Orientation Of Teachers Research Articles

Factors associated with perceived health of school-aged children in rural Rwanda: an opportunity to leverage community health workers to enhance school health promotion and primary healthcare systems linkages

BackgroundIn many low-income countries, enhancing the health of school-aged children is often impeded by insufficient or limited knowledge regarding their health status. Further, hands-on health promotion interventions are nearly non-existent due to the lack of designated health workers. The disconnection between schools and primary care facilities further exacerbates this issue. To address these challenges, the World Health Organization has introduced the Health Promoting School (HPS) framework, a comprehensive model designed to integrate health into all aspects of school life and promote physical, mental, and social well-being. We sought to assess the perceived health status of school-aged children, identify associated factors, and explore the role of community health workers (CHWs) in public schools in rural Rwanda.MethodsWe carried out a convergent mixed methods study among teachers and community members in rural areas of Musanze, Rwanda. Data collection instruments were adapted from the World Health Organization’s HPS framework and the literature. We conducted six in-depth interviews and three focus group discussions. We performed a logistic regression analysis to examine the factors associated with perceived health. Thematic analysis was used to analyze the qualitative data.ResultsA total of 479 individuals participated in this survey. Of these, 425 (89%) were community members, while 54 (11%) were employed as teachers at Nyabirehe or Rwinzovu public schools. Almost half of respondents 221 (46%) described the children’s health as poor. Many factors were associated with perceived children’s health, including having an established leadership team for school-based health promotion (OR = 1.97, 95%CI: 1.01,3,84), and being familiar with school-based health promotion (OR = 4.77, 95%CI: 2.27,10.0). Qualitative results described the CHW as a bridge between communities, schools, and primary healthcare centers.ConclusionThis study revealed that the health of schoolchildren needs particular attention. In resource-limited settings, HPS presents a promising opportunity to address the health and well-being of children at rural public schools. However, adapted policies, the establishment of health promotion teams, and hands-on orientation for teachers and community members are necessary to ensure an effective implementation of HPS. In Rwanda and other low-income countries where public schools lack nursing staff, CHWs could play a vital role in enhancing HPS and the linkage between schools and primary healthcare facilities.

Applying conversation analysis to classroom interactions: students’ ‘oh’-prefaced utterances and the interactional management of explanations

ABSTRACT This study serves as an example of Conversation Analytic (CA) research with a focus on the interactional management of learning in classroom interactions, while simultaneously illustrating the several steps and procedures used for conducting these analyses. In this case, the method of CA is used to study students’ ‘oh’-prefaced utterances in one-to-one classroom interactions centred around explanations. The interactions are studied from the participants’ perspective by means of a turn-by-turn analysis of the selected fragments on the basis of video recordings and detailed transcripts, as is common practice in CA. This study aligns with previous CA research focusing on the details of classroom interaction relating to students’ learning processes. The results of the close analysis of the data provide insight into the orientation teachers and students show to interactionally exhibited knowledge displays in relation to the entire explanation activity they are involved in. This detailed analysis of one-to-one explanation interactions in secondary school classrooms provides insight into students’ learning processes as well as into the accompanying teacher practices.

Awareness of DepEd Core Values among Grade 12 Students in a Public High School in the Philippines

This study determined the level of awareness of Department of Education (DepEd) core values among grade 12 students in a public school in Antique, Philippines, in the areas of maka-Diyos (Godly), makatao (person-oriented), makakalikasan (pro-environment), and makabansa (patriotism). Likewise, the study assessed the significant difference in their awareness of DepEd core values relative to their demographics. Hence, the study utilized quantitative research design, particularly descriptive-comparative approaches. The theoretical framework of the study is the ecological systems theory, which assumes the influence of a series of nested systems and environments in shaping human development. This indicates the need for considering the larger ecological context that drives core value awareness. Meanwhile, using the adopted questionnaire, data were collected from 293 Grade 12 senior high school students in a public high school in Antique, Philippines, during the school year 2023-2024. In the analysis of data, frequency, percentage, mean, standard deviation, Mann-Whitney U test, and Kruskal-Wallis test were employed to analyze both the descriptive and inferential problems. The study revealed that the overall core value awareness of students was very high (M=4.35, SD=0.48). This shows that the students at this public school fully recognized the four DepEd core values, namely, maka-Diyos, makatao, makakalikasan, and makabansa. Also, among all the four demographics, only sex [U=7782.5, P=0.001] and strand [χ2(5) =13.739, P=0.017] were found with significant differences. The findings postulate that to elicit students’ core value awareness, strengthening educational policies on consistent core value integration in school curricula, programs, and activities is greatly encouraged. The findings also convey the need to strengthen sustainable teacher orientation to maintain their students' high awareness.

