Female Secondary School Teachers Research Articles

القيادة المستدامة لدى مديري المدارس الثانوية بمدينة جدة وعلاقتها بالالتزام التنظيمي للمعلمين من وجهة نظرهم

The aim of the research is to identify the degree of implementation of sustainable leadership by school principals in Jeddah and its relationship to organizational commitment from the teachers' point of view, and the degree of practice of organizational commitment by teachers in the Kingdom from the teachers' point of view, as well as to reveal the relationship between sustainable leadership and organizational commitment, and also to reveal the differences between the degree of practice of school principals in Jeddah for sustainable leadership in the light of the variables of gender and experience and the detection of differences in and the degree of perception of teachers in Jeddah applying organizational commitment in the light of the variables of gender and experience. To achieve the objectives of the study, a quantitative approach was followed that combines the survey and correlation methods. The sample of the study consisted of (612) male and female secondary school teachers. The researchers used the sustainable leadership questionnaire prepared by Kalvan (2015) and the organizational commitment questionnaire prepared by Ghali and Dahleez (2015). The results of the research showed that the general trend of school principals' practice of sustainable leadership is high from the teachers' point of view. The results also showed that the general trend of teachers' practice of organizational commitment was high. It was also found that there is a statistically significant positive relationship between sustainable leadership and organizational commitment. Also, the results showed that there were statistically significant differences in the degree of practicing sustainable leadership by school principals in Jeddah from the point of view of their teachers, due to the gender variable in favor of females. Also, there are no statistically significant differences in the degree of practice of sustainable leadership by school principals in Jeddah from the point of view of their teachers due to the variable of experience There are also statistically significant differences in the degree of teachers' perception of organizational commitment in Jeddah due to the gender variable in favor of females. There are also statistically significant differences in organizational commitment attributed to experience in favor of teachers with years of experience between 10-20 years.

A Comparative Study of Male and Female Secondary School Teachers with Respect to Their Teaching Competence, Self Esteem, Sense of Homour and Classroom Climate

The research was conducted to make the comparative study of male and female secondary school teachers with respect to their teaching competence, self esteem, sense of humour and classroom climate. Quantitative approach was used in the study. Survey method was used for data collection. 900 teachers from government as well as private senior secondary schools have been selected. Data were collected through questionnaire. The study reveals that with respect to teaching competence and sense of humour the female teachers performed more homogeneously as compared to their male counterpart. But the mean score of teaching competence of male and female secondary school teachers differ significantly where as the mean score of sense of humour of male and female secondary school teachers do not differ significantly (at 0.01 level of confidence).

Understanding the Climate Crisis: Risk Perceptions among Public High School Faculty

The purpose of the current study was to identify the hazards of climate change as perceived by public secondary school teachers. The research employs a quantitative research design. The sample consisted of 119 male and 80 female secondary school teachers through a random sampling technique. The self-developed questionnaire was used to identify the hazards of climate change as perceived by the teachers. The data were analyzed through Statistical Package for Social Sciences (SPSS) 26. Findings reveal that there was moderately high awareness of intensified disasters like heat waves and droughts. Moreover, 20-25% of the respondents underestimated the incremental risks like land degradation and biodiversity declines. Teachers connect recurring weather events to climate shifts, but current mental models downplay cascading losses. Tailored training to communicate compounding risks and mainstream threats in the secondary curriculum can help. Periodic risk perception surveys will enable evolving monitoring. Gender and age variance exploration may reveal differentiation. Pakistan’s vulnerability spotlights teachers’ risk interpretations needing systemic uplift to catalyse youth climate literacy. Targeted interventions addressing awareness gaps regarding indirect climate impacts are recommended alongside disaster preparedness communication.

