Perceptions Of Elementary School Teachers Research Articles

The Perception of Elementary School Teachers on Maker Education

The Perception of Elementary School Teachers on Maker Education

Teacher Perceptions of the Implementation of Curriculum Thematic Learning in 2013 in Sarudik District, Central Tapanuli Regency, Academic Year 2022/2023

The problem in this study is how the teacher's perception of the implementation of thematic learning in the 2013 curriculum in Sarudik District, Central Tapanuli Regency. The purpose of this study was to determine the perceptions of elementary school teachers on thematic learning of the 2013 curriculum in Sarudik District, Central Tapanuli Regency. This research is quantitative descriptive. The population in this study were 96 SDN teachers in Sarudik District. The sample in this study used a purposive sampling technique with samples namely SD Negeri 154499 Sarudik 2, SD Negeri 158501 Sibuluan, SD Negeri 158496 Pondok Batu, SD Negeri 152987 Sipan, a total of 50 teachers. The research instrument used was a questionnaire and documentation. The results of this study indicate that the perceptions of elementary school teachers in the thematic learning of the 2013 curriculum in Sarudik District, Central Tapanuli Regency are classified as Good with an average answer score of 3.07.

스마트기기 활용 수업과 AI교육에 관한 초등교원 인식 조사

This study aimed to investigate and analyze the perceptions of elementary school teachers regarding the use of smart devices in classrooms and AI education, in order to identify stable strategies for the successful implementation of AI education. The study surveyed and analyzed the satisfaction levels of smart device-based classroom activities, as well as the perceived usefulness, acceptance, and interest in AI education. Additionally, the study aimed to examine the influence of satisfaction levels with smart device-based classroom activities on the perceived usefulness, acceptance, and interest in AI education. A sample of 107 elementary school teachers affiliated with the K Education Office was selected, and an online survey was developed and utilized as the research tool. The collected data were analyzed using SPSS 25.0 software.
 The research findings are as follows: Firstly, the teachers expressed high satisfaction with smart device-based classroom activities. Secondly, there was generally a high level of perceived usefulness, acceptance, and interest in AI education. Thirdly, it was observed that higher satisfaction with smart device-based classroom activities was associated with higher levels of perceived usefulness, acceptance, and interest in AI education. Therefore, it can be inferred that positive perceptions of smart device-based classroom activities are linked to positive perceptions of AI education.
 The implications of the study suggest that in order to foster positive perceptions of AI education among teachers, efforts should be made to enhance satisfaction levels with smart device-based classroom activities. Furthermore, it is recommended to provide training programs and teaching materials that help teachers recognize the usefulness of AI education and encourage them to actively embrace and increase their interest in it.
 However, it is important to note that this study was limited to elementary school teachers affiliated with the K Education Office. Therefore, future research should expand its scope to include not only teachers but also students and parents in order to obtain a broader understanding of their perceptions. Additionally, conducting longitudinal studies to investigate whether positive perceptions of AI education actually translate into practical acceptance is also suggested for future research.

Primary School Teachers' Beliefs on Students' Socio-Emotional Development

The social (communicative competence, mastering social norms) and emotional (responsibility, self-control, and self-development) development of students is one of the tasks of the modern school, which is presented in sections such as "Personal" and "Meta-skills" educational results of the Federal State Educational Standard at all levels of general education. In modern research, the concept of ‘social-emotional skills’ (SES) is commonly used to define this area. The development of SES takes place both at school and outside; regarding school, it is the teacher who is the leading conductor of the development of SES. Therefore, the purpose of the article is to explore the perceptions of elementary school teachers about SES and the system of practices for the development of SES at the elementary school. Thus, qualitative (Research 1) and quantitative (Research 2) research were carried out. In Research 1, two focus groups were conducted with 13 primary school teachers. Based on the results of this phase, a "Questionnaire on Teachers' Perceptions of SES" was developed and used in Research 2 on a sample of primary school teachers (N = 144). The results indicate that teachers emphasize the importance of some SES (achieving and setting goals, working with others) for school adaptation and future success both at school and in life, despite the lack of a systematic approach to the development of SES.
 

