Knowledge Of Primary School Teachers Research Articles

A Study to Assess the Effectiveness of Planned Teaching Programme on Behavioural Disorder in Children among Primary School Teachers in Selected School, Dadra & Nagar Haveli, Silvassa

BACKGROUND: Behavioural disorders of children lead to abnormality in their Personality, emotions or behavior, which is dangerous and affect to him/her, family and society. Behavioural disorders are caused by multiple factors like faulty parental attitude, inadequate family environment (broken families, low socio-economic status, lack of love and affection), mentally and physically sick or handicapped, influence of social relationship, influence of mass media, and influence of social change. Some children show symptoms that are consistent with diagnoses of Oppositional Defiant Disorder (ODD), Attention-Deficit hyperactivity Disorder (ADHD), and Learning disability. Objective: The aim of the study was to assess the effectiveness of planned teaching program on behavioural disorders among primary school teachers at Dadra & Nagar Haveli, Silvassa. Methodology: A pre-experimental one group pre-test post-test research design was adopted, through non probability purposive sampling technique, 150 samples were selected from selected primary school of Dadra and Nagar Haveli, Silvassa. Demographic Variables based on baseline Performa was used to collect demographic data and Self-administered knowledge questionnaire were used to assess the existing knowledge level of primary school teachers regarding behavioural disorder in school aged children. Planned teaching program on behavioral disorders in children was administered to primary school teachers to enhance the knowledge followed by post was conducted after 7 days. The data was analyzed and interpreted based on descriptive and inferential statistics. Result: The result of the study shows that, the overall post-test knowledge mean percentage (71.26%) is greater than pretest knowledge mean percentage (39.57%). The calculated “t” value (27.174) of the knowledge score of the primary school teachers regarding behavioural disorders of school aged children is greater than the table value at 0.05 level of significance hence the planned teaching programme is effective to improve the knowledge of school teachers. Conclusion: Thus, it can be concluded that Planned teaching programme was effective in improving the knowledge of primary school teacher regarding behavioural disorders in school aged children. Key words: Assess, Effectiveness, Knowledge of primary school teachers, Behavioural disorders, School aged children, planned teaching program.

Technopedagogical and disciplinary knowledge of primary school teachers in different socio-demographic contexts

Technopedagogical and disciplinary knowledge of primary school teachers in different socio-demographic contexts

Effect of electronic book "Traumatic dental injury to children's permanent teeth" on primary school teacher's knowledge.

Most dental trauma in children aged 8-12 years occurs in schools. Teachers should properly and timely manage the emergency pertaining to traumatic dental injuries before paying visit to dental health center. Studies had revealed that the elementary school teachers carried poor knowledge of managing the dental trauma. Electronic books were the easily accessible digital and visual educational media for the users through internet-connected devices. This study compared the knowledge of primary school teachers before and after reading the innovative electronic book "Traumatic Dental Injury to Children's Permanent Teeth". The questionnaire was shared via a link, before and after reading this electronic book. The contents of electronic book included the kinds of trauma, management, and preventive measures as explained via appealing illustrations. The median score of knowledge before the intervention was 6 (poor), and afterwards it was 13 (good). Wilcoxon test on scores before and after reading this book resulted in statistically significant difference p-value ≤ 0.05. The electronic book "Traumatic Dental Injury to Children's Permanent Teeth" was innovative, and effective educational media having high impact of increasing the dental trauma knowledge among primary school teachers.

Knowledge of Primary School Teachers Regarding First Aid for Selected Common Injuries in Selected Schools in Bangalore