Mobile phones as an effective learning resource: Science teachers’ perspectives

This study aimed to find out the perspectives of science teachers on the effectiveness of using mobile in learning and education. Technological development in all areas of life has made an impact on the development of the educational process, through the invention of devices such as cell phones which had a share of this development. These devices were developed to support programs and applications that help in the education and teaching process. The current study used the analytical descriptive approach applied to a group of 150 male and female teachers in secondary schools in Al Dakhiliyah Governorate in Oman. Interviews were conducted with all 150 participants by asking specific questions in order to be classified and analyzed in a scientific way that helped to understand teachers' perspectives in the context and compared to previous literature. The findings revealed the positive impact of using the cell phone in learning and its effectiveness in improving and developing the educational process despite challenges. Cell phones have proved their effectiveness in facilitating the learning process as the results of this study showed that they encouraged science teachers and motivated them to use cell phones in their lessons

Work Stress and Psychological Well-being of High School Teachers in Indonesia

The role of teachers was crucial to ensure students’ academic success. Teachers were responsible for facilitating learning, offering guidance, providing emotional support, and acting as parental figures for some students. However, these responsibilities might lead to significant work stress, which can negatively impact teachers’ psychological well-being. To investigate this issue, a quantitative survey was conducted, which utilized the PERMA-Profiler adaptation instrument and the School Teacher Job Stressor Scale adaptation instrument. The survey included 758 participants, comprising male (286) and female (472) secondary school teachers from 33 provinces across Indonesia. The results of the linear regression analysis showed that work stress negatively impacts the psychological well-being of teachers (F = 314.9, p < 0.05, and R2 =0.239).
 Keywords: psychological well-being, work, stress, teachers, Indonesia

The Level of Organizational Commitment of Secondary School Teachers in the Education Directorate of the First Zarqa District from their Point of View

The study aimed to identify the level of organizational commitment of secondary school teachers in Zarqa Governorate from their point of view, and to determine whether there were differences in the mean responses of the study sample subjects due to gender, years of experience, specialization, and academic qualification. The sample of the study consisted of (330) male and female teachers in public secondary schools in the Directorate of Education for the First Zarqa District. The researcher used the descriptive survey methodology. A questionnaire was developed, and its validity and reliability were verified. The results showed that the level of organizational commitment of teachers in public secondary schools affiliated to the Directorate of Education for the Zarqa First District, from their viewpoint, was moderate. There were no statistically significant differences between the means of teachers ’answers in public secondary schools in the Education Directorate of the Zarqa First District due to variables: gender, educational qualification, and specialization, but there were differences due to years of experience, and in favor of teachers who had experience amounting to (less than 5 years). The study recommended the necessity of reconsidering the moral and material incentives provided to the teacher.

Knowledge of Noncommunicable Diseases and Social Media among Secondary School Teachers in Akinyele Local Government Area Oyo State Nigeria

Abstract Background: Social media (SM) are now widely available and can potentially play an important role in the prevention of noncommunicable diseases (NCDs). The school environment is a key location for educating children about NCDs and the teachers’ level of knowledge may have an impact on them. This study investigated the knowledge of NCDs and SM among secondary school teachers. Materials and Methods: Using a self-administered questionnaire, data were collected from 423 randomly selected male and female secondary school teachers teaching in both public and private secondary schools located in Akinyele Local Government Area, Oyo State, in May 2018. Knowledge of SM was measured on a 10-point scale (scores 0–3, 4–6, and 7–10 were rated as poor, fair, and good, respectively), while knowledge of NCDs was measured on a 28-point scale (scores 0–8, 9–18, and 19–28 were rated as poor, fair, and good, respectively). Data were analyzed using descriptive statistics and multiple regression tests at a 5% level of significance. Results: Findings showed that the mean age of respondents was 33.5 ± 0.5 and 52.5% were female. About half (51.5%) of the respondents had good knowledge of SM. Less than half (28.1%) had good knowledge of NCDs. Knowledge of SM was significantly associated with age (P < 0.001), while knowledge of NCDs had no significant association. Conclusion: Based on these results, a gap exists regarding teachers’ knowledge of NCDs. Health professionals may contribute to teacher training curriculum development to include health education targeted toward NCD prevention.

