Government Primary School Teachers Research Articles

Building Indian ESL Government Primary School Teachers’ Knowledge-Base Through Translanguaging Pedagogy

Building Indian ESL Government Primary School Teachers’ Knowledge-Base Through Translanguaging Pedagogy

Factors Affecting Primary School Teacher’s Job Satisfaction an Investigation of Motivating Factors of Teaching Staff in District Dadu

Purpose: The aim of the study is to evaluate the level of job satisfaction among government primary school teacher in district Dadu. The quantitative method was Applied to carry out this study. Data was gathered via Survey questionnaire based on five-point Likert scale. The population of the study Comprised of government primary school teachers, the 58 schools were chosen for this study from taluka Johi and Dadu of District Dadu. 343 PSTs were selected.
 Design/Methodology/Approach: Data collection instruments included ‘Teachers’ job satisfaction related questions. Data was analyzed in SPSS software version 25, and the descriptive test and independent T-test were conducted.
 Findings:, according to the first objective, PSTs are not satisfied with PROMOTIONAL OPPORTUNITIES and SALARY, while to achieve the second objective the independent variables were examined through independent sample T-test with gender group and According to the Significant value of 0.006 (<0.05) the job satisfaction varies from Male to Female in terms of Promotional Opportunities and working environment with significant value of 0.013.
 Implications/Originality/Value: so it was concluded that the primary school teachers are not satisfied with Salary and Promotional Opportunities and satisfied with Fringe Benefits while neutral in terms of Recognition and Administration Support.

Levels of Involvement of Educational Stakeholders in Preparation of Strategic Plans in Enhancing Selected Aspects of Organizational Performance in Public Secondary Schools in Arusha Region

This study examined teachers’ training towards implementation of inclusive education in public primary schools in Dodoma Region. The study was focused on examining teachers’ training towards the implementation of inclusive education in Public Primary schools in Dodoma region. The study was grounded in Theory of Justice pioneered by John Rawls and was be guided by one research question. The study employed convergent design under mixed approach. Both probability and non-probability sampling techniques was used to sample respondents. Purposive and stratified sampling techniques followed by simple random sampling technique were used to get the respondents. The target population involved 08 DEO’s, 13 head teachers, 280 teachers and 11,460 pupils. Probability and non-probability sampling procedures were employed to determine the study sample of 12 schools, 07 DEO’s, 12 head teachers, 84 teachers and 386 pupils, making a total of 489 respondents. The instruments used to collect data were questionnaires and interview guides. Reliability of the questionnaire was tested by using Cronbach Alpha formula; while conformability of qualitative data was ensured by increasing transparency with regards to adherence to data collection procedures and ethics. The quantitative data were analyzed using descriptive and inferential statistics with the aid of Statistical Packages for Social Sciences (SPSS) version 25.0. The quantitative data were coded and analyzed through frequencies, percentages, and mean scores in tables and interpreted in relation to research questions. The qualitative data were analyzed by coding contents into themes, interpreting direct quotations and presented in narrative form. The findings revealed that, government primary school teachers need to be involved in long-term pre-service training in special needs education to be equipped with knowledge and skills regarding teaching and learning strategies and inclusive classroom management. The study concluded that, special education training in inclusive education practices is essential element to enhance teachers’ preparedness to work with special needs pupils as well as enhances their effectiveness in implementing classroom practices, which is a contributing factor to success in inclusive education. The study recommended that Ministry of Education, Science and Technology should organize seminars, workshops and in-service training courses to enhance teachers’ effectiveness in implementation of inclusive education.

Teachers Training Towards Implementation of Inclusive Education in Public Primary Schools in Dodoma Region-Tanzania