School Leaders' Supervisory Roles and Practices to Teachers' Instructional Performance in Public Elementary Schools

The study aimed to determine the perception of elementary school teachers on school leaders supervisory roles and practices to teachers instructional performance, the difference in the assessment given by the school leaders and teachers, and the relationship between the supervisory roles and practices and teachers instructional performance. The descriptive research design was used to gather information about prevailing conditions or situations for the purpose of description and interpretation. The researcher used one hundred forty-eight (148) descriptive research because of its suitability. Specifically, the descriptive survey was utilized since the researcher administered a survey questionnaire to teachers including the school leaders in Dolores District to determine the teachers perceptions of school leaders supervisory roles and practices in relation to teachers instructional performance, the difference in the assessment given by the two groups, and the relationship between the supervisory roles and practices and teachers instructional performance. This study also revealed that teachers observed school leaders supervisory roles in schools and even practiced supervision to a great extent. It has an impact on teachers instructional performance, as teachers performed very satisfactorily in their respective schools. The respondents are fully aware of the school leaders supervisory roles and practices thus, this improved their instructional performance and assisted them display exceptional performance. The study proved that: The assessments given by the two groups have no significant difference in supervisory roles, practices, and instructional performance The supervisory roles are significantly related to instructional performance and There is a positive relationship between the supervisory practices and instructional performance. The study recommends that school leaders may continue to apply and practice their supervisory roles and practices for teachers to maintain their commitment to excellent performance. Future research may replicate the findings of this study by using larger sample size, resulting in a wealthy, in-depth, and well-substantiated conclusion.

Limited face-to-face learning on students in inclusive classrooms during the Covid-19 pandemic: Perceptions of elementary school teachers in Indonesia

Limited face-to-face learning on students in inclusive classrooms during the Covid-19 pandemic: Perceptions of elementary school teachers in Indonesia

IPA를 활용한 국어과 의사소통 역량의 중요도 및 실행도 분석

Objectives The objective of this study was to analyze the importance and performance of “Korean language education communicative competency” based on IPA. Methods This study conducted a questionnaire for IPA analysis after recruiting 201 elementary school teachers mainly in the Gyeongnam area as study participants. Results First, the necessity of IPA analysis was confirmed because the result of the paired t-test revealed that the importance and performance of “Korean language education communicative competency” were significantly (p<.05) different in the teacher group. Second, the results of the IPA analysis showed that “creative thinking, content organization, inference, criticism, composition of writing, analysis/synthesis, self-actualization, mutual negotiation, reflection/sympathy, reflection on language life, adjustment of language life, conflict management and inspection/adjustment” were in the index that was located in the second quadrant of the IPA matrix (requiring intensive improvement), indicating that the study participants perceived that these indices needed improvement. Conclusions Focused on the perception of elementary school teachers in Gyeongnam region study, this study was to analyze the importance and performance of “Korean language education communicative competency” based on IPA. We hope that the results of this study could lay a foundation for vitalizing education and research on “Korean language education communicative competency” and contribute to competency-oriented Korean language education.

Perceptions of elementary school teachers towards the implementation of the independent curriculum during the COVID-19 pandemic

This research aims to explore elementary school teachers' perceptions of implementing an independent curriculum during the COVID-19 pandemic imposed by the Indonesian government as alternative learning to address the problem of learning loss. Data was collected through semi-structured interviews with 38 teachers in primary schools across 13 different regions in Indonesia. Data analysis using thematic qualitative quasi-analysis. The analysis found four main themes: urgency, challenges, support and teaching strategies in implementing an independent curriculum. The research concludes that the success of the curriculum will be determined mainly by technological readiness, support and collaboration from all stakeholders, both central and local governments, educational quality assurance institutions, universities, schools, teachers, parents and the community. This research contributes to solve the problems faced by the Indonesian government due to the impact of online learning during the COVID-19 pandemic which results in low literacy.

Students’ Perception of Elementary School Teachers’ Competency: Indonesian Education Sustainability

The 2013 curriculum in Indonesia demands teacher competence. The professional development of teachers will support the achievement of the 2013 curriculum objectives. The purpose of this study is to describe and compare the competencies of primary school teachers by region, school accreditation, and school status. For this study, we used a comparative quantitative approach. We distributed a questionnaire to 1281 randomly selected elementary school students. The data analysis included a statistical description analysis, normality and homogeneity tests, and hypothesis testing. The findings revealed that (1) the average value of teacher competency in urban-area teachers was higher than that of rural-area teachers, (2) the average competency score of teachers in C-accredited schools was higher than that of teachers in unaccredited and B-accredited schools, and (3) the average score of teachers in private schools was higher than that of teachers in public schools. Thus, the results of this study show that differences exist in the competence of school teachers by region, school accreditation, and school status. Based on these findings, we suggest that all primary school teachers must continuously increase their competence to more effectively help students enhance their skills.