A comparative study of public and working folks grammar schools in Khyber Pakhtunkhwa, Pakistan in light of the national professional standards for teachers at secondary level

The main objective of this study is to review and compare the awareness and teaching practices of Public and Working Folks Grammar School (later WFGS) teachers in the light of National Professional Standards (later NPST). The study population consisted of all female Secondary School Teachers (later SST) of Peshawar, Nowshera, Charsadda, and Mardan districts in Khyber Pakhtunkhwa, Pakistan. This is a quantitative research study. A sample size was limited to 200 SST by using the random sampling technique. The study is delimited to three standards, i.e., subject matter knowledge, planning, instructional strategies, and assessment. The percentages, frequencies, and sample t-tests are used for data analysis. The findings reveal that more than 50% of the SSTs in both types of schools are aware of NPST, but the number is higher in WFGS compared to public schools. The teachers perceived that these standards have a significant role in developing professionalism. Based on the evaluation of data and the existing teaching practices, raising awareness among the teachers about the importance and practical implementation of NPST is obligatory. It is highly recommended that proper training programs and workshops should be conducted to train the teachers according to NPST.

Perspectives of women as they navigate their path to principalship in Australian secondary schools

In most countries around the world, teaching is a highly feminized profession. However, despite the higher percentage of female teachers in secondary schools, women continue to be under-represented in secondary principal roles. Similar to the United Kingdom, in Australia more than 60% of all teachers in secondary schools are female, and 40% of the principals in secondary schools are female. Furthermore, on average it takes female teachers 2.7 years longer to attain a principal role and consequently have a shorter career as a principal. Therefore, it is important to understand the pathway of female principals as they progress through middle leadership roles to senior leadership. This article investigates and reports on the career pathways of 14 female principals in Australian secondary schools. Each individual pathway to principalship was mapped out to specifically identify the types of middle leadership roles undertaken over each principal's career. The mapping of the pathways identifies the types of roles which were more commonly held by the female principals prior to senior leadership. Interviews with the principals enabled the identification of a range of shared challenges and affordances on their pathway to principalship.

INSTITUTIONAL COMMITMENT OF THE SECONDARY SCHOOL TEACHERS IN RELATION TO ORGANISATIONAL CLIMATE AND LEADERSHIP STYLE OF THE HEAD OF THE INSTITUTION: A STUDY

The present study has aimed to explore the relationship among Institutional Commitment of secondary school teachers, Organizational Climate and Leadership Style of the Head of the Institutions of West Bengal. For this present study, the investigators have followed multi-stage and stratified random sampling method. 400 secondary school teachers 40 head of the institutions who can read and speak Bengali language are selected from 40 secondary schools of West Bengal and are engaged in this study. The data was analysed with SPPS (version 26.0). The study reported that institutional commitment does not differ significantly between male and female secondary school teachers. This means that gender is not a determining factor for institutional commitment of school teachers. Again, the study revealed there is a significant difference existing between different levels of Institutional Commitment and different levels Organizational Climate. But there is no significant difference found between different levels of institutional commitment and leadership style. KEYWORDS: Institutional Commitment, Leadership Style, Organisational Climate, School Teacher

Psychological and Social Effects of Electronic Extortion of Women in the Yemeni Society

This study aimed to identify the psychological and social effects resulting from electronic extortion of women in the Yemeni society. To achieve the study objective, the descriptive analytical method was adopted, and the study tool was built, and its validity and reliability coefficients were tested using SPSS. The study tool was administered to a sample of (188) individuals, who were selected randomly. The sample covered female students, faculty members, psychological counselors, university professors, and secondary school female teachers. The study results showed that the participants’ responses to all aspects of electronic extorting of women (i.e., causes, psychological and social effects, ways of confrontation, and the victim’s reaction) were high. The results also revealed that there were no differences in the levels of psychological and social effects attributed to the participants’ variable type, which indicates that there was homogeneity and agreement about the effects resulting from extortion. This also shows that the study participants have a high degree of awareness of the consequences of the spread of this phenomenon and its harms to individual women and the society as a whole. The study calls for combatting the crime of electronic extortion of women.