This study examined teachers’ training towards implementation of inclusive education in public primary schools in Dodoma Region. The study was focused on examining teachers’ training towards the implementation of inclusive education in Public Primary schools in Dodoma region. The study was grounded in Theory of Justice pioneered by John Rawls and was be guided by one research question. The study employed convergent design under mixed approach. Both probability and non-probability sampling techniques was used to sample respondents. Purposive and stratified sampling techniques followed by simple random sampling technique were used to get the respondents. The target population involved 08 DEO’s, 13 head teachers, 280 teachers and 11,460 pupils. Probability and non-probability sampling procedures were employed to determine the study sample of 12 schools, 07 DEO’s, 12 head teachers, 84 teachers and 386 pupils, making a total of 489 respondents. The instruments used to collect data were questionnaires and interview guides. Reliability of the questionnaire was tested by using Cronbach Alpha formula; while conformability of qualitative data was ensured by increasing transparency with regards to adherence to data collection procedures and ethics. The quantitative data were analyzed using descriptive and inferential statistics with the aid of Statistical Packages for Social Sciences (SPSS) version 25.0. The quantitative data were coded and analyzed through frequencies, percentages, and mean scores in tables and interpreted in relation to research questions. The qualitative data were analyzed by coding contents into themes, interpreting direct quotations and presented in narrative form. The findings revealed that, government primary school teachers need to be involved in long-term pre-service training in special needs education to be equipped with knowledge and skills regarding teaching and learning strategies and inclusive classroom management. The study concluded that, special education training in inclusive education practices is essential element to enhance teachers’ preparedness to work with special needs pupils as well as enhances their effectiveness in implementing classroom practices, which is a contributing factor to success in inclusive education. The study recommended that Ministry of Education, Science and Technology should organize seminars, workshops and in-service training courses to enhance teachers’ effectiveness in implementation of inclusive education.

Evaluation of Knowledge, Attitude, and Practices of Government Primary School Teachers in Faridabad City Regarding Oral Health.

Schoolteachers have a massive capacity for shaping the oral health status of children. Teachers help in behavioral shaping and the total progress of schoolchildren. They are thought to apply a substantial impact on their students. Overall health-promoting school seeks workforce well-being as well as their working conditions and thus employ the tactics of health promotion in the workplace. To assess the existing knowledge, attitude, and practices of government primary school teachers in Faridabad city regarding oral health. The study was conducted on 220 government primary school teachers in Faridabad city. The questionnaires were distributed individually to the teachers on the visit to their institution. The data was compiled and subjected to statistical analysis. The study was evaluated in various groups like age, gender, educational qualification, and teaching experience. Oral health education was given to the teachers and mentioned the importance of regular dental check-ups in children. Data were analyzed using Statistical Package for Social Sciences version 21. The findings of this study indicated that oral health knowledge was good but oral health attitudes and practices were moderate among government primary school teachers in Faridabad city. The study determined that there is a need to improve the oral well-being information and habits of the primary school teachers so that they can deliver proper oral health instructions to the students. Cyriac A, Sood S, Sharma N, et al. Evaluation of Knowledge, Attitude, and Practices of Government Primary School Teachers in Faridabad City Regarding Oral Health. Int J Clin Pediatr Dent 2023;16(3):426-430.

Discrepancy between Self-Reported and Actual Phonics Content Knowledge of Government Primary School Teachers in Pakistan

The discrepancy between teachers' self-reported and actual knowledge can be lethal for any pedagogic process. In that case, they cannot achieve the learning objectives by transferring the required knowledge and skills among the learners. This research intends to explore the gap between phonics-related self-reported and actual knowledge of Pakistani government primary school teachers to see how far they are competent in phonics knowledge. This investigation further elucidates the quality of pre-and in-service teacher preparation programs in equipping the primary grade instructors with the required skill. For this purpose, 230 government primary school teachers were asked to report their phonics knowledge through a Likert scale questionnaire. In addition, a section of 10 MCQs was added to assess their actual knowledge of which different aspects of phonics, i.e., the definition of phonics, number of sounds in the English language, identifying consonant and vowel digraphs, short and long vowel sounds, number of sounds and syllable in a word and consonant blend. The findings realised the severe discrepancy between the self-reported and actual knowledge as only 28.3 % of teachers could score average or above-average marks, though the majority overrated their competence. Comparatively older, less qualified, and less professionally trained teachers with non-M.A. English qualifications were more prone to the tendency of overvaluing their knowledge. This situation implies that specific phonics content-based training is not provided to the teachers during pre-and in-service teacher preparation programs. However, the phonology of English is taught to them to some extent; teacher knowledge is not assessed at any stage. These findings propose content-based teacher training, teacher knowledge assessment, and the incorporation of technology to facilitate teachers.

