms and job stress regarding quantitative job overload, interpersonal conflict, and poor physical environment. Higher levels of perceived support from supervisors or co-workers and job satisfaction were associated with less severe psychological and somatic symptoms. ConclusionsMost middle-aged school teachers felt tired or lacking in energy. Higher job-related stress and lower levels of support from supervisors or co-workers were correlated with more severe menopausal symptoms. A supportive work environment and stress management are essential for such teachers.

Role of teacher learning agility: an empirical study for islamic educational success in Indonesia

This research aims to analyze the role of teacher learning agility in supporting the success of Islamic education in Indonesia. Researchers used a survey method distributed via a Google Form questionnaire. The population of this study were elementary, middle school, high school, bachelor’s and master’s level teachers, and a sample of 517 people was obtained, taken using random sampling techniques with the classification of 150 elementary school teachers, 135 middle school teachers, 148 high school teachers, 85 undergraduate lecturers, and 53 master level lecturers. The data were analyzed descriptively and measured using the analysis of variance (ANOVA) test assisted by the SPSS 22 program. The results of the research show that outstanding educators in Indonesia have high learning agility at work. More than 50% of respondents respond to current developments and apply learning agility in the workplace. Based on job classification, lecturers have higher learning agility with an overall average of above 4.20. Meanwhile, based on gender, women are superior to men in its application. Educators with learning agility display maximum work performance, are able to draw lessons from work experience, adapt to change with full awareness and enthusiasm for learning to improve their skills, knowledge and competence.

The Influence of Learning Styles on the Learning Outcomes of IPS Students Semester II of PGSD Uhkbpnp Study Program

This study aims to determine the effect of learning styles on the learning outcomes of students of the second semester of the Elementary School Teacher Education Study Program, UHKBPNP. This study is a quantitative study that is correlational in nature, which involves a variable that is related between one variable and another. Location of the study This research will be conducted at HKBP Nommensen University, PEmatangsiantar on students of the second semester of the Elementary School Teacher Education Study Program. The data collection technique used is the Learning Style Questionnaire and Documentation. The data analysis technique uses statistical data with the product moment correlation formula, namely the correlation test used to determine the degree of closeness of the relationship between 2 variables with interval and ratio scales. In testing this prerequisite test, IBM SPSS is used. The results of the calculation of the analysis of variance on the differences in social studies learning outcomes between students who have a visual learning style and an auditory learning style with an average = 76.28 and = 70.35. Based on F h = 64.80 and the table value for a= 0.05 with dk (1) it is obtained F t = 3.97 so that it can be stated that F h (64.80) > F t (3.97). Thus the research findings conclude the research hypothesis which states: the learning outcomes of social studies students who have a visual learning style are higher than the learning outcomes of students who have an auditory learning style at a confidence level a= 0.05 has been proven to be true.

Teachers as first responders in marginalized, urban communities: Stress and coping during unprecedented times for public education

The present study examines workplace priorities, challenges, and experiences of burnout and coping among teachers in marginalized urban communities, where structural barriers elevate job demands and minimize job resources. Specifically, we amplify the voices of public elementary school teachers in an urban hub of Florida during a time of unprecedented stressors (COVID-19, staff shortages, racial injustice, school shootings) to identify possible avenues of support. Participants (N = 12) were teachers in grades 3 through 5 from one large urban district; six participants served predominately Black or African American students, and six participants served predominately Hispanic students. All teachers self-identified as female and from a racially and/or ethnically minoritized background themselves. Semi-structured interviews (conducted remotely by the first author) were organized around five questions. Qualitative content analysis highlighted two core priorities (support students holistically and address interconnecting social emotional skills and academic success) and two core challenges (mismatch between administration expectations/supports and teacher needs/values, and difficulty managing student behavior). Teachers attributed the ubiquitous experience of burnout to factors at levels of work (e.g., responding to student stressors and traumas on top of curriculum demands), organization (e.g., poor compensation, excessive work demands), and society (e.g., school shootings, COVID-19), and they offered concrete recommendations for improving their work conditions. Altogether findings inspire opportunities to reevaluate supports for teachers serving as first responders for youth in marginalized urban communities.

The Strategy of Driving School Principals as Transformational Leaders in Improving Teacher Professionalism and the Quality of Education in Elementary Schools

This research aims to describe the results of a literature review regarding the strategies of driving school principals as transformational leaders to improve teacher professionalism and the quality of education in elementary schools (SD). This research uses a Narrative Literature Review (NLR) approach with stages: identification of data sources, data selection and analysis process, synthesis and interpretation of findings. The NLR results show that there are three main strategies for driving school principals as transformational leaders in an effort to improve teacher professionalism and the quality of education. The three strategies are, namely, developing programs to increase teacher professionalism in a targeted manner, encouraging a collaborative culture and continuous learning, and providing ongoing encouragement and guidance. These strategies have specificities in terms of programs, which include the approach taken, practical activities, and monitoring and evaluation activities. These strategies encourage increased teacher professionalism and the quality of education in elementary schools. This increase will have an impact on improving the quality of learning and the quality of primary school education outcomes.