Every parent will take various measures and actions to keep their child safe and protect them from injury. Especially when they are not around them, like in schools and daycare. Children are spending more time at school; thus, teachers are responsible for their health. School teachers should know that first aid and primary school children come under an endangered group, which means that they are more prone to injuries. The study’s objective was to reveal primary school teachers’ knowledge regarding first aid in selected Bangalore schools and determine the efficiency of a structured teaching program on knowledge regarding first aid. A pre-experimental pre–post-test design was preferred for this study. The sample consisted of 52 primary school teachers selected using purposive sampling. The score was acquired through self-administered questionnaires using baseline Performa and questionnaires to measure the primary school teachers’ knowledge in selected schools in Bangalore, India. Among the 52 participants, 48.1% have poor knowledge, and 51.9% have moderate knowledge. All 100% of the subjects were female teachers, with a pre-test mean knowledge score of 14.52% and a post-test score of 22.63%. The obtained p-value of the mean difference between the pre and post-test is less than 0.001. It is concluded that there is a high relationship between primary and post-test knowledge scores of primary school teachers concerning first aid. The teacher’s negligence of the students and their failure to look after the child during school hours is the main reason for the cause of accidents at school. Proper first aid knowledge is important for those teachers to prevent further complications of accidents. It is concluded that a structured teaching programme among those school teachers will help improve their awareness and competency in the prevention and management of First aid.

A STUDY TO EVALUATE THE EFFECTIVENESS OF VIDEO ASSISTED TEACHING PROGRAMME ON KNOWLEDGE REGARDING AUTISM AMONG PRIMARY SCHOOL TEACHERS IN SELECTED SCHOOLS AT COMMUNITY, BENGALURU

Childrenoftodayare thecitizensoftomorrow sotheyneed to careby parentsandteachers. As a teacher may come across many children so easily, they can find normal and abnormalbehavior of a child. Autism is a psychoneurotic disorder characterized by impaired social interaction,communication and by restricted and repetitive behavior. Teachers can find this behaviorin schooland timely measures can be taken. In order to educate and encourage the teachers, to improve theirknowledge regarding autism, the study was conducted to evaluate the Effectiveness of video assistedTeaching Program regarding autism on knowledge of primary school teachers working in selectedschools at community, Bengaluru. Pre-experimental design, with convenient sampling method wasused. Informationwascollectedfrom50primaryschoolteachersregardingautismusingthestructured knowledge questionnaire. VATP was implemented and post-test was conducted after 7 daysto find the effectiveness. Regarding effectiveness of STP, the overall mean knowledge score in thepre-test was 38.1% and 79.52 % in the post test with enhancement of 41.42% and it was significant at5% level. Analysis of socio-demographic variables showed significant association between religion,professionalqualification,sourceofinformationonautism,teachingexperienceinyearswithknowledge score at 5% level (P>0.05). Overall findings showed that pre-test knowledge scores werefound to be 38.1% and after STP, knowledge of primary school teachers was enhanced by 41.42%regardingautism.HencetheresulthasprovedthatVATPwaseffectiveinimprovingtheknowledgeofprimary schoolteacherson autism.

Effectiveness of information videos regarding autism among primary school teachers at selected rural schools of Bangalore

Autism is a developmental disorder which is characterized by a qualitative alteration of social interaction, communication and repetitive behaviors, interest and activity. Early identification of autism will improve the health and well-being of the children and prevents the possible disabilities which might occur in future. The objective of the study is to assess the existing level of knowledge regarding autism among primary school teachers; to determine the effectiveness of information videos to enhance knowledge of primary school teachers regarding autism and to find association between knowledge of primary school teachers with selected socio demographic variables. One group pretest –posttest design was selected for the study. Structured knowledge questionnaire was used to collect data from 60 primary school teachers in rural school of Bangalore. Samples were selected using non probability convenient sampling technique. The obtained data were analyzed using descriptive and inferential statistics and interpreted in terms of objectives and hypotheses of the study. The level of significance was set at 0.05 level.: In the pre-test, about 63.3% of the samples had inadequate knowledge where as in the post test of the samples (66.7%) had gained adequate knowledge. These findings indicate that the video assisted teaching programme was effective in enhancing the knowledge of the primary school teachers regarding autism. A significant association was found between age (χ2 = 4.32), marital status (χ2=3.95) and place of residence (χ2=5.48) and the mean pre-test knowledge scores at 0.05 level of significance.

ASSESS THE LEVEL OF KNOWLEDGE REGARDING SOMATOFORM DISORDERS IN CHILDREN AMONG PRIMARY SCHOOL TEACHERS

Somatoform disorders are recognised by physical symptoms suggestive of a medical condition that are neither medically explained nor by direct effect of a substance. Since this kind of disorders is common among children, teachers are the one who could discover it at first and find a remedy. The present study was focused to identify the level of knowledge of primary school teachers regarding Somato form disorder in children. Research design used for the present study was non-experimental descriptive research design. After obtaining a formal permission from the concerned authority and teachers, 30 teachers were selected from Sacred Heart School and Holy Family School in Thrissur, Kerala. Sampling method adopted for the present study was based on non-probability convenient sampling technique. Conceptual framework was adopted.

