IN PRIMARY SCHOOL Research Articles

A CRITICAL INCIDENT ANALYSIS OF PARENT-SCHOOL ADMINISTRATORS' CONFLICTS IN PRIMARY SCHOOLS

Examining the disputes that arise between parents, teachers, and students is the goal of this study. The study, which was carried out at the primary school level, where parent-child interaction is high, employed the critical incident analysis method. The typical sampling method was used to select participants for the study, and school principals were required to have at least 5 years of managerial experience. As a part of this research, interviews were conducted with 10 elementary school principals working in the Tuzla district of Istanbul. A semi-structured form, prepared by the researchers in consultation with experts, was used as a data collection tool. As a result of the interviews, themes were identified relating to "reasons of conflict," "conflict resolution methods," "end of conflict," and "impact and change of conflict." Effective communication, active listening, valuing others, seeking support, and displaying a firm stance were identified as conflict resolution methods. The conflicts affected school principals emotionally and influenced them to behave more professionally. The study's conclusions include that school principals should receive training in communication skills, have their legal standing reinforced, and become more professional. Given the critical importance of managing conflicts in educational settings, recommendations for researchers are offered.

PSYCHOSOCIAL WORKING CONDITIONS OF TEACHERS IN PRIMARY SCHOOLS (CASE STUDY)

PSYCHOSOCIAL WORKING CONDITIONS OF TEACHERS IN PRIMARY SCHOOLS (CASE STUDY)

SCHOOL SAFETY AND TEACHERS’ EFFECTIVENESS IN GOVERNMENT PRIMARY SCHOOLS IN MANYU DIVISION, SOUTH WEST REGION OF CAMEROON

This study investigated the effect of school Safety on Teachers’ Effectiveness in Government Primary Schools in Manyu Division, South West Region of Cameroon. The study sought to find out the extent to which School Safety affect Teachers’ Effectiveness in Government Primary Schools in Manyu Division. The methodology used in this study was the descriptive survey research design. The area of the study was Manyu Division, South West region of Cameroon. The target population of the study was all the teachers in Government Primary Schools in Manyu Division. The accessible population was teachers in 22 Government Primary Schools in Mamfe Central, Eyumojock and Upper Bayang Sub Divisions. The sample population was 114 teachers (22 head teachers and 92 teachers). Purposive sampling and convenience sampling techniques were used in the study. Questionnaire was used to collect data for teachers and constructed in a 4 responds likert scale. Interview guide was used for head teachers. Data was analysed using SPSS software and presented on tables. The hypothesis were tested using Pearson product moment correlation. The validity focused on face, content and construct. The reliability of the instrument was conducted using a pilot test of 15 teachers who were not part of the study. Findings revealed that school safety to a greater extent affects teachers’ effectiveness in government primary schools in Manyu Division. Finally, it was concluded that school safety has an effect on teachers’ effectiveness in government primary schools in Manyu Division. Based on the findings, it was recommended that the government and educational managers should encourage a school environment that is physically, cognitively and emotionally safe so that teachers can be effective.

FORMS OF THE DIFFERENTIATION OF WORK WITH TEXTS IN PRIMARY SCHOOLS

This article justifies the importance and relevance of the use of differentiated work with texts starting with primary school. Results of the analysis of scientific and methodological literature, modern teaching practice on the reflection of the issue of using various forms and kinds of differentiation are described. It is underlined that differentiation of learning is based on discovering and reckoning with the individual characteristics of students and their differences. Individualization of teaching is interpreted as the highest stage of differentiation. Described ways and kinds of differentiation are the most adequate for the effective differentiated work with texts. Such criteria as the level of a student’s autonomy in completing tasks and the complexity of an educational work are at the heart of this classification. Varying levels of autonomy in educational work are ensured by joint completion of tasks, independent work, playing the role of a consultant. The difficulty of tasks is provided by various ways of formulating tasks and the variation in their content. One more regulator of the tasks’ difficulty is the volume and the level of difficulty of texts. As a result of effectiveness checks of the use of aforementioned forms and ways of differentiation of primary school students with educational texts significant positive effect was found.