음악교과 플라스틱 재질의 악기 사용에 대한 초등교사의 인식 연구

The purpose of this study is to investigate elementary school teachers' perception of plastic musical instruments used in music classes in a situation where the need for carbon neutrality is emerging as part of global efforts to respond to environmental pollution and the climate crisis through education for sustainable development. For this purpose, 111 teachers working in elementary schools were surveyed on their concepts and practice of sustainable development and carbon neutrality, as well as their perception of plastic musical instruments used in music classes. As a result of the analysis, First, 88.2% (98 teachers) of elementary school teachers understood the concepts of sustainable development, climate/ecological environment, and carbon neutrality, and 70.3% (78 teachers) of teachers responded that they reflected related content in class. Additionally, 91.0% (101 teachers) of teachers responded that they were well aware of microplastics, which are becoming a major issue in the environmental field, and that 90.0% (100 teachers) had a high correlation with plastic products. Second, 89.2% (99 teachers) of teachers responded that there were plastic musical instruments at school, and 86.5% (96 teachers) of teachers responded that they had experience using plastic instruments during music classes. Third, recorders, melodeons, and dansowere found to be the most commonly used plastic musical instruments during music classes. Fourth, in response to the use of plastic musical instruments during music classes, 73.0% (81 teachers) of teachers said they were concerned, and 72.0% (80 teachers) of teachers responded that there was a high possibility of inhaling microplastics when holding plastic instruments such as recorders or danso in the mouth. Fifth, the reasons for using a lot of plastic musical instruments were economic feasibility, portability, and ease of storage, and respondents answered that the most necessary things when using instruments made of eco-friendly materials are financial support and the development of eco-friendly instruments. Lastly, the personal opinions of elementary school teachers can be divided into finance, teaching, and research, and there were responses that above all, a change in teachers' perception was needed.

DEMOCRATIZAÇÃO DO ENSINO DE DIREITOS HUMANOS NO ENSINO FUNDAMENTAL: DESAFIOS E OPORTUNIDADES PARA A FORMAÇÃO DE CIDADÃOS CONSCIENTES

This article investigates the challenges and opportunities in democratizing human rights education in elementary school, highlighting its role in shaping socially responsible and conscious citizens. The absence of a structured human rights education limits students' ability to develop a culture of respect for diversity and otherness, contributing to the perpetuation of inequalities. The central hypothesis is that the integration of a comprehensive and transversal human rights curriculum can transform the school environment and reduce discriminatory behaviors. Based on a bibliographical analysis of legal documents and recent studies, including the Universal Declaration of Human Rights (UDHR) and the National Plan for Human Rights Education (PNEDH), this study examines initiatives implemented in Brazil, such as the "Direito na Escola" and "OAB Vai à Escola" programs. The results indicate that, despite barriers such as the lack of teacher training and pedagogical resources, human rights education from elementary school is crucial to building a more just and equitable society. The article concludes that the democratization of human rights education requires effective public policies and an integrated approach involving the state, school, family, and civil society.

Indonesian Teachers’ Perspectives on Gender Representation in EFL Textbook Visual Images for Elementary Schools

Background: The use of gendered visual imagery in English as a Foreign Language (EFL) textbooks has raised concerns about perpetuating gender stereotypes and the potential effect on students' conceptions of gender roles. Despite the widespread use of mandated textbooks in primary classrooms in Indonesia, less is known about instructors' perceptions of gendered visual imagery. Methodology: This qualitative research employed a mixed-methods approach, incorporating quantitative and qualitative data collection and analytic methodologies. An investigation was conducted in Samarinda East Kalimantan to collect the perspectives of 41 teachers who teach English in elementary school regarding the gendered visual representations present in the mandatory EFL textbooks. Furthermore, 12 teachers were chosen to partake in exhaustive interviews to present more informed and profound perspectives. Findings: They merely focused on how to teach the materials rather than scrutinizing the gender bias represented through texts and visual images. The study revealed that a significant proportion of teachers (80%) believed that gendered visual imagery in textbooks was not impartial and could influence the gender roles of pupils. Furthermore, a significant majority (75%) said they often adjusted or avoided using these pictures in their teaching methods. The interviews highlighted the teachers' concern about the possible negative impact of these pictures on students' social relationships and self-image. However, they merely focused on how to teach the materials rather than scrutinizing the gender bias represented through texts and visual images Conclusion: The findings suggest that elementary school teachers in Indonesia know the potential negative repercussions of gendered visual images in EFL textbooks and have implemented measures to mitigate these effects. The study underscores the importance of incorporating diverse and inclusive visual materials into educational resources to promote gender equality and positive gender representations. This concept is new to them. They agree that gender equality needs to be addressed and discussed as part of the content in classroom practices to raise students’ awareness of gender bias. Originality: Previous studies have investigated the frequency and occurrence of gender bias in textbooks, found in images and texts. However, there is a lack of investigation into teachers' awareness of gender stereotypes in textbooks. This study enhances the existing corpus of literature by examining the perspectives of teachers on the use of gendered visual images in EFL textbooks in elementary schools in Indonesia. It emphasizes the importance of teachers and policymakers advocating for more inclusive educational resources and considering the impact of visual materials on students' gender perceptions

