Female Teachers Research Articles

Teachers’ Self-Assessment Regarding the Teaching of Students with a Developmental Language Disorder

ABSTRACT In Norway, as in many other countries, developmental language disorders (DLDs) are a common challenge that greatly interferes with students’ educational progress. In this study, teachers’ assessed special educational needs (SEN) competence regarding DLDs was explored. Four hundred and thirty-three teachers working at dyslexia-friendly schools in Norway answered the questionnaire. The results indicated that assistive technology (AT), special needs education, and years of teaching are the determinants of teachers’ assessed SEN competence regarding DLDs. Furthermore, with regard to DLDs, female teachers displayed higher competence than their male counterparts. The role of AT is crucial; therefore, we suggest that AT should be implemented in teacher education programs and in the education of SEN teachers. We also recommend that student teachers develop both theoretical and practical special needs competence during teacher education programs.

IMPACT OF DEMOGRAPHIC FACTORS ON TOTAL QUALITY MANAGEMENT (TQM) AMONG ELEMENTARY SCHOOL TEACHERS

The main aim of this study was to know the impact of demographic factors on Total Quality Management in Murshidabad District. Researcher Selected 410 Government and Private Elementary School Teachers as a sample and used Stratified Simple Random Sampling technique for conducting this study. Four research hypotheses directed, guided the study. Teachers Attitude towards Total Quality Management Scale was used, developed by researcher himself. Differential Analysis test: ‘T’ test, ANOVA techniques were used by the researcher to analysis the data. The investigator found that female elementary school teachers exhibit more positive attitude towards Total Quality Management than their male counterpart (‘t’ value 2.74, p <0.05). The researcher observed that Urban elementary school teachers had a more positive attitude towards TQM than rural elementary school teachers (‘t’ value 6.52, p <0.05). Private elementary school teachers had a more positive attitude TQM than Government elementary school teachers (‘t’ value 6.87, p <0.05). KEYWORDS: Total Quality Management, Demographic Factors, Elementary School Teachers

The Satisfaction Degree of Arabic Language Teachers with the Experience of Educational Loss in Mafraq Governorate

The study aimed to reveal the satisfaction degree of Arabic language teachers with the experience of educational loss in Mafraq Governorate, and the impact of the variables of (gender، academic qualification, and number of years of experience). The descriptive survey method was used, and the study sample consisted of (197) male and female teachers from schools in the Northern Western Badia for the academic year 2022/2023 for the Arabic language subject. A questionnaire of (20) items was developed and distributed into two fields, and its validity and reliability were verified. The results indicated a moderate degree، and there were statistically significant differences with regard to the years of experience, and that there were no statistically significant differences with respect to gender and educational qualification. The study recommended allocating a portion of the grade allocated to the official subject to the supporting educational subject to give it greater importance.

The Effect of Using Digital Educational Content Based on Learning Styles (Audio, Visual, Kinesthetic) on the Achievement and Motivation Towards Learning among Students Enrolled in the "Design and Production Educational Materials" Course at Al al-Bayt University

This study aimed at exploring the effect of using digital educational content based on learning styles (auditory, visual kinesthetic) on academic achievement and motivation towards learning for students enrolled in the " Design and Production of Educational Materials" course at Al al-Bayt University. The study adopted a quasi-experimental design where it was conducted on (136) male and female Class Teacher students at Al al-Bayt University, and who enrolled in two sections in " Design and Production of Educational Materials" course in the first semester of the academic year 2021/2022. The two sections were randomly divided into two groups: the experimental group was taught by using digital educational content, while a control group taught by using the traditional methods. To achieve the objectives of the study, an achievement test and a motivation scale were developed and validated by the researcher before being administered to the study groups. The data were analyzed using covariance analysis (ANCOVA) to test the significant differences in group means. The results showed that the use of digital educational content based on learning styles had a positive impact on academic achievement and motivation towards learning for students. The study also revealed that students who preferred different learning styles (auditory, visual or kinesthetic) greatly benefitted from digital educational content based on learning styles.