Динамика карьерных ориентаций будущих педагогов: результаты межвузовского исследования

One of the reasons for the shortage of teaching staff in various countries around the world is the problem of attracting young staff to schools and their rapid dismissal. This situation actualizes the issues of studying the motivational bases for choosing a teaching profession. Tracking changes in students' career choice preferences can be facilitated by monitoring students' career orientations at different stages of their studies. The study aims to explore the dynamics of career orientations of student teachers from universities of various types over a three-year period of study. As a method of repeated research, the methodology for determining career orientations by Shein (adapted by Vinokurova and Chiker) was used. Analysis of the universities’ curricula was carried out to determine the characteristics of the educational process organization. With the help of a questionnaire, socio-demographic and motivational-professional characteristics of students were identified. Five hundred and four 3rd-year students from 6 universities of different types, who had already taken part in the first stage of the study in 2022, became participants in this study. The analysis of the obtained data allowed to identify the preservation of main career orientations (service, job stability and integration of lifestyles) among students. The convergence of the indicators of career orientations among students from different universities was established.

TEACHERS’ PERCEPTIONS AND CHALLENGES IN SUPPORTING LGBTQI LEARNERS IN RURAL SECONDARY SCHOOLS

This study explores the perceptions and challenges faced by secondary school teachers in supporting LGBTQI learners within the Nongoma Circuit in South Africa. Adopting a phenomenological approach, the research aims to uncover nuanced understandings and lived experiences of teachers regarding LGBTQI learners. The study employs a qualitative methodology, utilizing purposive sampling to select five Life Orientation teachers for in-depth, semistructured interviews. Thematic analysis reveals varied attitudes among teachers, ranging from supportive to biased, highlighting significant disparities in acceptance and understanding. Key findings indicate that while some teachers recognize the importance of fostering an inclusive environment, others perpetuate misconceptions and biases, contributing to an unwelcoming school atmosphere for LGBTQI learners. The study underscores the urgent need for comprehensive training programmes and policy reforms to equip teachers with the necessary skills and knowledge to support LGBTQI learners effectively. Enhanced teacher training on LGBTQI issues, along with a review of school policies, is recommended to promote inclusivity and safeguard the well-being of all learners. These findings are crucial for teachers, policymakers, and stakeholders in developing strategies to create a more supportive and inclusive educational environment in rural areas. The research contributes to the broader discourse on educational equity and the role of teachers in fostering a safe and inclusive learning environment for marginalized groups.

Promotion focus, but not prevention focus of teachers and students matters when shifting towards technology-based instruction in schools

Implementing technology-enhanced learning and teaching in schools causes major changes for both teachers and students. Research in other fields shows that individuals’ regulatory orientation (i.e., promotion and prevention focus) predicts how people deal with such fundamental changes. Our research ties in with a school trial where classes were equipped with tablets, yielding a shift from predominantly analog to technology-enhanced learning and teaching. In this context, we investigated whether the regulatory orientation of teachers (N = 109) and students (N = 1,127) related to how they dealt with this change. As expected, teachers with a stronger promotion focus were more likely to perceive the changing teaching situation as a (positively connotated) challenge and to intend to use the tablets in class. Further, students with a strong promotion focus when tablet-based teaching was introduced showed higher technology-related self-efficacy and higher motivation to use digital devices after a few months of using tablets in class. Prevention focus was unrelated to teachers’ and students’ attitudes, behavioral intentions, or motivation. Thus, the concept of regulatory orientation helps explain how teachers and students respond to changes in school, whereby particularly promotion focus appears to be relevant for change processes due to digital transformation in education.