SAÚDE MENTAL, ADOECIMENTO E TRABALHO DOCENTE

ABSTRACT The perception of Elementary School teachers about their mental health was the focus of this research. This is a quantitative research that seeks to understand the perceptions of mental health conditions in public schools in the interior of Rio Grande do Sul, Brazil. The data collection method used was a questionnaire adapted from the Mental Health and Work Protocol answered by 249 teachers. Data analysis was carried out using the Statistical Package for the Social Sciences - SPSS 18 software. It was found, as main results, that satisfaction, motivation and identity indices with the teaching activity are very significant. Teachers indicate commitment to work, value the profession, but complain that socially they are not valued, but paradoxically are heavily medicated.

PERSEPSI GURU TERHADAP KEMAMPUAN BERPIKIR KRITIS DALAM PEMBELAJARAN BAHASA INDONESIA DI SEKOLAH DASAR

The purpose of this study was to determine the perception of elementary school teachers regarding students' critical thinking skills in learning Indonesian. The research method used is descriptive qualitative method. Sources of data in this study were elementary school teachers. Data collection techniques by distributing questionnaires consisting of closed questions and open questions. Data analysis techniques in the form of data collection, data reduction, data display, and inference. The results of the study based on the results of data collection obtained as many as 56.92% of respondents strongly agree, 41.53% of respondents agree, and 1.53% of respondents disagree regarding the importance of critical thinking in SE students. Six aspects of critical thinking, namely interpretation, analysis, evaluation, inference, exposition, and self-regulation, the results obtained are 43.84% of respondents strongly agree, 55.38% of respondents agree, and 0.78% of respondents disagree. This figure shows that the teacher's response strongly agrees and agrees with the six aspects contained in critical thinking. In addition, the teacher also applies the six aspects of critical thinking in learning Indonesian in elementary schools, so that the process of critical thinking has begun to be given to elementary school students.

난독증에 대한 초등학교 일반교사들의 인식도 조사

The purpose of this study was to investigate the perception of elementary school teachers about dyslexia, which was receiving major attention in school settings. Three hundred nine elementary school teachers were surveyed regarding their perceptions about the causes, symptoms, diagnosis, and treatment of dyslexia. Survey data were analyzed by descriptive statistics and regression analysis. The results of the analysis were as follows. First, it was found that elementary school teachers generally did not know or have inaccurate knowledge about dyslexia. In particular, the correct response rate for the treatment of dyslexia was 12.8%, and that for the cause of dyslexia was 24.3%, indicating that the level of accurate recognition was very low. Second, teaching experience, confidence of teaching, in-service training experience related to dyslexia, experience of completing subjects with dyslexia, and experiences of teaching students with dyslexia had a positive or negative effects on the perception of dyslexia. In particular, the rate of misconceptions among teachers who had in-service training experience and completion of subjects was relatively high. The results of this study indicate that teacher training or education for correct perceptions of dyslexia is urgent for elementary school teachers. Also, the results show that current dyslexia-related teacher training programs should be updated based on the latest research of dyslexia.

Teachers’ Perceptions: the Use of Google Form as a Media to Assess Primary School Students

Google Forms is one of the educational applications that teachers in teaching activities can use to assess students. Teachers usually create questions and quizzes and process students' scores through Google Forms. This study was a qualitative study that explains the perception of elementary school teachers in using Google Forms as a medium to assess their students. The data were collected through a perception questionnaire which provided five statements and three questions about the use of Google Forms in assessment. There were 45 primary teachers as the respondents, which consisted of 37 female teachers and 8 male teachers. The data were analyzed qualitatively by presenting and explaining the data. The survey showed that most of them often use Google Forms media to assess students. The respondents agreed that Google Forms is easy to use, effective, efficient and paperless media to evaluate the students. Moreover, sometimes they also use Google Forms to conduct other activities, such as completing the administrative data of students, conducting students' attendance, and obtaining the parents' opinions. They will also continue to use Google Forms as a medium to assess their students and assist in organizing teaching and learning activities if the online learning system returns to normal (face to face). Based on the data results, Google Form can be stated as one of the applications that help teachers implement online learning to carry out online assessments for primary school students.

Perception of elementary school teachers on dental traumatism: an analysis in Amazon region

Traumatic dental injuries (TDI) are highly prevalent lesions in the school environment and its consequences can negatively affect psychological well-being. The aim of this cross-sectional study was to evaluate the perception and management of TDI cases by public elementary school teachers in the city of Belém, in Amazon region. Data were collected, focusing on previous training in first aid on TDI, and its effect on their knowledge and attitudes towards dental avulsion in permanent teeth. Our results show the low level of information on management and the need for teaching training in their work environment.