DIGITAL EDUCATION IN PRIMARY SCHOOLS IN THE REPUBLIC OF SERBIA

The goal of this research is to identify the main problems related to digital technology and skills in the elementary school education system of the Republic of Serbia, as well as opportunities for its improvement. The paper first analyzes the situation in the field of basic education, while the main part of the paper presents an analysis related to the innovative approach to the education process, with the application of information technology and comprehensive digitization. The strategy for the development of education and upbringing in Serbia until 2030 emphasizes the development of education aimed at the needs of modern society as a whole, conditioned by the progress of artificial intelligence, information and communication technology (ICT) and refers to the improvement of teaching content, standards of general cross-curricular competences, especially in cross-curricular multidisciplinary access to teaching in this field. Descriptive analysis was applied in the paper - application of usual scientific research instruments and relevant literature. The research results point to the conclusion that continuous measures are needed for more successful digital education, as well as the education of students in primary schools. 

GENERAL FACTORS COLLABORATING TO INEFFECTIVE EDUCATION AND LEARNING IN PRIMARY SCHOOLS: WHY ARE SCHOOLS IN DECADENCE?

GENERAL FACTORS COLLABORATING TO INEFFECTIVE EDUCATION AND LEARNING IN PRIMARY SCHOOLS: WHY ARE SCHOOLS IN DECADENCE?

INDONESIAN EDUCATION POLICY AND MANAGEMENT: BOS FUND IN PRIMARY SCHOOLS

This article discusses the policy and management of Education: BOS Fund in Primary Schools. Based on Permendikbud No 161 of 2014 concerning Technical Guidelines for the Management of Regular School Operational Assistance Funds. BOS fund management has at least three indicators: Planning, implementation and reporting. These three indicators are the benchmark for managing BOS funds well. The research method uses a literature study with a meta-analysis of ten national journal review results based on BOS fund management indicators: Planning, implementation, and reporting. Results of this study: 1. Planning involves all school residents, including the principal, treasurer, teachers, employees, committees, and parents. This Planning is poured in the form of the preparation of RKAS. RKAS is made with various considerations and by the conditions of each elementary school. 2. The implementation of BOS fund management, starting with the withdrawal of funds; some are carried out in Dahab, and some are all at once; the collection adjusts to each condition and then allocates by the RKAS that has been made. The collection of BOS funds must be recorded in detail and clearly. As well as leaving a minimum balance as a precaution. 3. Reporting is carried out gradually and every day so that it is monitored in real and particular. This reporting is in the form of a unique BOS fund governance book.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0007/a.php" alt="Hit counter" /></p>

LEVEL OF APPLICATION OF STRATEGIC MANAGEMENT IN PRIMARY SCHOOLS: CASE OF KARABUK

Bu çalışmanın amacı stratejik yönetimim ilköğretim okullarının yönetiminde uygulanma düzeylerini, okul yöneticilerinin ve stratejik plan komisyonunda görevli öğretmenlerin algılarına göre belirlemektir. Konuyla ilgili alan araştırması kapsam içindeki okullarda gerçekleştirilmiştir. Araştırma verileri online anket yöntemiyle elde edilmiştir. Elde edilen veriler güvenirlik, frekans, bağımsız t testi ve Anova istatistiksel test yöntemleriyle analiz edilmiştir. Sonuçlar, stratejik yönetimin okullarda uygulanma düzeyinin uygulayıcıların görevlerine, cinsiyetlerine, yaşlarına ve mesleki tecrübelerine göre değişiklik gösterdiğini, planlama, uygulama ve kontrol değişkenini yöneticilerin öğretmenlerden daha yüksek algıladığını, uygulama değişkenini kadınların erkeklerden daha yüksek algıladığını göstermektedir. Stratejik yönetim bir zorunluluktan çok bir gereklilik olarak görülerek özellikle planlama aşamasında paydaş katılımına önem verilmeli, okuldaki süreç il ve ilçe yönetimi tarafından desteklenmeli, örgütsel performansı iyileştirmeyi hedefleyen, sınırlı kaynakları etkili ve verimli kullanmayı sağlayacak bir stratejik yönetim süreci hayata geçirilmelidir.

