Male Secondary School Research Articles

School Heads Leadership Competencies: A Comparative Analysis between the Perceptions of Male and Female Secondary School Teachers

This study seeks to investigate the insights of teachers about leadership competencies of secondary school heads in Malakand division. The study population consisted of 8481 teachers working in three districts i.e. Swat, Malakand and Dir lower. By using cluster sampling probability sampling method, 635 teachers were randomly selected as sample of the study. A highly valid and reliable questionnaire gathered data from secondary school teachers, revealing that heads exhibit strong competencies. Technical competency was highly observed, while conceptual competency was less so. No significant difference was found between male and female teachers' perceptions of school heads' leadership competencies. The study recommended that both pre and in-service trainings and leadership development programs may be arranged for heads to enhance their leadership competencies to effectively manage school activities. Senior teachers may also be involved in different school activities.

The Role of School Administration in Increasing the Awareness of Using Social Media Safely in Learning from the Teachers’ Point of View

This study investigated the role of school administrations in Saudi Arabia in raising awareness of students using social media from the perspectives of teachers at the secondary level. The study followed the descriptive survey, for which a questionnaire of 41 paragraphs was developed and administered to 500 teachers. The findings revealed the degree of responses of male and female secondary school teachers regarding the role of school administrations in Saudi Arabia in confronting the dangers of social media, which had a medium level. The findings demonstrated that the academic qualification variable for this dimension was associated with statistically significant differences, with the disparities favoring holders of bachelor's degrees. Finally, the results showed differences between the participants' opinions on the role of school administrations in Saudi Arabian schools in confronting the risks of social media because of years of experience variable.

Impact of Emotional Anxiety on Academic Performance of Senior Secondary School Students in Kebbi State, Nigeria

This study investigated the impact of emotional anxiety on academic performance among students of senior secondary schools in Kebbi State, Nigeria. The study adopted a correlative research design. The target population of the study was 2,344 male and female senior secondary school students in Kebbi State, Nigeria. The sample of the study was 338 respondents drawn from the target population. Data were collected using Emotional Anxiety Inventory (EAI) and academic performance inventory (API). The data collected were processed and analyzed PPMC. All tests were performed at a 0.05 significance level. The study found that there is a significant relationship between emotional anxiety, and academic performance among senior secondary students in Kebbi state with the following values: emotional anxiety and academic performance = 0.000, r = .697. Based on the results of the findings it was recommended that government should employ the services of psychologist and counselors in the senior secondary schools so as to help students on how to cope with their emotional anxiety.

Differences in job satisfaction of male and female teachers in private and public secondary schools

BackgroundPositive feelings about one’s work are referred to as job satisfaction. On the other hand, a bad attitude regarding one's employment is job discontent. In mainstream research, studies on work satisfaction are commonplace. There have been thousands of research done all around the world. Teachers at secondary schools in Pakistan are taking the lead in conducting research on work satisfaction, despite the fact that this field is still underutilized.Aim and objectivesThe current study’s goal was to find out how satisfied male and female instructors were with their jobs in Bahawalpur, Pakistan’s private and public secondary schools. Teachers employed at Pakistan’s public and private schools in Bahawalpur were the study’s targeted demographic, which was chosen for this cross-sectional quantitative investigation. Random sampling was used in the selection of the research sample.MethodThere were five hundred male and female secondary school teachers in the final sample. The survey was self-administered using a 36-item structured questionnaire by good docs. Descriptive and inferential statistics were employed in the data analysis to examine the collected information. The participants were categorized based on their age, gender, experience, qualifications, and type of institution (public vs. private) in order to determine the difference in work satisfactions using one-way ANOVA and an independent sample t-test.FindingsThe findings showed that compared to male instructors, female teachers had higher levels of satisfaction. ConclusionThe research investigated that different public and private school teachers' work satisfactions are based on factors including age, experience, and qualifications.LimitationsThe research findings may not be applicable to other school districts and a sizable population living in Bahawalpur, Pakistan. The author selected a broad sample of teachers (male/female) from public and private schools.Managerial implicationsThe current study was to characterize the elements that lead to teacher satisfaction and discontent among secondary school instructors in Bahawalpur, Pakistan.