The Prevalence of Depression and Its Associated Risk Factors Among Government Primary School Teachers in Dammam, Khobar, and Qatif (2019-2021): A Cross-Sectional Study.

In Saudi Arabia, 34% of Saudis have been diagnosed with a mental health illness at some point in their lives, with depression making up to6% of the population. Teachers' mental health is a major problem across the world and has an impact on their students. This study is an attempt to investigate the prevalence of depression and its severity and associated sociodemographic and occupational risk factors among governmentprimary school teachers in Dammam, Khobar, and Qatif. This is a cross-sectional study. The research tool used to conduct this study is an electronically administered Arabic-language questionnaire distributed randomly to all governmentprimary school teachers in Dammam, Khobar, and Qatif. The numbers of participating teachers are 358,242 males and 116 females. By using the Patient Health Questionnaire 9 (PHQ9) scale, it was found that 36.6% suffer from mild depression, 30.4% suffer from moderate to moderately severe depression, and 11.2% suffer from severe depression. The obtained results indicated that there is an association between the variable of the prevalence of depression and some sociodemographic factors such as physical or psychosocial abuse, and the occupational characteristicvariables such as teaching more than three or more subjects and bad relationship with the school administration. More studies are needed to address the mental health issues among school teachers in Saudi Arabia.

“A STUDY TO ASSESS THE KNOWLEDGE OF GOVERNMENT PRIMARY SCHOOL TEACHERS REGARDING ATTENTION DEFICIT HYPER ACTIVITY DISORDER IN SELECTED GOVERNMENT PRIMARY SCHOOL OF NADIAD CITY”

Introduction: Attention Deficit Hyperactive Disorder (ADHD) has been described by the American Psychiatric Association (APA, 1994) as age-inappropriate inattention, impulsivity, and hyperactivity. Children with attention deficit hyperactive disorder comprise a heterogeneous population with considerable variation across children to the extent in which they demonstrate all symptoms. Attention deficit hyperactive disorder is currently understood largely through a medical perspective, and in that context, the treatment recommended is stimulant medication. Supporting research has found that attention deficit hyperactive disorder is one of the most widely diagnosed disorders of childhood. With this in mind, educators have the responsibility to help each student to be successful in schoolAims: To know the knowledge level of primary school teachers about (ADHD), To find is there a relationship between the knowledge levels of primary school teachers about ADHD and their socio-demographic characteristics, To find there a relationship between the knowledge level of primary school teachers and their experiences about (ADHD).Objective:1. To assess the knowledge of government primary school teachers on attention deficit hyperactivity disorder in selected government primary school of Nadiad city.2. To find out the association between selected demographic variables and knowledge on attention deficit hyperactivity disorder associated between government primary school teachers in selected government primary school of Nadiad city.Methodology: Research design and setting non experimental cross sectional research design was used Setting is the physical location and condition in which data collection takes palace in a study. The study was conducted in the selected government primary schools in Nadiad city.
 Prior to data collection written setting permission obtain from District Educational Officer Kheda district and principals of varies selected government primary school at Nadiad city. The sample size considered of 50 teachers in selected government primary schools in Nadiad city.The tool consists of followingSection A:The demographic variable in that age, gender, diet, monthly family income, educational status, teaching experience, experience in special school ,experience certificate of teaching awareness or information regarding the attention deficit hyperactivity disorder of selected government primary school teachers of Nadiad city..Section B: The structure knowledge questionnaire was used in this study.Statistical Analysis used Inferential and Descriptive statistics applied where, data were analyzed by using SPSS software, and Frequency, percentage, tables etc. were used to represent the statistical data in the tables and graph and figure. Chi-square test was used to assess the significant association between the demographic and level of knowledge of government primary school teachers regarding attention deficit hyper activity disorder in selected government primary school of Nadiad city.Result: Age group 24(48%) were came from 40-49 years. According to the gender the female 37(74%). The eating pattern shows that 29(58%) are vegetarian. Monthly family income in rupees is 23(46%) had Rs.50,000-1,00,000. Educational status of the research group explore that 31(62%) had done PTC. Teaching experience shows that 19(38%) are from 21-30 years. As per the experience in special school in which 32(64%) has no any special school experience. An experience of teaching in which 34(68%) has no any certificate of teaching experience.Conclusion: The current study aim to assess the knowledge regarding attention deficit hyper activity disorder among government primary school teachers. There were total 50 government primary school teachers has been selected for the study at selected government primary school Nadiad city. To assess the knowledge regarding attention deficit hyper activity disorder researcher has prepared 25 knowledge questionnaires. The study results shows that (4%) school teachers had good knowledge regarding attention deficit hyper activity disorder, majority of school teachers (80%) had average knowledge and only (16%) had poor knowledge. There is no significant association found between knowledge and selected demographic variables of government primary school teachers. Similar study can be conduct among more samples.