Study to Evaluate the Effectiveness of Structured Teaching Programme on Knowledge of Primary School Teachers Regarding Identification of Behavioral Related Emotional Problems among Children between Six to Ten Years in Selected Primary Schools at Bangalore

Study to Evaluate the Effectiveness of Structured Teaching Programme on Knowledge of Primary School Teachers Regarding Identification of Behavioral Related Emotional Problems among Children between Six to Ten Years in Selected Primary Schools at Bangalore

A study to evaluate the effectiveness of video assisted teaching programme on knowledge regarding autism among primary school teachers in selected schools at Bengaluru

Was conducted in partial fulfillment of the degree of master science in nursing at Government College of nursing, Bangalore.Objectives of the Study1.To assess the knowledge of primary school teachers regarding autism before and after administering the video assisted teaching program.2.To evaluate the effectiveness of video assisted teaching program on autism.3.To find the association between level of knowledge of primary school teachers regarding autism and selected socio-demographic variables.Method: Pre-experimental design, with convenient sampling method was used. Information was collected from 50 primary school teachers regarding autism using the structured knowledge questionnaire. VATP was implemented and post-test was conducted after 7 days to find the effectiveness.Result: Regarding effectiveness of STP, the overall mean knowledge score in the pre-test was 38.1% and 79.52% in the post test with enhancement of 41.42% and it was significant at 5% level. Analysis of socio-demographic variables showed significant association between religion, professional qualification, source of information on autism, teaching experience in years with knowledge score at 5% level (p>0.05).Interpretation and Conclusion: Overall findings showed that pre-test knowledge scores were found to be 38.1% and after STP, knowledge of primary school teachers was enhanced by 41.42% regarding autism. Hence the result has proved that VATP was effective in improving the knowledge of primary school teachers on autism.HypothesesH1: The mean post-test knowledge scores of primary school teachers regarding autism will be significantly higher than their mean pre-test knowledge scores. H2: There will be a significant association between post-test levels of knowledge of primary school teachers regarding autism and selected demographic variables.

Examination of Teachers' Knowledge Levels of the Concept of Early Literacy in Terms of Various Variables

The aim of this study is to determine the level of knowledge of primary school teachers about the concept of early literacy, to determine whether this knowledge level differs according to the teachers' gender, the type of school they graduated from and their professional seniority; to reveal the importance of early literacy skills for 1st grade students of primary school and how to increase teachers' early literacy knowledge levels. This research is a descriptive study of the nature of a survey model. In this study, in which quantitative and qualitative research techniques were used together, mixed method was used in data collection and analysis. The study group of the research consists of 52 primary school teachers who teach the 1st grade. While schools were determined through the disproportionate stratified sampling, teachers were determined through simple random sampling. The analysis of the qualitative data was conducted via content analysis while the quantitative data were analyzed via independent group t-test and ANOVA in this study for which data collection was provided via a semi-structured interview form developed by the researchers. Research findings reveal that primary school teachers have low knowledge levels regarding early literacy and their knowledge levels do not vary depending on gender, the type of school they graduated from and professional seniority. In classroom teaching departments, courses with well-prepared content on early literacy should be put in place, effective in-service training activities should be organized on the subject and classroom teachers should be exchanged frequently with their preschool teachers.