Physical Child Abuse Among Secondary School Students in A Community in Benue State

The study aimed to examine occurrences of physical child abuse among secondary school students in a community in Benue State. The study utilized a cross-sectional research design to achieve its objectives. The data collection instrument used was the Physical Child Abuse Questionnaire (PCAQ). The study took place in Igumale, Ado Local Government Area of Benue State. The survey included 800 secondary school students from six secondary schools in Igumale. There were 300 respondents in the sample. Three experts from the Department of Human Kinetics and Health Education at the University of Nigeria, Nsukka, face validated the instrument. The instrument’s reliability was determined by testing the Spearman’s rank order correlation formula, resulting in a reliability coefficient of .842. The data from PCAQ copies was encoded and analyzed using IBM Statistical Package for Social Sciences (IBM-SPSS) version 22 for Windows. The research questions were answered using frequencies and percentages. 58.7 per cent of secondary school children in Igumale experienced physical child abuse. 60.0 per cent of secondary school students aged 10-14 experienced physical abuse, which is higher than the 56.9% of students aged 15-19. The percentage of male secondary school students who encountered physical abuse (60.5%) is greater than the percentage of female students who experienced physical abuse (57.3%). The percentage of physical abuse among parents with no formal education is 59.6%, primary education is 52.6%, secondary education is 76.9%, and tertiary education is 49.2%. Therefore, parents with secondary education have the highest rate of physical abuse. The recommends greater investment in programmes that have shown effectiveness in averting abuse before it occurs.

Teaching Aptitude of School Teachers: A Gender-Based Comparison

Teaching aptitude of school teachers is an important factor in making the teaching profession more effective. This research study was carried out for comparison of female teachers’ aptitude of teaching with male teachers of three districts Multan, Khanewal and Muzaffar Garh. The key objective of this research study was to analyze the teaching aptitude of female and male school teachers. The present study includes the sample of 350 teachers including 178 female school teachers and 1172 male elementary and secondary school teachers by using simple random sampling technique. A standardized Teaching Aptitude Test is used as a research instrument for the measurement of aptitudes of male and female teachers. Z-test was applied to compare the aptitude of teaching for female and male school teachers. Data analysis revealed that the significant difference is not found between the teaching aptitude of female and male school teachers. The study recommends to administer aptitude test at the time of selection of teachers to appoint those teachers for teaching profession who have high level of teaching aptitude

Comparative Study of Adjustment of Boys and Girls at the Secondary Level

Education is the capacity to navigate and fulfill one's existence. How well a young person adapts to various environments determines their level of success in life. The child's adaptation is influenced by several aspects, such as domestic, social, educational, and financial adjustment. The objective of the investigator is to do a comparative analysis of the adaptation of secondary school pupils. The investigation was done utilizing the survey methodology. The investigator utilized a standardized inventory to assess the adjustment of secondary school students. The study employed percentage analysis and a t-test as statistical approaches.The investigation indicated that the level of adjustment among secondary school pupils is moderate. A notable disparity was seen in the emotional adaptation of boys and girls, whereas no significant distinction was detected between male and female secondary school pupils in terms of their adjustment in the family, social, educational, and financial domains.