Association between oral health knowledge attitude and practices of government primary school teachers

Oral health is an integral part of general health and imparting oral health education at younger age can prevent common oral diseases in later age. The school-going age is the most influential period of a child’s life and it is this period during which the children develop skills, beliefs and attitudes which they practice throughout their lives. Teachers play a vital role in shaping the behavior and overall comprehensive development of school children.10 Therefore, engagement of teachers in health promotion programmes can hypothetically lead to improvement of health in children. A Web Based Questionnaire Study was conducted among Teachers in Government Primary Schools in Indore district. A total of 1404 teachers from 615 government primary school out of which 1200 teachers were willing to participate in the study were included. Permission and informed consent was obtained prior to study. The data on oral health knowledge, attitude, practice and their oral health related quality of life of teachers will be collected through online questionnaire using pretested proforma. Questions included in the questionnaire were taken from previously published studies. Majority of the participants in the present study were in the age group of 40-50 years with a total of 555(46.3%). Among gender males (56.5%) are more than females (43.5%). For the qualification variable most of them are post graduate in qualification (38.9%). Greater proportion of the school teachers were teaching Hindi subject (46.8%), had 10-20 years’ experience in teaching (44.5%). Among the region most of them are from rural region with 71.3% Majority of the participants reported positive attitude towards exclusion of unhealthy foods from school premises (98.1%), inclusion of oral health topics in the school curriculum (98.8%), teachers being an oral health educator (83.8%) and role model for the children (98.8%) and the importance of oral health for overall health (95.3%). The present study was conducted with the aim to evaluate the oral health knowledge, attitude and practices of Government Primary School Teachers and to determine the association among these factors with oral health related quality of life.

Does Internet Become Life Worst? Study the Consequences of Stress, Anxiety, Depression, and Self-Esteem in Government Primary School Teachers of District, Fatehabad (Haryana)

The Internet is a necessary part of our daily life;it offered everyone a range of innovative and possible options and experiences by opening up a whole new world to us. The internet is a major source of knowledge for a huge number of people who use the internet to gain information all over the world. The main purpose of the present study is to explore the relationship between internet addiction and stress, anxiety, depression and self-esteem among Government Primary School Teacher in District, Fatehabad of Haryana. To achieve the purpose, a total sample of 100 participants (75 Males & 25 females government primary school Teacher) in the age range from 30-45 years from the state of Haryana, India. In the study, the Internet Addiction Test (Young, 1998), DASS-21 (Lovibond & Lovibond, 1995) and Rosenberg Self-Esteem Scale(Rosenberg, M. 1965) were administered on the participants. The data were collected by online Google form& some filling questionnaire due to pandemic Covid-19. The data were computed with the help of the SPSS (25.0), including mean, SD and Pearson’s product moment correlation. The outcomes revealed that Stress, anxiety, and depression have been reported to have a positive significant relationship with internet addiction and significantly correlated with low self-esteem in a negative manner.

Self-Reported Basic Oral Health Knowledge of Primary School Students and Teachers in Rural Areas of Saudi Arabia.