Evaluation of educational needs assessment and management of dental traumas in primary school teachers, in Iran and worldwide: A systematic review

Background: Every year, many primary school children suffer from dental trauma. The long-term success of treatment depends on immediate emergency care and initial professional management after the injury occurs. Therefore, primary school teachers can play an important role in the management of traumatic dental injuries (TDIs). As no systematic review has been conducted on this subject in Iran, the present study aimed to investigate the educational needs assessment and management of dental trauma in primary school teachers in Iran and in other countries. Methods: In this systematic review, four main electronic databases, PubMed, Web of Science, Scopus, and Google Scholar, were examined with keywords derived from MESH and by designing a detailed search strategy. The studies were then transferred to EndNote software version 20 and screened based on preferred reporting items for systematic reviews and according to the study input criteria. Then, the selected studies were reviewed to extract the data based on the objectives of the study. Results: Eventually 19 studies were included in the final review phase out of the 774 studies obtained during the systematic search. Five of these studies were specific to Iran. The present study showed that the knowledge of primary school teachers about managing dental traumas is insufficient, and it is necessary to train them on appropriate trauma management to improve their ability and performance. Conclusion: There are gaps in the management of dental traumas that confirm the need for effective education and intervention to improve the knowledge, performance, attitude, and ability of teachers.

Survey on Cairene primary school teachers’ knowledge and attitude about stuttering

BackgroundBehavior of teachers towards stutterers could have an impact on stutterers’ self-image and the way they are viewed and treated by their peers. Assessment of the amount of knowledge of primary school teachers is essential to include awareness about stuttering in teachers’ education to enable early identification and proper management for these children.AimThis study aimed to feature the primary school teachers’ knowledge and attitude towards stuttering students.MethodThis study included 100 primary school teachers selected from 4 primary governmental schools in Cairo. Our subjects were subjected to a questionnaire field study to measure their assumptions, attitudes, and knowledge of stuttering and persons who stutter.ResultsThere was some good teachers’ attitude like talk as if the stutterer is talking normally. In addition, tell the student to slow down the rate of speech, and tell the student to think before he/she speaks, allowing stutters to take a deep breath, praising the student when he/she speaks well. While there were undesirable reactions in the form of teachers feel inpatient and the stutterer is nervous, shy and has difficulty in making friends.ConclusionThe results of this study showed some good knowledge of teachers about stuttering with some favorable attitude about stuttering which can help people who stutter (PWS) to overcome their difficulty, but still it is not enough. More efforts should be made to improve teachers’ behavior to insure giving the best possible help to PWS.

Teachers’ knowledge on caries aetiology and prevention – a pilot survey

Introduction. Education conducted by teachers, who should have up-to-date knowledge of the aetiology and prevention of caries, plays an important role in shaping dental health behaviours and attitudes in children. Aim. To assess the knowledge of primary school teachers on the aetiology and prevention of caries. Material and methods. Online surveys were conducted among primary school teachers in 10 voivodeships as part of the “Monitoring the oral health of the Polish population in 2016-2020” programme. The survey assessed the respondents’ knowledge of the aetiology of caries in children, as well as the benefits of dental care and caries prevention. Results. A total of 55 primary education teachers participated in the study. Most of the respondents pointed to bacteria (92.7%), sugar (96.4%) and their combination (98.2%) as aetiological factors of caries. Regular dental check-ups and tooth brushing were reported as preventive factors by all teachers. A total of 85.5% of respondents indicated the use of dental floss and only 74.5% knew the preventive effect of fluoride compounds. Participation in training courses on the prevention of oral diseases was declared by 23.6% of respondents, and 45.5% of teachers conducted classes on oral health among students in the past. Conclusions. The insufficient level of knowledge among Polish teachers about the aetiology and prevention of dental caries indicates the need for their substantive training so that they can conduct pro-health education for children. Studies in a larger group is needed to identify their educational needs.

Effectiveness of Programmed Instruction on Knowledge Regarding Health Problems of Primary School Children and Its Management Among Primary School Teachers

The present study was aimed to assess the effectiveness of programmed instruction on knowledge among primary school teachers about management health problems in primary school children. A quasi-experimental, one-group pre- and post-test research design was adopted to carry out the study. A self- administered knowledge questionnaire was used to collect the data among samples who were selected through purposive sampling technique. Results evidenced that there was a significant improvement in the overall posttest knowledge score while compared with overall pretest knowledge score. The calculated value was significantly higher than the table value, hence it is evident that the posttest knowledge of primary school teachers on management of common health problems were increased through the programmed instruction. Thus, increasing knowledge of primary school teachers regarding management of common preschool children health issues could provide an opportunity to protect the majority of young children. Keywords: Primary school children; school teachers; health problems; instruction material