Secondary school students’ attitudes towards chemistry: a cultural comparison between Germany and China

ABSTRACT This paper investigates the attitudes towards chemistry of male and female secondary school students from Germany and China to understand the role of collectivism and individualism in attitudes towards chemistry, comparing Germany, a relatively individualist country, with China which is rather collectivist. Literature suggests that the gender gap in attitudes towards science is larger in collectivist countries. Beyond that, the data base is insufficient. 1468 secondary school students (China: 883, Germany: 585) responded to a survey. Results of ANOVAs suggested that students from China show more negative attitudes towards chemistry and a more pronounced gender gap in favour of males regarding chemistry self-concept, persistence in chemistry, sense of belonging in chemistry, and perception of linguistic abilities in chemistry. This conforms to theories of collectivism and individualism. However, this trend was not found for the need for the cognition in chemistry and perceived student and teacher support in chemistry. The paper discusses societal aspects that might explain the deviances from collectivism/individualism research. It shows that (a) individualism and collectivism impact students’ attitudes towards chemistry but (b) more nuanced analyses are required considering specific sociocultural and economic factors to understand attitudes towards chemistry in cross-cultural comparisons.

Psycholinguistics Study on the Interplay of Bilingualism on Selected Cognitive Functions Based on Threshold Hypotheses among Saudi International School Students

This study investigates the threshold hypothesis in Saudi international school students. While this hypothesis has been extensively researched in the West, its application in Arabic-speaking regions, particularly Saudi Arabia, remains unexplored. This paper compares the executive function (metalinguistic awareness, inhibitory control, attentional control, and working memory) differences between the three levels of bilinguals (balanced, dominant, and semi) in male secondary school students in Saudi Arabia. Participants took language tests (TOEFL for English, GCSE for Arabic) and four cognitive tasks (grammatical judgment task, Stroop Task, semantic and phonemic fluency task, and Backward-digit-recall task). A quantitative causal-comparative analysis concluded that there was no significant difference between the performance of balanced, dominant, and semi-bilinguals on executive function tasks, except for the phonemic task. However, the study showed that semi-bilinguals performed poorly in all cognitive tasks. Thus, balanced and dominant bilinguals perform equally in inhibitory control, mental flexibility, and metalinguistic and semantic tasks.

Science Teaching Practices at Secondary Level: Cross Comparison of Public and Private Sector Teachers

The main purpose of the study was to learn about science education practices in both public and private schools and identify effective teaching practices in both sectors. To fulfil this purpose, a comparison between public teachers with private teachers and public students with private students was made. For this purpose, a random sample of 300 secondary school students and 80 teachers were selected to collect data. The selected teachers and students were given two rating scales as instruments to learn how to utilize teaching practices. The data were analyzed through the Statistical Package for Social Sciences (SPSS). To examine the gathered information, descriptive data analysis statistics and inferential statistics were used to diagnose the practices. Data analysis highlighted that male secondary school teachers in public and private schools needed to be successfully teaching science. The results led to the recommendation that all the teachers, particularly those employed by private institutions, should undergo refresher courses for effective science teaching practices training.

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

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

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

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

Mediating Role of Self-Efficacy between Organizational Culture and Occupational Stress at the Secondary School Level

he current research work was designed to investigate the mediating role of self-efficacy between organizational culture and occupational stress at the level of secondary school. The current research work was carried out in three districts of Punjab, i.e., District Attock, District Chakwal, and District Rawalpindi. All male secondary school teachers (SSTs) from both the public and private sectors comprised the population of this research work. A total of seven hundred and sixty-eight (768) teachers were selected (384 SSTs from the private sector and 384 SSTs from the public sector) as sample size from both sectors. The sampling technique was simply random for the collection of data. Adapted research instruments were utilized for the collection of data. One null hypothesis was framed. Data analysis was done using Statistical Package for Social Sciences (SPSS) version 25.0, Analysis of Moment Structures (AMOS) version 21.0, and MS Excel. Mean Score, Standard Deviation (SD), Factor Analysis, Confirmatory Factor Analysis (CFA), Second order CFA, Structural Equation Modeling (SEM), and Chi-square were used. The null hypothesis was rejected. It was concluded that Self-efficacy (SE) was a mediating variable between organizational culture (OC) and occupational stress (OS). Both partial and full mediation were found significant. It was recommended that continuing professional development programs for teachers of government in general and private in particular be designed to enhance teachers’ level of self-efficacy.