Students’ Perceptions of Male and Female Post-Secondary Agricultural Mechanics Welding Instructors

Females are underrepresented in construction and trades, including welding. Studies have shown that female students often face gender-associated challenges due to being enrolled in male-dominated education programs. Similarly, some female teachers in male-dominated disciplines face gender-associated challenges. Yet, little is known if such gender stereotypes and bias exist among post-secondary students in welding courses. The purpose of this quasi-experimental study was to examine students’ perceptions of learning from both a female and male instructor in a post-secondary welding course. Data were collected during the 2022 spring and fall semesters through a pre-survey at week 4 and a post–survey at week 12 of the course. We examined differences in key variables based on the demographics of the students which included age, gender, and degree of study. Some statistical differences were found among male and female participants regarding their perceptions of learning from a male and female welding instructor, indicating potential gender bias among participants exists based on welding instructor gender. Future research should focus on the variables influencing female welding students’ perspectives. Additional research with a larger sample size should be conducted to verify theresults of this study.Females are underrepresented in construction and trades, including welding. Studies have shown that female students often face gender-associated challenges due to being enrolled in male-dominated education programs. Similarly, some female teachers in male-dominated disciplines face gender-associated challenges. Yet, little is known if such gender stereotypes and bias exist among post-secondary students in welding courses. The purpose of this quasi-experimental study was to examine students’perceptions of learning from both a female and male instructor in a post-secondary welding course. Data were collected during the 2022 spring and fall semesters through a pre-survey at week 4 and a post–survey at week 12 of the course. We examined differences in key variables based on the demographics of the students which included age, gender, and degree of study. Some statistical differenceswere found among male and female participants regarding their perceptions of learning from a male and female welding instructor, indicating potential gender bias among participants exists based on welding instructor gender. Future research should focus on the variables influencing female welding students’ perspectives. Additional research with a larger sample size should be conducted to verify the results of this study.

Health indicators predict lifestyle in retired female teachers

Health indicators predict lifestyle in retired female teachers

Effect of Using Information Communication Technologies in Teacher Education on Prospective Teachers Learning

The study entitled, “Effect of Using Information Communication Technologies in Teacher Education on Prospective Teachers Learning”. Major research objective was to analyze the effect of ICTs on prospective teachers learning. Sample of the study consisted of 300 prospective Teachers and 20 teacher educators of south Punjab universities. Five public sector universities including the IUB Bahawalpur, GSCWU Bahawalpur, UE Multan, NUML Multan Campus, and BZU Multan. The researcher collected data from students of M.Ed. last semester. The study was survey and descriptive in nature. The quantitative as well as qualitative (QUAN-qual) approach was adopted. The questionnaire was used for data collection from prospective teachers and interview from teacher educators. The descriptive and inferential statistics were applied. The study concluded that prospective teachers understand better when teacher integration ICTs in their class lecture and they understand better when identify and retrieve information from a range of sources of ICTs, fell pleasure and accelerate learning through ICTs. They acquire communication skills for workplace preparedness. There was insignificance difference between opinion of male and female teacher. Likewise, majority of teacher educators agreed that prospective teachers gain technological knowledge, through ICTs. They may improve keen interest and research habits as ICTs promote motivation, practice, affective learning.

Determining skills of basic schoolteachers in test item construction

AbstractAssessment practices play a crucial role in fostering student learning and guiding instructional decision‐making. The ability to construct effective test items is of utmost importance in evaluating student learning and shaping instructional strategies. This study aims to investigate the skills of Ghanaian basic schoolteachers in test item construction. The study focused on the revised Bloom's taxonomy. A cross‐sectional survey design was employed, and a questionnaire was developed and used to collect the needed data. The data were collected from 560 basic schoolteachers selected by using a simple random sampling technique. The participants comprised 280 male teachers and 280 female teachers. The data were collected and subjected to descriptive statistics analysis via mean, and standard deviation. While the p‐value (α ≤ 0.05) was used to determine the differences in the teachers' test item construction skills, the independence t‐test was used to compare the differences between the proficiency of male and female participants. The analysis revealed a notable contrast in how participants perceived their abilities in constructing test items, indicating a statistically significant difference. Specifically, female teachers demonstrated a stronger proficiency in test item construction skills compared to their male counterparts. Also, most teachers prioritised the lower levels within Bloom's taxonomy while crafting test items. Regular in‐service training on test item construction was recommended at the district level for teachers to update and upgrade their skills.