BackgroundOral health knowledge is essential for establishing healthy behaviors.AimThe purpose of the study was to determine and compare the basic oral health knowledge of 3–6th grade government primary school students and teachers in rural areas of Saudi Arabia.MethodsA cross-sectional study was conducted among government primary school students and teachers in a rural area (Thadig and Ad-Delam) of the Riyadh region of Saudi Arabia using validated, structured, close-ended and self-administered questionnaires. The questionnaire comprised demographic variables and 18 multiple-choice items. A convenience sampling methodology was employed to select the study sample.ResultsA total of 1864 subjects from rural area government primary schools [students (N = 1538) and teachers (N = 326)] participated in this study. The majority of the students were females 841 (54.7%), Saudi nationals 1376 (89.5%), and studying in 5th grade 446 (29%). Most teacher participants were females, 199 (61.0%), and Saudi nationals, 326 (100.0%). Teachers (12.62 ± 2.36) demonstrated significantly higher overall mean knowledge scores compared to the students (9.63 ± 2.36) (p < 0.001). Females and non-Saudi students showed significantly higher mean knowledge scores compared to their counterparts. However, 4th standard students showed significantly lower mean knowledge scores compared to other graders. Female teachers (13.17 ± 2.25) demonstrated significantly higher overall oral health knowledge scores compared to male teachers (11.75 ± 2.26) (p < 0.001).ConclusionBasic oral health knowledge was adequate among 3–6th grade government primary school students and teachers in rural areas of the Riyadh region.

Measuring Motivating Potential Score of Diversified Academic Staffs of the Government Primary Schools in Bangladesh

Job Characteristics Model of Hackman and Oldham is an established tool that helps calculate the Motivating Potential Score (MPS) used in understanding the extent to which employees are motivated in their workplace from different perspectives. High MPS indicates positive work outcomes like high motivation, high employee satisfaction, high performance, low absenteeism, low turnover, etc. In human resource management, a motivating potential score (MPS) is used to track the perceived mental state of the workforce towards their jobs. Understanding this score is vital for both HR and line managers in decision-making. So it has become a part of regular action research by business professionals. This study measures the MPS of government primary school teachers while considering different dimensions of workforce diversity like- academic qualification, educational background, level of experience, gender. The established formula for calculating MPS has been used here. A total of 100 school teachers working in different state-run primary schools of Bangladesh have been considered as respondents of this study. The study finds an overall MPS of 69.78 out of a maximum possible score of 125. However, the study does not show any significant change in MPS due to the presence of workforce diversity. Rather, it shows a moderate level of MPS for all. Policy makers and government officials working for workforce improvement of the primary schools can use these findings to take further steps, though a moderate score may indicate that they have already done a lot to develop the index. Similar studies considering a better sample size might provide better insights and help in decision-making. Moreover, since ensuring quality education is one of the pillars of Sustainable Development Goals (SDGs) adopted by the United Nations, this research is expected to be a good contribution in this regard as the ultimate intention of the study is related to ensuring quality education through skilled, motivated, engaged, and dedicated teachers.

Perceived organizational support, self-efficacy and work engagement: testing for the interaction effects

PurposeThe purpose of this paper is to examine the relationship of the interaction effect of perceived organizational support (POS) and self-efficacy (SE) with work engagement (WE) within the primary education industry.Design/methodology/approachThe paper relies on structural equation modeling (SEM) with AMOS (V.22) to test and resolve the conditional hypothesis that fusion of POS and SE is necessary for WE.FindingsThe scale of effect of POS on WE depends on SE; hence, the assumption of nonadditivity is achieved. Precisely, the interaction of POS and SE is necessary for WE.Research limitations/implicationsThe study was based on a single research methodological approach, namely quantitative research methodology, which could have been affected the outcome of this investigation. Future studies could investigate WE interaction model through qualitative lens in order to provide a triangulation opportunity. Moreover, the findings from the current study are cross-sectional, and data were collected at a snapshot. Therefore, future research should consider the multiplicative effects studied in this paper across time.Practical implicationsAttempts to heighten WE levels, among government primary school teachers in Uganda, would require that management regularly ventures into finding a more practical and feasible fusion of POS with SE in order to provide significant levels of WE among employees of primary education industry.Originality/valueThis is the first study that tests the interactive effects of POS and SE on WE in Uganda's primary education industry.