Knowledge of the Voice in the Teachers' Population and their Ability to Refer Children with Voice Disorders to a Speech-Language Pathologist

The objectives of this study were to investigate (1) the knowledge of primary school teachers regarding voice and voice disorders, (2) the primary school teacher's ability to identify and refer a dysphonic child to a speech-language pathologist (SLP), and (3) potential contributing factors that might affect this ability. Thirty-one primary school teachers (30 women, one man) with a mean age of 33 years (range: 22-57 years; SD: 11.1 years) were included in this study. They filled out an online questionnaire, gathering demographic information, estimations of their knowledge regarding voice and voice disorders, and their ability to refer a dysphonic child to an SLP. Furthermore, they completed an online quiz (maximum score: 9) with basic questions about the voice, vocal health and voice disorders. Most teachers (58.1%) rated their knowledge as basic, 16.1% as adequate and 25.8% as good. One out of four teachers (25.8%) received voice-related information during their education. A substantial part (38.7%) gathered information through other channels, such as voice therapy. Almost all participants (90%) reported to have no or little experience with dysphonic children. Half of them (51.6%) felt unsure about their ability to refer a dysphonic child to an SLP, and 54.8% were willing to attend extra voice workshops. A significant association was found between the estimated knowledge regarding voice (disorders) and attendance of voice therapy (P=0.020). More than half of the teachers who attended voice therapy (57.1%) estimated their voice-related knowledge as good, compared to only 16.7% of the teachers who did not attend voice therapy. Moreover, a significant association was found between the years of teaching experience and the quiz total score (P=0.040). The majority of the teachers with the least teaching experience (57.1%) achieved a score between 4 and 6, whereas the teachers with more experience achieved a score between 7 and 9. This study suggests that the voice-related knowledge of primary school teachers is limited. Consequently, teachers do not feel confident in referring a dysphonic child to an SLP. As teachers can be important sources in indirect assessment of pediatric dysphonia, they need to be well informed and extensively trained in using voice screening protocols. Interdisciplinary cooperation between SLPs and teachers should be optimized to provide the best available care and improve the children's quality of life.

INTEGRATION OF INFORMATION COMMUNICATION TECHNOLOGY (ICT) IN THE NEW NORMAL LEARNING: ITS EFFECT ON TEACHERS' INDIVIDUAL PERFORMANCE COMMITMENT RATING

Implementing the K to 12 Education program in the Philippines necessitates the use of technology in teaching. Technology integration in teaching helps teachers fill the gap and aid the weakness of traditional teaching methods with technology-based teaching and learning tools and facilities. Information and communication technology has served people for educative purposes and the formation of virtual social connections for the co-existence of human relationships amidst the COVID-19 pandemic. Over the last two decades, the rapid growth of ICT has become one of the most important topics discussed by scholars in education. This is due to ICT’s capability to provide dynamic and proactive teaching and learning environment. In line with the current digital era, teachers are required to integrate ICT into their daily teaching and replace their traditional methods with modern tools and facilities. This paper’s primary focus is on the effectiveness of ICT integration in education. More specifically, this paper aims to identify the level of computer skills and knowledge of primary school teachers in teaching and learning. Moreover, this paper aims to identify the level of ICT integration in the teaching and learning process in the classroom. The findings illuminate that most teachers are normal users, and many teachers use ICT more frequently in the teachers’ room for their work rather than using it in their classroom for teaching and learning. Moreover, results show that teachers should always be ready and well-equipped in terms of ICT competencies and a positive attitude to provide ICT-based learning opportunities for students to improve their learning quality. Future studies need to consider other aspects of ICT integration especially from the management point of views such as strategic planning and policy-making. KEYWORDS – information communication Technology, new normal learning, teachers performance rating

Primary School Teacher’s Awareness and Knowledge of Dyslexia in Qassim Region-Saudi Arabia