My Students Need Encouragement: Two Black Female Preservice Teachers’ Beliefs About Culturally Responsive Teaching for Black Students

My Students Need Encouragement: Two Black Female Preservice Teachers’ Beliefs About Culturally Responsive Teaching for Black Students

Exploring the relationship between social studies teachers’ gamification self-efficacy and innovative thinking tendencies with moderated mediation model

ABSTRACT The current study investigated the mediating role of social studies teachers’ attitudes toward gamification (ATG) between gamification self-efficacy (GSE) and innovative thinking tendencies (ITT) and the moderating role of gender between GSE and ITT. Using moderated mediation analyses, the study was conducted with 385 Turkish social studies teachers (female: 56%). The findings showed that the mediating role of ATG between GSE and ITT, and gender increased the interaction power between the two variables. The interaction power was found to be higher for female teachers compared to male teachers. The results of the study were discussed with the related literature and provided a basis for experimental studies in terms of social studies teachers’ self-efficacy and attitudes towards gamification in education to improve their innovative thinking skills.

THE USE OF SMARTPHONES IN SHAPING OF STUDENTS’ ACADEMIC PERFORMANCE AT SECONDARY SCHOOL LEVEL

Students use smartphones through access of different electronic media from anywhere at any time. Most of mobile phones can now efficiently cultivate popular activities such as playing computer games, accessing the Internet, supporting students' performance, destroying students' health & enhancing their academic performance. This study examines the teacher's perception of the role of smartphones in shaping students' academic performance at the secondary level. For this drive, data was collected by using a self-developed survey questionnaire. So, 160 secondary school teachers, including 70 male and 90 female teachers, were selected using simple random sampling. Data about frequencies, percentages, means, and SD were analyzed. The results show that teachers confirmed that smartphones support students in gaining new skills, like critical thinking and problem-solving skills. The studies also illustrate that smartphones are destroying students' health and increasing depression. Study advised that teachers and parents may check and balance the usage of mobile by students for their well-being. Teachers and parents motivate them to use smartphones positively, enhancing their learning and education quality.

Time to sense biofield (Prana) experiences between hands: A preliminary single blinded randomized placebo controlled trial

Aims There is minimal research on the duration of biofield experiences. This preliminary study used the experiential learning practice of Master Choa Kok Sui's hands sensitisation to determine the duration to experience biofield sensations in between hands and to find the relationship between learning style preferences and biofield sensations. Methods This randomized placebo controlled, single blinded trial included 88 male and female pre-service teachers, aged 22.8±1.2 years. Participants completed a ruler drop test for reaction time, and Six Letter Cancellation test for measuring attention, learning style questionnaire for preferred method of learning, before randomization. The experimental (hands facing each other as introduced by Master Choa Kok Sui) and sham (hands facing opposite) groups practiced hands sensitisation. A semi-structured questionnaire was provided to gather information about biofield sensations and the time it took to experience these sensations between the hands. Results All (N=44) the participants in the experimental group and 13 participants in the sham group reported experiencing biofield sensations. A significant difference was noticed in experiencing magnetic (X2 = 38.247, p ≤ .001), physical sensations of energy (X2 = 12.02, p ≤ .001) and pain (X2 = 62.259, p ≤ .001) among the experimental and sham group . In the experimental group, the average time taken to first experience magnetic sensation, other biofield sensations and temperature variation was 34.84±12.97seconds, 40.28±20.96 seconds and 42.50±19.79 seconds, respectively. Minimum time taken to first experience biofield sensation was 5 seconds and lasted up to study duration of 120 seconds. There was no correlation found between reaction time, sustained attention, and the time needed to experience biofield sensations. Conclusions This study highlights importance of Master Choa Kok Sui hand sensitization in controlled setting revealing differences in experiences of various biofield sensations, showing valuable time-related insights and variability of sensation based on preferred learning.

Setting the Stage for Play: Exploring the Relationship Between Play Type and Positive Caregiving Strategies During Therapeutic Playgroup.