Textures of Transaction: Exploring the Heterogeneity in Primary Teachers’ Engagements with Mathematics Textbooks in Delhi

For more than a decade, government primary-school teachers in many parts of India have been using mathematics textbooks based on National Curriculum Framework 2005 (NCF 2005). While curriculum and textbook development is often debated, teachers’ use of textbooks does not receive enough attention in policy and research. This article, drawing from a multiple-case study of 10 teachers, using classroom observations and teacher interviews, explores different ways in which teachers use the Math-Magic mathematics textbook in Delhi’s government primary schools. The findings demonstrate heterogeneity in the ways in which teachers use textbooks, which are the dominant teaching resource in these schools. Teachers use different degrees of agency in textbook use—from avoiding the textbooks to designing their lessons. These are influenced by their views about the textbooks, as well as their institutional realities. Finally, this heterogeneity offers a useful approach to understanding textbooks, and their relevance to teaching beyond being viewed as teaching scripts.

A study to assess the knowledge and attitude of teachers regarding mid-day meal programme at selected Government primary schools of Kollegal Taluk

The mid-day meal programme is just what the name implies-providing cooked meals in schools. The idea is simple; the impact significant. Teachers play a vital role in implementation and monitoring of mid-day meal programme. For implementation and efficient monitoring, the teachers should possess adequate knowledge regarding the mid-day meal programme and should have positive attitude towards the mid-day meal programme.1 It is the responsibility of the teachers to provide a hygienically cooked, balanced meal to children. So, this study is intended to assess the knowledge and attitude of government primary school teachers regarding midday meal programme at selected Government primary schools of Kollegal taluk. A descriptive approach was adopted. The samples consist of 50 teachers were selected using purposive sampling technique from selected Government primary school. The data collection was made through semi structured questionnaire and 5-point Likert’s attitude scale which was designed to assess the knowledge and attitude. Content validity of the structured knowledge and attitude questionnaire was established after consultation with subject experts. The study shows that 58% of the samples belong to the age group between 31-40 years and majority of 78% samples are females and 84% were TCH/D. Ed. Qualification, 48% of teachers had 11-15 years of experience and 62% of teachers have not undergone any in-service education. The overall findings of the study clearly showed that the primary school teachers had moderate knowledge score (58.66%) and positive attitude (63.5%). the overall mean knowledge score was 58.66%. The respondent’s mean attitude score was 61.34% in positive statements and 66.13% in negative statements and the overall mean attitude score was 63.5%. The demographic variables analyzed in this study, age, educational status, experience, source of information and in-service education were found to have significant association with knowledge and attitude scores. There was no significant association between, gender and type of diet with knowledge and attitude scores.

Primary School Teachers in 21st Century in Bangladesh: Some Potential Aspects for Professional Development Identified from Relevant Literatures

In the context of 21st century, the changes in different educational aspects are taken place rapidly. This is because to respond to the needs of the fast growing technology-based educational opportunities that require more capable teachers with multifaceted competencies. Bangladesh has paid highest attention to implement competency-based curriculum for its primary level of education. National Curriculum and Textbook Board (NCTB) in Bangladesh reformulated its competency-based curriculum goal, objectives, terminal competencies along with the related attainable competencies, subject specific competencies, learning outcomes and other related aspects. Besides, NCTB initiated to incorporate the international updated teaching-learning methods and techniques, interactive instructional strategies, formative assessment procedures in each grade and each subject to address the 21st century teaching-learning needs in its last revised curriculum in 2012. However, the teachers with multifaceted competencies that address their appropriate level of knowledge, skills and attitude can positively influence in creating such a supportive classroom practices for 21st century learners. The Forth Primary Education Development Program (PEDP4) of Ministry of Primary and Mass Education (MoPME) in Bangladesh has highly emphasized to implement Continuous Professional Development (CPD) as an approach to strengthen its professional competencies for the government primary school teachers. This paper has been prepared based on the ideas explored through some relevant literature review. It basically identified some potential aspects for the teachers’ professional development of government primary schools in Bangladesh in 21st century context. This paper explored that the process of promoting teachers’ competencies need to be followed by set of activities with multifaceted continuous and regular manner at school setting.

BURNOUT AMONG PRIMARY SCHOOL TEACHERS IN GOVERNMENT AND PRIVATE SCHOOLS: A COMPARATIVE STUDY.