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

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

Use of contraceptives and associated factors among male adolescents in rural secondary schools, Coast Region, Tanzania: a school-based cross-sectional study

BackgroundTeenage pregnancy is still one of the reproductive health concerns facing adolescents in Tanzania. The problem has been associated with physiological, psychological, and social changes and increases the risk of unsafe abortion and adverse maternal, fetal, and neonatal outcomes among adolescents. Low utilization of contraceptive methods among adolescents is one of the key causes. The strategy of involving male adolescents in sexual and reproductive health programs can increase the rate of contraceptive use among adolescents, thereby preventing teenage pregnancy.ObjectiveTo examine factors associated with the uptake of contraceptives among male secondary school adolescent students.MethodsThis was a cross-sectional study conducted in rural secondary schools in Kisarawe District, Coast Region, Tanzania. Multi-stage sampling methods were used to recruit participants. Descriptive and multiple regression analyses were conducted to assess the prevalence and factors associated with contraceptive use. 95% confidence interval and p-value < 0.05 were considered statistical significance. Univariate and multivariate logistic regression were tested for the Crude Odds Ratio (COR) and Adjusted Odds Ratio (AOR) respectively.ResultsThe study involved 422 male students with the majority of them 58.1% aged 17–19 years, 50.2% were Muslim, 76.3% were studying in government schools, 62.3% were from households size of 4–6 members, 87.4% were not in a relationship, and 64.2% were living with both parents. Less than half (38.9%) of male students reported ever having sex in their lifetime, and among them, very few (29.8%) used any method of contraceptive. The reported lowest age for the first sex was 10 years. The male condom was the most method used (69.4%) and Pharmacy/Chemist Shops were the common source of contraceptive services (55.1%). Students who had adequate knowledge of contraceptives were more likely to report the use of contraceptive methods compared to those who had inadequate knowledge (AOR = 2.704, 95% CI: 1.220–5.995, p = 0.014). Participants in Private schools were 4.3 times more likely to report the use of contraceptives than those in government schools (AOR = 4.347, 95% CI: 1.758–10.762, p = 0.01). Students in a relationship were 3.5 times more likely than those not in a relationship to report the use of a contraceptive method (AOR = 3.51, 95% CI: 1.421–8.670, p = 0.006).ConclusionThe study found the low use of contraceptives among male adolescents who ever had sex in their lifetime. Thus, it’s suggested that age-tailored comprehensive sexual and reproductive health education should start to be taught from a very young age as adolescents initiate sex at an early age. Also, Teenage pregnancy prevention programs should involve males as the key players during the development and implementation of the program as most of the decisions among partners are from men.

Students’ psychological variables connection with secondary school students’ academic performance in mathematics

PurposeThe study’s objective was to ascertain the connection between secondary school students' test anxiety, academic self-concept, motivation and academic performance in mathematics. The difference between the academic performances of male and female secondary school students who exhibit high and low test anxiety, academic self-concept and motivation levels in mathematics.Design/methodology/approachFour hypotheses and four research questions were adopted. The design is a correlation. 42,299 mathematics students in senior school year two (SS2) made up the research population. A sample of 1,650 students was selected through a multi-stage sampling procedure. The main instruments used were the Mathematics Test Anxiety Questionnaire (MTAQ), Academic Self-Concept Questionnaire (ASQ) and Academic Motivation Questionnaire (AMQ) and students’ math scores. These instruments were validated by three experts and the reliability coefficients of 0.69, 0.68 and 0.68 were obtained for MTAQ, ASQ and AMQ, respectively, using Cronbach alpha. Pearson product moment correlation was used to analyze the data.FindingsThe study’s results showed a correlation between secondary school students' academic performance in mathematics and test anxiety, academic self-concept and motivation. There was a significant difference between secondary school male and female students' test anxiety; there was a significant difference between secondary school male and female students' self-concept and academic performance in mathematics, and there was a significant difference between secondary school male and female students' motivation and academic performance in mathematics.Originality/valueThe major contribution of this study is to investigate the connection between test anxiety, academic self-concept motivation and students’ mathematics performance. There is a difference between psychological variables, gender and mathematics performance.