Are female secondary school teachers in Bangladesh becoming digitally empowered or disempowered? An exploratory analysis of the impact of digital empowerment on professional development

Differences in access, skills, and usage of digital technology between men and women have resulted in an unequal experience in using digital technology in changing work environments, especially in education, which is expressed as the gender digital divide. This divide serves as a barrier to digital empowerment and tends to be wider in developing countries. However, there is a scarcity of literature on digital empowerment among female teachers at the secondary school level. Therefore, based on Makinen’s (2006) perspective, this study investigated digital empowerment among Bangladeshi teachers with respect to gender-based differences. Data on the four components of digital empowerment mentioned by Makinen were collected using a semi-structured questionnaire from a random sample of 326 respondents, along with the qualitative method of an in-depth interview and focused group discussion from three city corporations: Dhaka, Khulna,and Rajshahi, according to their digital divide rates. The findings reveal that both overall awareness and technical access status are satisfactory. Yet, female teachers lacked significant intrinsic motivation and computer abilities to perform specific tasks. Findings also revealed that empowered women had better levels of professional capabilities, self-confidence, and more Information and Communication Technology (ICT)-based pedagogy. Female teachers should be recognized and encouraged in institutional programs to promote digital empowerment and reduce the digital divide between genders.

Knowledge, attitude, and associated factor towards cervical cancer prevention among primary and secondary school female teachers in Gondar town, North West Ethiopia, 2022

IntroductionCervical cancer is uncontrolled proliferation of cells on the cervix. Worldwide, millions of women suffer from this disease. Cervical cancer can be prevented by increasing awareness and changing negative attitude about the cause and prevention of cervical cancer. The aim of this study was to identify the gap of knowledge, attitude and associated factor about cervical cancer prevention.MethodInstitution-based cross-sectional study was conducted to collect data from 633 female teachers who were working in primary and secondary schools in Gondar town by using a stratified sampling technique. The collected data were checked for any inconsistency, coded, and entered by using EPI INFO version 7 and analyzed by using SPSS version 25. Both Bivariable and multivariable logistic regression analysis was computed to identify the association between the dependent variable with independent variables. Variables having P-value < 0.05 were considered statistically significant.ResultThe response rate of this study was 96.4% (610). Of these 38.4% (95% CI; 34.49–42.23) and 56.2% (95% CI; 52.28–60.18) of teachers had good knowledge and positive attitude on cervical cancer prevention respectively. Factors affecting teachers knowledge level were studied language [AOR; 3.9; (1.509–10.122)], Natural Science [AOR 2.9;( 1.128–7.475)], being married [AOR: 0.386; [95% (0.188–0.792)], and heard information from health professionals [AOR; 0.53(0.311–0.925)]. Working in secondary school [AOR; 1.83(1.03–3.25)], have regular menstrual period [AOR; 2.32(1.49–3.62)], no history of abortion, (AOR; 0.45(0.23–0.89), and good knowledge status (AOR, 2.56(1.64–4.00) were significantly associated with positive attitude.ConclusionMost of teacher’s knowledge and attitude regarding to cervical cancer prevention were poor. Being married, the field of study, and natural science, heard information from health professionals were factors associated with knowledge. Working in secondary school, having regular menstrual period, no history of abortion, and good knowledge were factors associated attitude regarding to cervical cancer prevention. Therefore, enhancing health promotion through mass media and established counseling program with reproductive health is important.

Factors Influence Female Teachers' Academic Competencies at the Secondary School Level

The research focuses on how many factors influence the academic competencies of female secondary school educators. The study set out to accomplish the research objective of identifying the factors that affect the competencies of female secondary school teachers. The study employed a descriptive research strategy. All female secondary school teachers in Central Punjab were included in the study population. Two hundred fifty female secondary school educators participated in the study. In order to get representative data from participants, the researchers used a random sampling method. In order to gather information from a research sample, a questionnaire was designed. Most study participants (93.6%) agreed that girls' schools impact female educators' abilities. Researchers found that all three contextual factors significantly affected how well women performed as secondary school educators.