What makes a lifetime? Growing teaching practices with/in communities

What makes a teacher? How might educators be oriented toward children, rather than institutions? How might we grow pedagogies through humans, instead of systems? In a time of scope, sequence, standards, and scripted lessons, the orientation of teachers is often turned away from the actual people who inhabit the classrooms: the children and the teachers themselves. But what is that alternative? How might we frame teacher education and practice toward and through the classrooms themselves? This narrative, auto-ethnographic study examines a non-traditional path into teaching. This unique path, absent the formalized structures and expectations of what teaching is/should be, invites reconceptualizations of how teaching might emerge through communities, rather than institutional systems. Through the experiences of a young settlement house “teacher” and her classroom of young children, I explore the possibilities of building a curriculum, a democracy, a practice and a lifetime of teaching in collaboration with children, and all members of the community.

Barriers to inclusive education of children with autism: Ghanaian teachers’ perspective

BackgroundAutism Spectrum Disorder (ASD), a neurodevelopmental condition, has become a major concern for both developed and underdeveloped countries since the condition is associated with significant caregiver, family, and financial burdens. Approaches to educating these children, especially in their preschool years, are burdensome and demanding for both parents and teachers. Although it is recommended that children with ASD receive inclusive, age-appropriate education in mainstream school settings, there are barriers in Ghana. This study explored barriers faced by preschool teachers in implementing and adhering to inclusive education for children with ASD.MethodsThe study employed an exploratory descriptive qualitative design to sample 17 participants in the Greater Accra Region using a purposive sampling technique. Data was collected through an in-depth virtual interview and analyzed using content analysis.ResultsThe study identified inadequate parental cooperation, poor ASD knowledge of the teachers, socio-cultural and political issues, and a lack of collaboration with other professionals as major barriers thwarting the success of inclusive education for children with ASD in Ghana.ConclusionThese barriers affect effective and successful adherence to inclusive education for children with ASD, and as such, we recommend orientation and special training for teachers, the provision of resources for effective child inclusion, and the creation of ASD awareness during the training of pre-school teachers.

Value-Semantic Approach in Training Future Teachers to Implement the Main Directions of the Federal Work Program of Education

Introduction. The article is devoted to the problem of using a value-semantic approach in the process of preparing future teachers for the implementation of the main directions of the Federal Work program of education. The purpose of the study is to analyze the degree of understanding by future primary school teachers of the essence of education as a process of value-semantic interaction with children, to identify their knowledge about the methods and forms of such interaction and to determine the necessary adjustments to the content of pedagogical education. Methodology. To achieve the purpose of the study, the following methods were chosen: ranking, questioning, the method of unfinished sentences, which allowed us to assess the readiness of students of the Faculty of primary school teacher training to implement the main directions of the Federal Work program of education. Results. The personal value orientations of future teachers are family and family traditions, care and help, life and the meaning of life; the value orientations for students are care and help, patriotism, family values. Future teachers see the essence of the education process in creating conditions for personal development, and not in organizing value-semantic interaction with students. Most future teachers are aware of the goals and objectives of the Federal Educational Work Program, but do not know how to organize the educational process at school. Conclusions. The article concludes that it is necessary to prepare future teachers for the implementation of the main directions of the Federal Work program of education based on a value-semantic approach and provides recommendations for its implementation in the educational practice of the university.

Novice teachers’ challenges and strategies in coping with COVID-19 at a rural school

The study was undertaken to investigate and understand the challenges and strategies of novice teachers in coping with COVID-19 at a rural school. The researcher observed and experienced many challenges during the first year of teaching, including stress, anxiety, depression, lack of support, and lack of collaboration with teammates. This study explores the challenges faced by novice teachers in coping with the COVID-19 pandemic at a rural school. The study employed a qualitative approach, interpretive paradigm, and case study design. Four high school novice teachers participated in this study. Guided by ethical considerations in research, semi-structured interviews were used to collect data. This study used narrative analysis to analyse data from the participants. This study found overcrowded classrooms, heavy workloads, lack of resources, lack of support, tribalism, lack of orientation, lack of discipline, lack of knowledge of subject content, and pressure from school administration as challenges encountered by novice teachers during COVID-19. This study also revealed frustration, discouragement, Insomnia, and mood swings as the effects affecting novice teachers’ well-being. In conclusion, novice teachers applied different strategies to deal with challenges during COVID-19. The Department of Education in Free State should provide mobile classrooms so learners are comfortable and enjoy the lesson, and teachers can also move around when presenting a lesson. The government must develop supportive social networks and proper orientation for novice teachers to limit the lack of support.