Although play and positive caregiving strategies have been associated with child well-being, little is known about the relationship between play type and strategies used by caregivers in early childhood. To investigate whether a relationship exists between play type and positive caregiving strategies. Exploratory correlational nonexperimental design. Early childhood center. A convenience sample that included 60 observations of 14 caregivers during a therapeutic playgroup with 14 children with and without disabilities ages 15 mo to 3 yr (4 fathers, 3 mothers, 1 nanny, and 6 female early childhood teachers; age range = 30-39 yr). The caregivers were Black (n = 1; 7.1%), Hispanic (n = 5; 35.7%), and White (n = 8; 57.1%). Positive caregiving strategies were scored using the Parenting Interactions with Children: Checklist of Observations Linked to Outcomes. Results revealed no significant correlations between play type and positive caregiving strategy. There was a positive, significant correlation between caregiving strategies (affection, responsiveness, encouragement, teaching, and total; rpbs = .767-.970, n = 58, p = .001). The play type and caregiver type variables did not predict total positive caregiving strategies, F(2, 57) = 2.147, p = .126. One variable, caregiver type, added statistical significance to the prediction (p = .045). The findings show no relationship between play type and positive caregiving strategy. Consideration of the types of caregivers participating in a therapeutic playgroup and their roles and use of positive strategies during play is worthy of further investigation. Plain-Language Summary: This study explored how parent and teacher caregivers supported children (both with and without disabilities) during a therapeutic playgroup at an early childhood center. Therapeutic playgroups are a special type of group play in which a trained professional helps guide play activities to support participation. The researchers wanted to see whether there was a connection between the type of play the children engaged in and how the adult caregivers interacted with them. The surprising finding was that there was no link between play type and how caregivers interacted. However, the caregivers often used positive strategies with the children, regardless of the play activity. Interestingly, type of caregiver (parent, teacher) seemed to make a slight difference in how they interacted with the children during playtime. Overall, this study suggests that more research is needed to understand how the types of play activities and objects might influence caregiver interactions during group play.

Long-term impacts of COVID-19 on stress and depression among teachers: Differences by gender

This article explores the impact of changes in teaching modalities resulting from the COVID-19 pandemic on the mental health of K-12 teachers, by gender, during the first year of the pandemic. Teachers from a random sample of K-12 schools in North Dakota and Minnesota were surveyed in April 2020, October 2020, and March/April 2021 about their current levels of stress and depression, as well as the frequency with which they experienced certain physical conditions. One-way analysis of variance and multiple regression were used to compare time points for each of the outcomes by gender. Female teachers were more likely to experience higher levels of stress than male teachers, while male teachers were more likely to experience higher levels of depression than female teachers, with spikes in stress and depression levels experienced by both males and females in Time 2. Additionally, physical symptoms were more likely to be experienced by female teachers, with Time 2 respondents overall reporting significantly higher proportions of physical symptoms than Time 1 or Time 3 respondents. Consistently experiencing heightened levels of stress and depression can lead to burnout for teachers. School districts need to monitor stress, especially among females, and depression, especially among males, to recognize the difference in experience for each gender in the teaching profession, as well as provide supports and resources to their teachers to help them in coping with these mental-health issues.

INVESTIGATING PRIMARY SCHOOL TEACHERS’ PRACTICES ABOUT CLASSROOM MANAGEMENT: A QUANTITATIVE APPROACH

The classroom management in educational institutions comprises carrying out management strategies and goals while keeping students' progress in mind. Classroom management promotes interaction in both directions and reciprocal comprehension among students and teachers. This quantitative study examined the classroom management practices of the primary school teachers in Punjab, Pakistan, aiming to describe the importance of classroom management and to identify differences in practices based on gender and district. Thus, a sample of 300 teachers from Lahore and Multan districts was surveyed using a questionnaire. Data analysis involved t-tests and ANOVA. The findings revealed significant differences in practices between male and female teachers, with female teachers indicating more effective strategies. Additionally, teachers in Lahore exhibited better practices compared to those in Multan. No significant differences were found based on the teacher qualifications. The study concludes that effective classroom management is crucial for enhancing student learning & recommends professional growth for teachers, along with policy considerations for class size and technology integration.

Examination of experienced coaches and physical education teachers' teaching methods and their perceptions regarding these methods-2023.