Teachers’ Perception of Different Leadership Styles of Head Teachers in Public Girls’ Secondary School District Kech

This research aimed to investigate the perceptions of teachers towards the various leadership styles practiced by head teachers in public secondary schools of the district Kech, Baluchistan. The study had two main objectives: firstly, to explore how teachers perceive their head teachers' leadership styles, and secondly, to identify the different leadership styles employed by female head teachers in public secondary schools in the Kech district. A quantitative approach using a descriptive survey design was utilized to conduct the research. The population consisted of 19 public girls' secondary schools, 19 head teachers, and 146 female secondary school teachers. The research sampled 9 female head teachers and 100 female teachers from 9 respective schools, selected through a random sampling technique. The data was collected using Likert scale (5 points) questionnaires, and analyzed using descriptive statistics. The findings suggest that the adoption of democratic leadership styles has a positive and significant impact on teachers' perceptions of their head teachers' leadership effectiveness.

Comparative Study of Job Satisfaction of Male and Female Teachers of Private and Public Secondary Schools in Lahore, Pakistan

Job satisfaction is a favourable feeling toward one’s job. However, job dissatisfaction is a negative feeling about a job. The purpose of the current study was to investigate and analyze the levels of job satisfaction of female and male teachers in private and public secondary schools in Lahore, Pakistan. The targeted population selected for this cross-sectional quantitative study was teachers of the private and public schools of Lahore, Pakistan. The study sample was selected through a convenience sampling design. The final sample comprised 500 male and female secondary school teachers. The survey was self-administered, based on a structured questionnaire consisting of 36 items. For data analyses, descriptive statistics and inferential statistics were used to analyze the gathered data. One-way ANOVA and an independent sample t-test were used to find the difference in job satisfactions by categorizing them according to their, experience, qualification, age, gender, and type of institution (public vs. private). The results indicated that female teachers were more satisfied than the male teachers. A significant difference was found between the job satisfactions in terms of salaries (F =2.610, p &lt; 0.075), supervision (F = 3.534, p &lt; 0.030), fringe benefits (F =5.761, p &lt; 0.003), promotion (F =2.396, p &lt; 0.092), and nature of work (F =4.400, p &lt; 0.013). Furthermore, public secondary schools have more facilities and benefits as compared to private schools. It is suggested that the Executive District Officers (EDO) must include some strategies and teachers’ welfare packages for public or private secondary school teachers. However, future studies can indicate their research towards other factors, which might be considered as a prime predictor for teachers' job satisfaction.

The Effectiveness of Virtual Anger Management Training Using the Cognitive Behavioral Method on Anger Rumination, Mental Health, Work-Family Conflict, and Interpersonal Relationships

Introduction: In recent years, the work environment has gained great importance and has been considered as a suitable place for health improvement activities. The work environment provides opportunities and suitable facilities to influence people's lives. The present research was conducted with the aim of the effectiveness of virtual anger management with Cognitive behavioral methodology using the cognitive behavioral method on anger rumination, mental health, work-family conflict  and interpersonal relationships.&#x0D; Materials and Methods: The research method was a semi-experimental research method with control groups and pre-test-post-test. The statistical population included all secondary school female teachers in Isfahan city in the academic year of 2021-2020, 30 female teachers were selected by random sampling and randomly assigned to two experimental groups (15 people) and a control group (15 people). The experimental group underwent 60-minute virtual anger management training and the control group remained on the waiting list. Both groups were evaluated in the pre-test and post-test stages by Sakhodolsky et al.'s (2001) anger rumination, shortened form of the SCL-90 inventory, work-family conflict questionnaire (Carlson et al., 2000) and Interpersonal Relationship Quality Questionnaire (Pierce et al., 1991). In order to analyze the data, statistical methods and SPSS version 23 software and multivariate covariance and single covariance analysis were used.&#x0D; Results: The findings showed that the virtual training of anger management on rumination of anger and its dimensions, thoughts of anger, thoughts of revenge, memories of anger and knowing the causes are equal to 44.7, 16.9, 23.2 and 45.5 percent of the variance, respectively. , mental health is 43.3% of the variance, work-family conflict is 37.2% of the variance, and interpersonal relationships and its dimensions have a significant effect of 65.2% of the variance (p&lt;0.01).&#x0D; Conclusion: As a result, virtual anger management training as an effective therapy can help to improve mental health. Therefore, it is suggested that counselors and psychologists pay special attention to anger management virtual training to reduce anger rumination and work-family conflict and increase mental health and interpersonal relationships.