Teachers' experience emotional exhaustion and develop a cynical attitude toward teaching and students (depersonalization). Feelings of exhaustion and ineffectiveness continue as mental and physical resources are depleted in the pursuit of unreachable and sometimes unrealistic goals (Maslach, Schaefeli &amp; Leiter 2001).The teacher then experiences a reduction in accomplishments, leaving him or her with a loss of self-esteem and dissatisfaction with these job accomplishments. This chain of event ultimately interferes with the burnout in teacher's ability to continue to meet teaching demands. Thus, the three dimensions of the burnout syndrome: emotional exhaustion, depersonalization and a reduced sense of personal accomplishment, begins. Consequences of teacher burnout can lead to feelings of hopelessness, absenteeism, increased turnover, and decreased job performance. The results of current study indicated that male primary school teachers score higher mean scores than female teachers in depersonalization than female teachers had of personal accomplishment. No significant difference between private and government primary school teachers with reference to job burnout were found. However private school teachers feel more emotional exhaustion as compared to their counterparts in government schools.

BURNOUT AMONG PRIMARY SCHOOL TEACHERS IN GOVERNMENT AND PRIVATE SCHOOLS: A COMPARATIVE STUDY

Teachers' experience emotional exhaustion and develop a cynical attitude toward teaching and students (depersonalization). Feelings of exhaustion and ineffectiveness continue as mental and physical resources are depleted in the pursuit of unreachable and sometimes unrealistic goals (Maslach, Schaefeli &amp; Leiter 2001).The teacher then experiences a reduction in accomplishments, leaving him or her with a loss of self-esteem and dissatisfaction with these job accomplishments. This chain of event ultimately interferes with the burnout in teacher's ability to continue to meet teaching demands. Thus, the three dimensions of the burnout syndrome: emotional exhaustion, depersonalization and a reduced sense of personal accomplishment, begins. Consequences of teacher burnout can lead to feelings of hopelessness, absenteeism, increased turnover, and decreased job performance. The results of current study indicated that male primary school teachers score higher mean scores than female teachers in depersonalization than female teachers had of personal accomplishment. No significant difference between private and government primary school teachers with reference to job burnout were found. However private school teachers feel more emotional exhaustion as compared to their counterparts in government schools.

Assessment of knowledge level on learning disability among primary school teachers

Background: Learning disability (LD) is one of the major causes of poor scholastic backwardness. Undetected and unmanaged specific LDs result in chronic scholastic backwardness ensuing school dropouts, emotional and behavioral problems such as depression, substance abuse and social delinquency. Since teachers are the ones who first encounter academic difficulties of children, their knowledge and training on LD is of utmost importance in identifying it at an initial stage and to prevent further mental and social damage. This study is to assess the knowledge level of primary school teachers on learning disability.Methods: This cross-sectional study was conducted among government primary school teachers of Malappuram district, Kerala from April 16, 2018 to May 20, 2018.Convenient sampling method was adopted. The study sample consisted of 709 primary school teachers from 21 schools in Malappuram district of Kerala and the teacher’s knowledge level on learning disability was assessed using a questionnaire.Results: Even though majority of the teachers had some knowledge about the outcome and treatment of learning disability, they lack sufficient knowledge about its concepts and causes and it is grossly insufficient for its practical application in the class room.Conclusions: There is a need to improve the knowledge of primary school teachers on LD and to enhance their basic skills in recognizing learning disability at the earliest. This is very important for the management of these children by introducing and applying the appropriate remedial measures on time. This can go a long way in improving the quality of learning among children with poor scholastic performance.

Preparing Primary Level Teachers for Inclusive Education in Bangladesh

The government of Bangladesh has introduced inclusive education for all government primary schools since 2010.Government primary school teachers in Bangladesh receive prerequisite programs and in-service training on inclusive education after obtaining their positions. This study aims to investigate teachers’ self-efficacy and attitudes toward inclusive education in Bangladesh. Data were collected from 43 government primary schools in the capital city of Bangladesh, Dhaka district. A total of 311 teachers responded to the survey. This study examined challenges of teacher training in Bangladesh relating to self-efficacy and attitudes toward inclusive education. The results showed that there were no significant differences in teachers’ self-efficacy and attitudes toward inclusive education between the teachers who received prerequisite or in-service training on inclusive education and those who did not. In order to reform the training system, it is recommended to create more opportunity for teachers to work with students with disabilities, collaborate with other stakeholders, and introduce teachers to new teaching materials and methods during both prerequisite and in-service training periods.