Dyslexia represents a major educational and medical issue. Students with dyslexia can go through multiple psychological and emotional problems such as depression and anxiety. Primary school teachers could play a crucial role in identifying dyslexia early and creating awareness about learning disorders in the community. However, there are very few studies on the knowledge of primary school teachers about dyslexia. This study aims to assess the knowledge and awareness of dyslexia in primary school teachers in Qassim region-Saudi Arabia and to assess the variables influencing the knowledge. Therefore172, teachers from different primary schools in the Qassim region were given a self-report questionnaire, socio-demographic history was elicited, and the teacher’s preparation and knowledge were assessed based on their responses to the questionnaire. The results showed that most teachers lack the training, knowledge, and skills to diagnose dyslexic students in their classrooms. Furthermore, the higher levels of knowledge and awareness were significantly correlated with higher educational level, being a teacher for the lower classes, and working as a special education teacher. The findings of this article carry the notion that the lack of knowledge and awareness among school teachers regarding the term dyslexia puts the affected students at significant difficulties. Keywords: Learning Disorder, Dyslexia, Primary School, Teachers.

Are primary education teachers trained for the use of the technology with disabled students?

Incorporating information and communication technology (ICT) in inclusive classrooms requires competent teachers, both technological and pedagogical. To contrast these theoretical assumptions, this study aims to identify the level of training and technical knowledge of primary school teachers in Spain regarding the use of ICTs for supporting students with special needs. The research methodology used was a mixed research design (quantitative and qualitative method), analysing 777 questionnaires supplied to primary school teachers and 723 interviews conducted with key informants (members of management teams, ICT coordinators, directors and technological advisors of teacher training centres). The results informed teachers' knowledge about ICT and disability and barriers or obstacles to their training. Among the conclusions, teachers' inadequate training regarding ICTs for students with special needs stands out and the lack of training experiences in this field.

A Descriptive Study to Assess the Knowledge on Attention Deficit Hyperactivity Disorder (ADHD) among primary school teachers in selected schools, Kottayam

The present study was conducted to assess the knowledge regarding ADHD among primary school teachers in selected schools, Kottayam. The objectives of the study were to assess the knowledge regarding attention deficit hyperactivity disorder (ADHD) among primary school teachers and to find the association between knowledge of primary school teachers regarding ADHD and selected demographic variables. Convenience sampling technique was used to select 30 samples from the three primary schools of Kottayam district. The tools for data collection included semi structured questionnaire for collecting demographic data and a self- administered standardized questionnaire to assess knowledge regarding ADHD among primary school teachers. Pilot study was conducted to assess the feasibility of the study and followed by which data collection was analyzed using descriptive and inferential statistics. The result showed that among 30 subjects 6(20%) had poor level of knowledge, 24 (80%) had average level of knowledge and none of them had good level of knowledge regarding attention deficit hyperactivity disorder. The study findings revealed that there is significant association between level of knowledge of primary school teachers and selected demographic variables such as gender, type of job, and any special training in child psychology. Result indicated that teachers’ greatest area of knowledge dealt with general information of ADHD. Teachers had lower scores related to identifying the symptoms and diagnosis and knowledge of treatments for the disorder. In conclusion, teachers in Kottayam district needed training on identifying symptoms and diagnosis and treatment of ADHD. The study recommended that In-service training courses to teachers about attention deficit hyperactivity disorder enhance teachers, parents and community awareness about attention deficit hyperactivity disorder through mass media.

Effectiveness of An Oral Health Care Workshop in Primary School Teachers of Barakahu; A Pilot Study

Objective: To assess the effectiveness of an oral health care workshop in enhancing the knowledge of primary school teachers
 Study design: Quasi-experimental study.
 Place and Duration of Study: Primary schools of Barakahu, from Feb to Jun 2019.
 Methodology: This pilot study was carried out among who attended a training workshop on oral health at various primary schools of Barakahu. Training methods included didactic lectures, demonstrations and audio-visual aids. Scores were graded pre and post workshop as poor, fair and good knowledge. Evaluation was done to assess the effectiveness of the training.
 Results: Out of 40 participants, 78% had good pre-training knowledge as compared to 83% after the training. As our data was not normally distributed therefore, we applied, Wilcoxon signed ranks test to check the change in the questionnaire scores (pre- and post-workshop). Among the 40 participants, 30 had a higher score post-workshop, while 7 had the same score and 3 participants had the lower score (p-value <0.001).
 Conclusion: The study concluded that a training workshop was an effective tool for improving the knowledge of primary school teachers regarding oral health.