Effectiveness of guidance and counselling in promoting learners’ academic success in rural secondary schools, Vhembe district

Guidance and counselling is an enterprise that promotes learners’ performance globally and internationally. However, its effectiveness is not given enough attention since learners continue performing poorly in South Africa. This study investigates the effectiveness of guidance and counselling as an enterprise for promoting learner performance in rural secondary schools of Limpopo province. It used a qualitative approach. Twelve participants were purposively selected, such as ten educators’ guidance who were interviewed telephonically. The results showed that life orientation teachers agreed that guidance and counselling are an enterprise that promotes learners’ performance. It concluded that if guidance and counselling are implemented effectively, learners' performance in rural areas will improve. The study recommends that the Department of Education should promote the implementation of guidance and counselling by reviewing areas of guidance and counselling that need to be strengthened in rural areas.

Challenges facing the implementation of Chemistry and Physics as separate and stand-alone subjects in the revised Secondary School curriculum in Malawi

It is impossible to overestimate the importance of chemistry and physics to society, but in Malawi, secondary schools do not adequately teach these subjects. The purpose of this study is to investigate the obstacles to the efficient teaching of physics and chemistry and to suggest ways to improve their application. Using Cornbleth's framework for curricular implementation as a guide, the study looks into the challenges instructors in these areas confront. The qualitative case study, which took place in two secondary schools in Malawi's Blantyre District, involved 28 participants which were two head teachers, three chemistry teachers, three physics teachers, and twenty students. Data was collected through classroom observations in addition to interviews. The results show that there are a number of issues, such as a lack of certified teachers, inadequate resources and labs, a dearth of textbooks, inadequate teacher orientation, poor teaching and evaluation techniques, and a lack of supervision. To improve Chemistry and Physics education in secondary schools, recommendations include hiring more trained instructors, constructing well-equipped laboratories, and enhancing teacher preparation and oversight.

Teachers navigating the sociocultural challenges of teaching sexuality education to South African learners

Objective: Globally, South Africa has the highest rate of HIV infection, nevertheless, society and communities seem hesitant to entrust teachers with the responsibility to teach their children about sexuality issues. This study examined how Further Education and Training Life Orientation teachers navigate the sociocultural complexities of teaching sexuality education. Design: A qualitative, narrative study was conducted. Data were generated using narrative frames, collages, and lesson observations. Setting: Six Life Orientation teachers from six schools in the province of KwaZulu-Natal, South Africa participated. Results: Life Orientation teachers faced a range of sociocultural challenges when teaching sexuality education. The following strategies were used to mitigate these challenges: avoiding teaching about contradicting cultural and religious beliefs; using social media platforms; involving specialists, peer educators and role models; and adopting pastoral and parental roles. Conclusion: Collaborative opportunities between Life Orientation teachers, specialists, role models and community members or organisations could offer a supportive role and influence the teaching of sexuality education positively. Social media platforms and innovative teaching strategies could enhance the quality and teaching of sexuality education.

Уровни коммуникативной компетентности у педагогов: исследование с использованием кейс-метода и наблюдательных техник

<p><em>The work is devoted to the study of the levels of communicative competence among teachers. The study involved teachers (N = 36) working in colleges and lyceums of Bukhara and Bukhara region, with higher education and various work experience. The purpose of the study was to identify factors contributing to the development of professional psychological competence, the formation of which increases the professional and personal growth of teachers. The study included the diagnosis of communicative competence and personal characteristics of teachers, the development and implementation of a training program for the development of communication skills. The results showed the effectiveness of training and diagnostic methods in the development of communicative competence of teachers, a relationship was found between initiative in social contacts and emotional balance with the motivation for achievement, indicating the orientation of teachers towards internal personal development and self-realization. The author emphasizes that communicative competence is a key element of professional activity, it develops in the process of labor activity and contributes to the personal development of the teacher.</em></p>

Support Strategies Life Orientation Teachers Use to Enhance High School to Tertiary Education Transition

Support Strategies Life Orientation Teachers Use to Enhance High School to Tertiary Education Transition

The need for structured career guidance in a resource-constrained South African school