It is widely acknowledged that coaches and physical education teachers play an important role in supporting holistic development in children and ensuring optimal performance in the training processes carried out to acquire fundamental movements and sport-specific basic skills. However, there is a need for further information on how both groups utilize and value different teaching methods during the training. The present study aims to examine the perceptions of coaches and physical education teachers regarding the use and value of teaching methods. The "Coaches' Instructional Methods Utilization Scale" for coaches and the "Physical Education Teachers' Perception of Teaching Methods Scale" for physical education teachers were administered to 114 coaches and 115 physical education teachers voluntarily participating from three randomly selected provinces of Türkiye. The Cronbach Alpha values ranged between .89 and .93 for the "Coaches' Instructional Methods Utilization Scale" and between .90 and .96 for the "Physical Education Teachers' Perception of Teaching Methods Scale". Descriptive statistics were used in research, t-tests in binary comparisons, One-Way ANOVA in multiple comparisons, and Tukey's test in determining the source of differences. Similarities were observed in the most and least used methods by coaches and physical education teachers, as well as in their perceptions of the highest and lowest values for these methods. Additionally, coaches and physical education teachers exhibited similarities in their perceptions of value in terms of entertainment, learning, and motivation. It was observed that female physical education teachers had lower value perceptions among the levels of use of teaching methods and value perceptions according to gender. Comparing the usage levels and value perceptions of teaching methods by professional experience, significant differences were found in Exercise (B), Learner-Designed Individual Program (I), and Learner-initiated (J) methods for coaches, whereas no statistically significant difference was observed in value perceptions. Moreover, considering the physical education teachers, significant differences were found in Command (A), Self-Check (D), Guided Discovery (F), Problem-Solving: Single Solution (G) methods, and in value perceptions for the Exercise (B), Guided Discovery (F), Problem-Solving: Single Solution (G), Problem-Solving: Crating Different Paths (H), and Learner-initiated (J) values.

Lived Experiences of Domestic Violence and Coping Strategies among Female Secondary School Teachers in Uganda

This study investigated about lived experiences of domestic violence and coping strategies among female secondary school teachers in Uganda. The study employed qualitative approach within 23 secondary schools in Kitgum District. While through snowball sampling the study targeted all female teachers in these schools, who are victims of domestic violence, only 20 teachers who agreed to participate became the sample of the study. Furthermore, all the 23 head teachers of these schools participated in the study through purposive sampling. Data collection took place through in-depth interviews and data analysis took place through the thematic approach. While some of the domestic violence cases that took place include being beaten, tortured and injured, the victims used multiple ways to cope with the situations. The study recommends faith-based interventions as potential remedy for women who face domestic violence through deploying religious workers like school chaplains or other appropriate religious person to give support to such victims. The study further recommends supportive policy frameworks mainstreamed on tools for empowering female teachers and head teachers on support system for female teachers affected by domestic violence to allow them supportive work environment as well as provision of guidance and counselling experts in schools to provide similar services.

The Impacts of Secondary Education on Women Decision Making of Higher Education (A Case Study of Khyber Pakhtun Khwa, Pakistan)

Women's decision-making about the pursuit of their higher education has been found to be significantly influenced by their schooling. In this regard, this study investigates the complex influences of education on women's decision-making processes in Khyber Pakhtunkhwa, Pakistan, while they are thinking about pursuing higher education. It has long been understood that education is essential for achieving socioeconomic advancement and self-determination, especially for women who have historically faced obstacles in receiving a high-quality education. The nature of this research study is qualitative while the primary data has been gathered with the help of an interview guide, (FGDs) focus group discussion. Female students enrolled in secondary, post-secondary, and higher education programs at Swat comprised the targeted population. The study conclusions show that women's early educations play a major influence on their decision to pursue further education. Following secondary education, women acquire the capacity to make decisions regarding their further academic pursuits. Similar to how women decide which subjects to study, which subject to pursue as a graduate program, and which mentor and supervisor to work under. Furthermore, parents have a crucial role in helping daughters make decisions about continuing their education. Moreover, women are empowered to make decisions about their education because of family support and encouragement. On the other hand, societal perception has a significant impact in women's education. While urban culture values about girls' education since it strengthens their capacity for further study, rural society forbids females from pursuing higher education due to the conservative nature of its culture. Women also face difficulties in juggling their schooling with their family responsibilities, but they manage somehow as their early education gave them management skills. Furthermore, because to social and cultural constraints, the majority of women in Pashtun society are not permitted to pursue higher education outside. The ratio of male to female literacy is not equal. The study strongly suggests that the media should play its role in raising awareness and launching campaigns regarding education for all, high-quality education, hiring more female teachers, requiring teacher training, and community involvement in education promotion in order to close the achievement gap and further raise women's literacy levels.