AN EXPLORATORY STUDY ON HOW MALE SECONDARY SCHOOL STUDENTS' ACADEMIC PERFORMANCE CONNECT TO THEIR MATHEMATICS ANXIETY

Given that it is a required subject in both elementary and postsecondary education, mathematics has been identified by some students as being challenging. Numerous studies have been conducted on various facets of mathematics. However, further research on the psychological characteristics of males in math classes in secondary schools in Delta State is needed, which is why this study was conducted. The study aimed to determine if test anxiety levels among male secondary school students and their academic performance in mathematics are related. Two research questions and two hypotheses were used in the study. The study's design was a correlation. The research population consisted of all 1650 senior secondary year two (SS2) math students in Delta State. A sample of 771 male students was selected using a multistage sampling process. The Mathematics Test Anxiety Questionnaire (MTAQ), which was validated by three experts, was the instrument used to collect data. The reliability coefficient, calculated using Cronbach's alpha, was 0.69. The students’ mathematics scores represent their academic performance. To analyze the data, Pearson product-moment correlation was employed. The study's findings demonstrated that test anxiety levels did not correlate academic performance of male students in secondary school mathematics. Furthermore, there was a sizable gap among male secondary students who had high and low anxiety in math.

A Comparative Study of Educational Aspiration among Scheduled Caste Secondary School Students

The present study has an attempt to explore levels educational aspirations of scheduled caste secondary school students. To study and compare the levels of educational aspiration of scheduled caste secondary school students. A representative sample of 760 form class 9th and 10th class students was randomly selected from government schools. Tools for collecting the data included Educational Aspiration Scale developed by Yashmin Ghani Khan, (2019). The data were analysed using descriptive statistics and T-Test, the finding of the study revealed majority of scheduled caste secondary school students fall under Average Realistic levels of Educational Aspiration and also found that the majority of scheduled caste secondary school students fall under Average Realistic levels of Educational Aspiration both gender male and female respectively. Moreover, data depicts that there is no significant difference between male and female scheduled caste secondary school student on educational aspiration levels.

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

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

Impact of an Educational Intervention on Oral Health Knowledge and Bacterial Plaque Control in Male Secondary School Students in a Peruvian Province: A Quasi-Experimental Study.

The purpose of this study was to evaluate the effect of an educational intervention on oral health knowledge and bacterial plaque control in male secondary school students in a Peruvian province. This quasi-experimental study evaluated 294 male secondary school students in southern Peru. Oral health knowledge was measured with a validated 20-item questionnaire. Bacterial plaque was measured with the Simplified Oral Hygiene Index (OHI-S). This was rated as Excellent: 0, Good: 0.1-1.2, Fair: 1.3-3.0 and Poor: 3.1-6.0, before receiving the educational intervention and after four weeks of receiving it. Variables such as age, area of residence, having health professionals as family members, educational level of mother and father, and living with parents were considered. A significance level of p<0.05 was considered. The comparison between the level of oral health knowledge and the OHI-S, before and after 4 weeks of receiving the educational intervention, showed a significant improvement (p<0.05) in all the categories of the variables studied. Likewise, before the educational intervention, there were significant differences in global knowledge about oral health among the categories of the following variables: age group (p=0.040), area of residence (p<0.001), educational level (father) (p=0.011) and living with parents (p<0.001). However, after four weeks of receiving the educational intervention, no significant differences were observed in all the variables studied (p>0.05). Regarding the OHI-S, no significant differences were observed in any of the variables studied, both before (p>0.05) and after four weeks (p>0.05) of receiving the educational intervention. After four weeks, the educational intervention significantly improved oral health knowledge and significantly reduced plaque bacterial plaque in male secondary school students in a Peruvian province, regardless of age, area of residence, having health professional family members, educational level of mother and father, and living with parents.