HEAD TEACHERS’ PARTICIPATIVE LEADERSHIP STYLE AND TEACHERS’ JOB SATISFACTION IN PUBLIC PRIMARY SCHOOLS IN BARINGO SUB-COUNTY, KENYA

This study investigated the effects of head teachers’ participative leadership style on teachers’ job satisfaction in public primary schools in Baringo Sub-county, Kenya. To this far, lots of research conducted in this area have not been exhausted on the participative leadership style, rather most of the studies have focused on leadership in general. The study employed a descriptive cross-sectional survey design, in which both quantitative and qualitative methods of data collection and analysis were applied. The study respondents included 1250 teachers randomly selected from 127 public primary schools, 127 head teachers, and 127 School chairpersons (B.O.M representative) in Baringo Sub-county, Kenya. An interview schedule was used to analyse qualitative data using thematic analysis. The study used Pearson’s correlational analysis and established that there was a positive relationship between participative leadership style and teachers’ job satisfaction. Regression analysis established that job establishment and position had a control effect on job satisfaction. The study concluded that top positions in schools enjoyed more benefits in their positions and there is a need to streamline leadership aspects in most primary schools. The positive influence contributes to teachers’ job satisfaction in public primary schools in Baringo Sub-county, Kenya. This shows that Public Primary Schools in Baringo Sub-county, Kenya should consider applying head teachers’ participative leadership style in school. The study recommends that the head teacher needs to play the role of a coach and mentor at the same time to his/her subordinate.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0087/a.php" alt="Hit counter" /></p>

THE ROLE OF TEACHERS IN THE FORMALIZATION OF “SELF-IMAGE” IN PRIMARY SCHOOLS

THE ROLE OF TEACHERS IN THE FORMALIZATION OF “SELF-IMAGE” IN PRIMARY SCHOOLS

OPINIONS OF PRIMARY SCHOOL TEACHERS ON THE SITUATION OF MUSIC LESSON MATERIAL AND CURRICULUM IN PRIMARY SCHOOLS

Bu araştırmada; ilkokulların müzik dersine yönelik donanım ve materyal durumlarının tespitini yapmak ve sınıf öğretmenlerinin müzik dersi program ve müfredatına ilişkin görüşlerini belirlemek amaçlanmıştır. Araştırmanın evrenini Elazığ ili genelindeki ilkokullarda görev yapan sınıf öğretmenleri, örneklemini ise 2018- 2019 eğitim-öğretim yılının ikinci döneminde Elazığ ili genelinde ilkokullarda görev yapan 503 sınıf öğretmeni oluşturmaktadır. Veri toplama aracı ile öğretmenlerden donanım ve materyal ile program ve müfredata yönelik görüşler toplanmıştır. Donanım ve materyal sonuçlarına göre; sınıfların çoğunda internet bağlantısı vardır fakat müzik köşesi ve etkileşimli tahta bulunmamaktadır. Derslerde müzik defteri çoğunlukla kullanılmaktadır. Öğretmenlerin çoğunluğu herhangi bir müzik aleti çalamazken; sınıf öğretmenliğinden mezun olan öğretmenlerin müzik aleti çalma oranları diğer alanlardan mezun olan öğretmenlere göre daha fazladır. Program ve müfredat açısından öğretmenler müzik dersini faydalı bulurken kazanım ve ders saati açısından kısmen faydalı bulmaktadırlar.

INNOVATIVE METHODS OF TEACHING ENGLISH IN PRIMARY SCHOOLS

INNOVATIVE METHODS OF TEACHING ENGLISH IN PRIMARY SCHOOLS

HOW TO TEACH NEW METHODS EFFECTIVELY IN PRIMARY SCHOOLS

HOW TO TEACH NEW METHODS EFFECTIVELY IN PRIMARY SCHOOLS

THE USE OF INTEGRATION WITH OTHER SUBJECTS TO TEACH ENGLISH IN PRIMARY SCHOOLS

THE USE OF INTEGRATION WITH OTHER SUBJECTS TO TEACH ENGLISH IN PRIMARY SCHOOLS

CREATIVE APPROACH TO TEACHING METHODS OF READING SKILLS IN PRIMARY SCHOOLS

CREATIVE APPROACH TO TEACHING METHODS OF READING SKILLS IN PRIMARY SCHOOLS

INNOVATIVE METHODS OF TEACHING ENGLISH IN PRIMARY SCHOOLS

INNOVATIVE METHODS OF TEACHING ENGLISH IN PRIMARY SCHOOLS

THE DIFFERENCES BETWEEN OLD AND MODERN METHODS OF TEACHING ENGLISH IN PRIMARY SCHOOLS

THE DIFFERENCES BETWEEN OLD AND MODERN METHODS OF TEACHING ENGLISH IN PRIMARY SCHOOLS

INFORMATION AND COMMUNICATION TECHNOLOGY APPLICATION MANAGEMENT SOLUTIONS IN TEACHING METHOD INNOVATION IN PRIMARY SCHOOLS IN THANH THUY DISTRICT, PHU THO PROVINCE TO MEET THE NEW GENERAL EDUCATION PROGRAM IN 2018