The Reality of Using Augmented Reality Technology by Secondary School Female Teachers in Abha City in Teaching from Their Point of View

This study attempts to identify the reality of using AR technology by secondary school female teachers in Abha City from their perspective and attitudes towards AR. The study used a questionnaire as an instrument for data collection. The study utilized the descriptive-analysis approach, and the sample comprised 298 teachers, who were selected randomly. The study indicated that the reality of using AR in teaching for secondary school female teachers achieved a high score of (3.82) from their point of view. Furthermore, the study showed that female teachers' attitudes toward using AR were positive and with a high degree (4.32). Additionally, the study showed that there were statistically significant differences (0.05 α ≤) in the reality of secondary school female teachers' use of AR in teaching due to the variable (Age and Courses). However, there were no statistically significant differences in the use of AR among female teachers because of the variables (Years of experience and Specialization). Based on the most important results, the study recommended the necessity to train female teachers to produce, design, and employ augmented reality content in the educational process and to work scientifically to overcome the obstacles they face in utilizing augmented reality technology in their teaching.&#x0D;  &#x0D; Received: 25 February 2023 / Accepted: 20 April 2023 / Published: 5 May 2023

Gender Differences in Perceived Sources of Stress: A Cross Sectional Survey of Public Secondary School Teachers in Ebonyi State, Nigeria

Individuals, especially teachers, who work in serving professions involving interaction with other people, may be more liable to suffer psychological discomfort as a result of stress. However, the level of stress suffered may be dependent on the sources that generate the stress. The study, therefore, was conducted to determine the perceived sources of stress among male and female public secondary school teachers in Ebonyi state. The descriptive survey research design was adopted for the study. The population of the study was 4,360. A sample size of 436 (male 220, female 216) teachers participated in the study. This sample size was arrived following the suggestions of Nwana (2014) that if the population of a study is in a few thousands, 10% could be used. A self-developed questionnaire titled: Sources of Stress Questionnaire (SSQ) was used as instrument for data collection. The instrument was subjected to face validation by five experts in the field of Health Education and Psychology. The reliability of the instrument was computed using Cronbach alpha procedure which yielded a coefficient of 0.81. Data collected for the study were analyzed using mean and standard deviation. Independent samples t-test was used to test the hypothesis at an alpha level of 0.05. The results revealed that the public secondary school teachers in Ebonyi state studied had a high level stress which was perceived to have been generated by administrative-related, workload-related, environmental-related and economic-related sources. It was recommended that government should improve the working condition of the teachers in order to scale down their stress levels. Keywords: Gender, Stress, Secondary School teachers, Public DOI: 10.7176/JEP/14-15-13 Publication date: May 31 st 2023

High Turnover of Male Science Teachers Over Female Science Teachers in Public Secondary Schools in Ekiti State, Nigeria

This study sought to investigate the disparity in turnover rates between male and female science teachers in public secondary schools in Ekiti State, Nigeria, and examined differences in their conditions of service. Utilizing an ex-post facto research design, data were collected from 712 science teachers and 112 principals from a selection of 112 schools, drawn from a population of 2,950 science teachers and 205 principals. A specially designed inventory, "Science Teachers Turnover Inventory (STTI)," was employed for data collection. The study found a significant difference in turnover rates between male and female science teachers. The calculated t-value (t-cal) of 5.771 exceeded the critical t-value (t-table) of 1.96 at a 0.05 level of significance, leading to the rejection of the first null hypothesis. However, the analysis revealed no significant difference in the conditions of service for male and female science teachers. The t-cal (1.02) was less than the t-table (1.96) at a 0.05 level of significance, leading to the retention of the null hypothesis. The results indicate a need for policy changes to address the high turnover of male science teachers in Ekiti State's public secondary schools, potentially impacting the quality of science education. Recommendations include encouraging male science teachers through special allowances and funding in-service training programs to improve their retention and professional development.