Background: Career guidance and counselling in secondary schools are crucial for young adolescents as they embark on the initial stages of shaping their post-school studies and career goals. Initiating career guidance as early as Grade 9 is imperative to ensure alignment between chosen subjects and future career aspirations. The study was conducted with Grade 12 learners at a resource-constrained high school in Cape Town, Western Cape.Objectives: Utilising the Systems Theory Framework (STF), we sought to explore Grade 12 learners’ perceptions of the effectiveness of career guidance and counselling and its significance in shaping future career choices.Method: The study used a qualitative methodology. Semi-structured online interviews were used to gather the data, which were then analysed thematically. The study consisted of a sample size of 16 Grade 12 participants.Results: The findings indicated that learners found career guidance and counselling effective for deciding future occupations, with a preference for opportunities such as job shadowing and interactions with experts in the field of interest. However, limited access to vocational resources and a lack of structured classroom guidance led learners to conduct their own research.Conclusion: The study recommends that life orientation teachers actively engage with organisations and relevant stakeholders in providing career guidance and counselling to learners and ensure that pupils have sufficient access to career resources for effective career guidance.Contribution: These findings are a valuable resource for professionals and policymakers seeking to improve high school learners’ educational experiences, providing a framework for future scholars delving into the dynamic field of career counselling.

THE MORAL AND ETHICAL POTENTIAL OF A FUTURE TEACHER’S PERSONALITY – THE FOUNDATION FOR THE PRODUCTIVITY OF THEIR PROFESSIONAL TRAINING

The article examines the resource capacity of future teachers’ moral and ethical potential as a guarantee of the productivity of their training for creative professional activity. The article aims to substantiate the moral and ethical potential of an individual’s personality as a personal resource to ensure the productivity of future teachers’ professional training for pedagogical activities and the ways of its formation in the conditions of university education. The study operated methods of analysis, generalisation, and specification of theoretical positions and the results of empirical research on forming the moral and ethical potential of future teachers in university education conditions. The essence, content, structure, and main characteristics of this complex phenomenon have been clarified and specified. The moral and ethical potential of a personality is defined as an integrated personal creation that organically combines professional moral and ethical views, the professional orientation of mental processes towards interaction and communication, pedagogical optimism and democracy, moral efforts, and actions aimed at improving the moral and ethical sphere of the future teacher and ensuring positive results in the professional branch. It has been established that these indicators of the moral and ethical potential of a personality positively affect the productivity of future teachers’ professional training if they achieve their goals in the process of developing moral and ethical qualities and professional improvement. This potential has a complex structure, encompassing interconnected components, including motivational one – a positive attitude towards people and moral norms regulating their behaviour in life and activity; moral-orientational one – knowledge of moral norms and ethics of behaviour concerning the rules accepted in society, requirements for the personality of a professional, and their actions and deeds; ethical-operational one – mastering moral and ethical experience in the professional and pedagogical sphere of activity; volitional one – self- control, management of one’s behaviour concerning adherence to moral and ethical norms in the course of pedagogical activity; control-evaluative component – self-assessment of one’s actions in transmitting moral and ethical norms, behaviour, and during the resolution of pedagogical problems. The practical course “Secrets of Pedagogical Ethics” has been developed and tested, aimed at forming these components of the future teachers’ moral and ethical potential. The effectiveness of active forms and methods of forming the professional-moral orientation of future teachers has been confirmed, including discussions, ethical conversations, debates, and presentations, as well as technologies of personality- oriented learning, cooperation technologies, and creativity development (SCAMPER). Based on the research results, it is concluded that moral and ethical potential serves as an effective means of performing professional functions, demonstrating moral and ethical positions, humanity, ethical actions and deeds, pedagogical tact, and professional pedagogical ethics of a teacher. Its formation should be considered as a core task of professional pedagogical training. Prospects for further research are seen directly in the development of the following aspects of the problem: updating the techniques for using the moral and ethical potential of students in ensuring the success of their professional training; theoretical substantiation of various types of technologies in the development of the moral and ethical potential of future teachers, forms, and systems for assessing and controlling the formation of this complex personal creation as an important resource for the positive dynamics of their professionalism level.