In the past time, the application of information and communication technology in teaching method innovation and application management of information and communication technology in teaching method innovation in primary schools in Thanh Thuy district, Phu Tho province’s response to the new general education program in 2018 has achieved certain results. From the survey and research on the current situation of information and communication technology application management in teaching method innovation in primary schools in Thanh Thuy district, Phu Tho province to meet the digital transformation era, analyzing the advantages and disadvantages, the reason for which the article has stated a system of solutions to manage information and communication technology application in teaching method innovation in primary schools in Thanh Thuy district, Phu Tho province to meet the new general education program in 2018. Keywords: Information and communication technology application management solutions; Innovating teaching methods; Primary schools; Thanh Thuy district, Phu Tho province; New general education program 2018.

ASSESSING THE EDUCATIONAL ROLE OF SCHOOL GARDENS IN PRIMARY SCHOOLS IN CHRIS HANI DISTRICT, SOUTH AFRICA

The role of school gardens varies from place to place depending on the goal(s) pursued by the practitioners. Firstly, researchers have noted that school gardens are used as a strategy for improving food security. During the 1st World War, school gardens served as an important source of food in Europe and North America. Again, to date, school gardens are considered to have great potential of boosting food security in the developing countries experiencing hunger and malnutrition challenges. Secondly, the educational role has also been emphasised. School gardens serve as an outdoor classroom where learners are equipped with a variety of life skills including food production, teamwork, and good nutritional habits. Furthermore, experiential educationists acknowledge the positive impact that school gardens have on enhancing learning. In South Africa, the Department of Basic Education encourages schools to establish school gardens as part of the National School Nutritional Programme launched by the South African government in 1994 to alleviate food insecurity among learners from poor communities. Schools are also encouraged to use school gardens as educational sites. Nonetheless, to date minimal research has been conducted to examine the educational role of school gardens in South Africa. Thus, this paper reports on the outcomes of an empirical exploration of the use of school gardens as educational sites in the Chris Hani District, South Africa. The study adopted a mixed research approach and is underpinned by the experiential learning theory. A purposive sample of six primary schools drawn from the Chris Hani District was used. From the six schools, a total of 54 students, 18 teachers and 6 principals participated in the study. The fifty-four students responded to the survey questionnaire, while interviews were conducted to elicit qualitative data from 6 principals and 18 teachers. Descriptive statistics and the themes developed were used to analyse quantitative and qualitative data, respectively. The results revealed that school gardens were predominantly used as a food security enhancement mechanism. The study recommends the need to incorporate school gardening in the primary school curricula to boost the use of school gardens for educational purposes.\nKEYWORDS: School Garden, educational role, experiential learning, primary schools, Chris Hani District.

TEACHERS’ PERCEPTIONS OF INCLUSIVE EDUCATION IN PUBLIC PRIMARY SCHOOLS IN KISII COUNTY, KENYA

This paper investigates the teachers’ perceptions of inclusive education in public primary schools in Kenya.It particularly explores the influence of the teachers’ demographic variables on the perceptions of inclusive education in the regular school system. The study is guided by the positioning theory puts emphasis on within the framework of discursive psychology and requires close analysis of cues that participants use to position themselves, their listeners, and others. The analysis adopted the Ex Post Facto criterion group research design to identify the causative relationship between the demographic indicators and inclusive education practices. The respondents (n = 333) were regular primary school teachers in Kisii Central Sub County of Kisii County, Kenya. There were five research questions that guided the current study were translated into ten hypotheses which were tested using the one – way Analysis of Variance (ANOVA).The findings reveal that the participants presented mixed opinions on the general philosophy of inclusive education based on their demographic factors. The difference among age cohort (F (14,329)= 2.629; P< .001), level of qualification (F(14,311)= 8.94; P< .001) and teaching experience (F(12,163)= 18.03; p< .001) were found to have statistically significant influence on regular teachers’ perceptions of inclusive education. However, the findings showed that gender (F(14, 300)= 1.385; p> .001) and training in disability education (F (13,316)=3.84; P> .001), did not have significant influence on regular teachers’ perceptions of inclusive education. The study has revealed that a number of teacher demographic factors significantly influence teacher’s perceptions in inclusive education classrooms in the general school environments. These include teacher’s age, level of educational qualification and teaching experience. The gender and training in disability of the teachers however do not influence the teachers perceptions.