Risk factors and integrated assessment of health disorders in teachers of rural comprehensive schools

Teaching is an occupation with high stress levels and extremely poor health indicators, which tend to decline as working records become longer. The aim of this study was to investigate risk factors able to cause health issues in teachers of rural comprehensive schools and to determine the significance of clinical and laboratory indices as early indicators. The work uses the results of hygienic, clinical and laboratory studies aimed at assessing health and working conditions of teachers employed at comprehensive schools in rural areas of the Republic of Bashkortostan. Sanitary and hygienic conditions in classrooms of rural comprehensive schools were assessed in conformity with the Guide R 2.2.2006-05. Medical check-ups resulted in 255 various somatic diseases diagnosed in 70 teachers, overall, 3.64 diseases per one examined teacher. Laboratory tests revealed elevated hemoglobin levels in 20.00 % of the examined female teachers and low ones in 8.57 %. Erythrocytosis was established in 64.29 % of the examined teachers. We also established some slight changes in hematocrit levels, which were elevated in 4.29 % and low in 8.57 % of the examined teachers. Accordingly, in case hemoglobin levels were low, erythrocyte indices MCV and МСН went down as well in 30.00–32.86 % of the female teachers. The number of workers with elevated glucose and cholesterol levels went up as their work records grew longer (the correlation coefficients were 0.94÷0.98). Examination of microflora found in the upper airway mucosa revealed clinically significant contamination, which was mostly represented by cocci bacteria, the most significant microorganisms being Staphylococcus epidermidis, Staphylococcus spp and β-hаemolytic streptococci. Our integrated study has shown that working conditions at workplaces of teachers in rural comprehensive schools do not conform to safety standards as per work hardness and work intensity (intellectual, emotional and sensory loads). The study results confirm high importance of diagnostic methods as indicators of health issues in teachers employed at comprehensive schools. Preventive measures aimed at protecting teachers’ health in rural areas should consider peculiarities of pathomorphosis that determines their health status.

Факторы риска и комплексная оценка нарушений здоровья педагогов общеобразовательных школ в сельской местности

Teaching is an occupation with high stress levels and extremely poor health indicators, which tend to decline as working records become longer. The aim of this study was to investigate risk factors able to cause health issues in teachers of rural comprehensive schools and to determine the significance of clinical and laboratory indices as early indicators. The work uses the results of hygienic, clinical and laboratory studies aimed at assessing health and working conditions of teachers employed at comprehensive schools in rural areas of the Republic of Bashkortostan. Sanitary and hygienic conditions in classrooms of rural comprehensive schools were assessed in conformity with the Guide R 2.2.2006-05. Medical check-ups resulted in 255 various somatic diseases diagnosed in 70 teachers, overall, 3.64 diseases per one examined teacher. Laboratory tests revealed elevated hemoglobin levels in 20.00 % of the examined female teachers and low ones in 8.57 %. Erythrocytosis was established in 64.29 % of the examined teachers. We also established some slight changes in hematocrit levels, which were elevated in 4.29 % and low in 8.57 % of the examined teachers. Accordingly, in case hemoglobin levels were low, erythrocyte indices MCV and МСН went down as well in 30.00–32.86 % of the female teachers. The number of workers with elevated glucose and cholesterol levels went up as their work records grew longer (the correlation coefficients were 0.94÷0.98). Examination of microflora found in the upper airway mucosa revealed clinically significant contamination, which was mostly represented by cocci bacteria, the most significant microorganisms being Staphylococcus epidermidis, Staphylococcus spp and β-hаemolytic streptococci. Our integrated study has shown that working conditions at workplaces of teachers in rural comprehensive schools do not conform to safety standards as per work hardness and work intensity (intellectual, emotional and sensory loads). The study results confirm high importance of diagnostic methods as indicators of health issues in teachers employed at comprehensive schools. Preventive measures aimed at protecting teachers’ health in rural areas should consider peculiarities of pathomorphosis that determines their health status.