Spiritual-value guidelines in the educational process: the way to a mature self-concept

The educational process in modern conditions requires not only a high level of professional knowledge and skills from teachers, but also the presence of a mature self - concept based on spiritual and value orientations. This issue becomes particularly relevant today as teachers are seen as agents of change who can influence the future of society. The article under review is devoted to the study of the role of spiritual and value orientations in the formation of a mature self - concept among teachers. In the context of modern social and cultural changes, special attention is paid to developing a harmonious and spiritually mature personality. The analysis of previous studies in this area revealed unresolved aspects, which have become the subject of the current research. The problem of spiritual and value orientations of teachers as a pathway to a mature self - concept is thoroughly explored. For the empirical study, a sample of 420 individuals was formed. These individuals were taking advanced training courses at the Central Institute of Postgraduate Education of the state higher education institution «University of Management of Education» of the National Academy of Sciences of Ukraine in Kyiv. The author's method «The Value of Self - сreation» was utilized in the research, aimed at studying the spiritual and valuable component of the teachers' self - concept. Additionally, the unconditional self - acceptance questionnaire by J. Chamberlain and D. Haaga (2001), adapted by O. Bondarchuk, N. Pinchuk, and O. Prokopenko, was used. The survey was conducted using Google forms. The study's results highlight the importance of spiritual and value orientations in developing a mature self - concept among teachers. The study also points to the need for further scientific exploration in this area to gain a more detailed understanding of the relationship between spiritual values and the professional activities of teachers.

FORMATION OF PROFESSIONAL AND PEDAGOGICAL ORIENTATION FUTURE TEACHERS OF FOREIGN LANGUAGES

The article reveals the problem of forming the professional and pedagogical orientation of future teachers of foreign languages. This idea is revealed by the authors in different ways, but there is no consensus on the defined concept. Modern researchers of pedagogical sciences define that the productivity of professional and pedagogical orientation is provided not only by creative and intellectual abilities, but also determined by the structure of professional motivation as the main system of the teacher's personality and professional activity. Usually this term is understood as a person’s perception of goals, guidelines of beliefs, which are indicators of his level of formation of professional activity. The main competences of professional orientation are highlighted: positive perception of future professional activity; compliance with the future profession of a foreign language teacher; motivational component, interest in future pedagogical activity, psychological and moral values, and readiness for future professional activity of a foreign language teacher. Features of pedagogical focus, which includes the personal qualities of the future teacher, which determine the awareness of the goals and tasks of professional activity in the system of motivation of the foreign language teacher, are determined. The main theoretical and methodological factors of the professional and pedagogical orientation of future teachers of foreign languages are described: educational and pedagogical process, content, forms, methods and means of teaching in foreign language classes; professional motivation of future teachers; planning of the educational process of students; high level of professional competence of teachers and future specialists; psychological and pedagogical factors that influence the process of formation of professional competence of future specialists. The main motives that influence the process of formation of the professional and pedagogical orientation of future teachers of foreign languages are highlighted: internal motives (professional activity, positive attitude towards the future profession of a teacher); external motives (personal needs of the individual, which are satisfied in the future professional activity of the individual and reflect certain aspects of professional self-awareness).

PECULIARITIES OF DETERMINING THE FORMATION OF FUTURE VOCATIONAL TEACHERS’ INFORMATIONAL COMPETENCE IN DIGITAL TECHNOLOGIES

According to the results of a number of studies, the formation of information competence in future digital vocational teachers involves targeted and systematic work on the development of critical thinking, improving the ability to analyze and characterize, and skillfully implement innovative approaches in information and communication technologies. Ukrainian and foreign scholars emphasize the need for targeted activities in the area of informatics competence formation as one of the key factors for the formation of a modern specialist, which provides him / her with an undeniable opportunity to increase the level of ability to think, communicate and work effectively. In this situation, the issue of determining the initial state of formation of future vocational teachers’ informational competence in digital technologies deserves special attention. The effectiveness of this process depends on determining the algorithm for the formation of relevant competencies, the choice of forms, methods, and means to be implemented in the educational process.To accomplish such a task, it is necessary to analyze all components of informatics competence and prove the presence or absence of statistical equivalence between the experimental and control groups at the beginning of the experimental study. It should be assumed that the motivational sphere is the basis for effective activities to form informational competence. That is why we began to study the motives and value orientations of future teachers of digital technologies in the control and experimental groups. In particular, in order to establish the real state of formation of the motivational and value component, which covered the motivational and axiological criteria, we chose standardized methods that were adapted to establish a four-level scale to clearly define the level gradation of the state of formation of a specific indicator of information competence by all criteria.