Differentiated National Education: Impact on Elementary Students' Nationalistic Insight

The lack of nationalistic insight among elementary school students served as the driving force for this study. This led to the creation of a differentiated nationalistic education learning model based on social and emotional learning that needed to be tested for effectiveness. This study sought to ascertain how elementary school children's nationalistic insight was impacted by a differentiated national education learning model based on social and emotional learning. Two hundred elementary school pupils participated in this quasi-experimental study. Test questions were used to examine nationalistic insight. The Jamovi application was used to examine the measurement findings using an independent sample for the t-test. According to the findings, students who participated in differentiated nationalistic education based on social and emotional learning and those who attended conventional nationalistic education differed significantly in their nationalistic understanding. This finding demonstrated the impact of a differentiated national education learning model based on social and emotional learning on primary school students' nationalistic insight. Elementary school teachers should use this research's implications as a guide to help students develop a nationalistic insight

구글 크롬 뮤직랩을 활용한 초등학교 예비 교원의 AI · 디지털 매체 역량 강화 방안 연구

The purpose of this study is to provide basic data to prospective elementary school teachers to strengthen their teaching and digital media utilization capabilities in the field of music creation using AI · digital media, and to help them research on improving the curriculum of pre-service elementary school teachers. Based on this, the 2022 revised music curriculum, and current music textbooks were analyzed and 4 sessions for pre-service elementary school teachers using Google Chrome Music Lab were developed. The significance of this study is that it presented a curriculum plan for pre-service elementary school teachers that focused on Google Chrome Music Lab among various AI · digital media for music education. It is also significant that the 2022 revised music curriculum, current textbooks, and achievement-based music creation were analyzed to consider the connection between digital media and the educational field. To make suggestions through this study, first, it is necessary to discover various cases of music teaching methods using AI · digital media. Second, music creation training using digital media should be actively conducted not only for pre-service teachers but also for teachers. Finally, it is necessary to create an educational environment with digital literacy in accordance with the changing times by sufficiently establishing AI · digital-related equipment in the educational field. It is hoped that this study will help improve elementary school music creation classes and pre-service teacher curriculum using AI · digital media.

ÍNDICE DE IMUNIZAÇÃO DE TUBERCULOSE NO MUNÍCIPIO DO SUL DO TOCANTINS-GURUPI-TO.

The present article in question focuses on the tuberculosis immunization rate in the municipality of Gurupi, which is located in the south of the state of Tocantins. Tuberculosis is an infectious disease caused by Koch’s Bacillus (Mycobacterium tuberculosis) and transmissible in its pulmonary form. In this study, a quantitative research of a documentary, statistical and retrospective nature was carried out as a data collection instrument, in addition to searching for concepts in some articles collected in the databases of the virtual library Scielo, Lilacs, Google Scholar that were related to the topic addressed and to the intended objectives. The data collected on the Datasus platform were tabulated in tables with the various variables found, including age, race, sex, education level, among others. Therefore, epidemiological research showed an expansion of tuberculosis in the last 10 years in the municipality. From this perspective, the predominance of male tuberculosis cases stands out, in a mixed-race population and people with only elementary school education.

Character Education in the Pandemic COVID 19 Era from Elementary School Teachers Point of View

The purpose of this study was to understand how to actualize character education in elementary education at the pandemic COVID 19 Era and have teachers' views on it. Participants of the study consisted of six teachers giving character education. The data, collected with semi-structured interviews, were content-analyzed. The results revealed that participants have difficulties in planning, implementing, and evaluating technology-based character education lessons concerning learning outcomes, content, instructional materials, activities, and methods, and they also offered some solutions to them.