Perceptions of Elementary School Teachers regarding the Actual Use of Smart Devices and Educational Effectiveness

이 연구는 초등교사를 대상으로 스마트기기의 교육적 활용 실태, 교육적 필요성, 교육적 효과성, 스마트기기의 유형별 교육적 활용도에 대한 상대적 적합성을 조사 분석하였다. 연구의 결과는 다음과 같다.첫째, 초등교사들은 수업에 활용 가능한 스마트기기를 평균적으로 1~2대 정도 보유하였으며, 대면 및 온‧오프라인 연계 수업에 상관없이 고학년 수업에서 스마트기기의 활용도가 높았다.둘째, 초등교사들은 스마트 학습 환경을 구축하기 위해 우선 교원(학생) 1인 1기기 확보, 고속 무선 네트워크 인프라 구축 등 물리적 환경을 조성하는 것이 중요하다고 인식하고 있었으며, 양질의 교수･학습 콘텐츠 등 다양한 애플리케이션과 프로그램이 제공되어야 하고, 스마트기기 사용 시 발생하는 역기능과 부작용을 예방 및 차단하는 기능 개선의 필요성을 인식하였다.셋째, 스마트기기의 교육적 필요성은 초등 고학년 교사 그룹에서 높게 평가되었다. 또한, 초등교사들은 대면 수업 시 프로젝트 및 과제 수행 항목과 온‧오프라인 연계 수업 시 수업 목표달성 항목에서 스마트기기의 교육적 필요성을 가장 높게 평가했다.넷째, 초등교사들이 평가한 스마트기기의 교육적 효과는 학습동기 및 만족도 영역, 사고력 영역, 학습능력 영역 순이었다.다섯째, 초등교사들은 스마트기기의 유형에 따른 교육적 활용도를 평가기준마다 다르다고 판단하였다. 수업목표 달성, 저작/창작학습활동, 교사의 수업관련 업무 향상, 컴퓨팅적 사고력 향상 측면에서 전반적으로 랩탑PC가 태블릿PC에 비해 적합한 것으로 판단하였다.

Elementary school teacher perception of curriculum changes in Indonesia

This study aims to describe the perception of elementary school teachers on curriculum changes in Indonesia. It was conducted with a descriptive survey design in the Special Region of Yogyakarta Province. This study involved 56 elementary school teachers. The data were collected using questionnaires distributed via Google Form. The questionnaire used was a closed questionnaire with a total of 58 statements. Data analysis was carried out using quantitative data analysis with a descriptive approach. There were two findings in this study. First, the perception on the curriculum objective aspect is at the stage of digging up information with enough category, the material aspect is at the interpretation stage with enough category, the strategy aspect is at the interpretation stage with enough category, the organizational aspect is at the selection stage with a high category, and the evaluation aspect is at the selection stage with a high category. Second, the level of teacher perception of curriculum changes is mostly at the selection stage (organization and curriculum evaluation), followed by interpretation (curriculum objectives) and information re-extraction stages (curriculum objectives). The level of teacher perception shows that the profile of teachers' perceptions on curriculum changes is dominated at the selection stage.

Exploring Perceptions of Elementary School Teachers on the Importance of School-Based Life Skills Education. A Case Study

There is an unusual increase in the cases of child abuse, early marriages, suicide, physical and mental violence causing a large number of school dropouts in elementary classes. This calls for the requirement to investigate or evaluate the perceptions of teachers about life skills education in public sector elementary schools. The study was conducted using qualitative interviews from twelve teachers of two public schools where life skill education is being taught. Thematic analysis was used for data analysis. The findings of the study revealed that teachers are aware and have a positive attitude towards life skills education. This study will contribute to raising awareness.T

Perception of Elementary School Teachers on Leisure Education in Physical Education Class

목적 이 연구의 목적은 초등학교 체육수업에서의 여가교육에 대한 교사들의 인식을 통해 운영 방향을 찾는 것이다. 방법 이를 위해 초등학교 교사 5명을 연구 참여자로 하여 2018년 6월~10월 사이에 3차례에 걸친 심층면담을 실시하였다. 이와 함께 연구 참여자의 학교 단위 교육과정 문서 자료와 국가 수준의 교육과정 문헌 분석을 통해서도 자료를 수집하였다. 결과 연구 결과, 체육수업에서의 여가교육이 학생들의 신체활동 생활화를 위한 고유의 학습 과정으로 발현되기 위해 교사들은 ‘문서: 체육과 교육과정 개선’에서 여가교육의 재개념화, 체육과 교육과정 체계 재정립, 체육과 교육과정 진술의 명료화가 이루어져야 한다고 인식하였다. 그리고 ‘실천: 체육수업 개선’에서는 다양한 교육 자료의 개발과 교육과정 재구성이 이루어져야 한다고 인식하였고, ‘환경: 교육 문화 개선’에서는 교사교육과 협력적인 교육공동체 구성을 통해 신체활동 생활화와 실천을 위한 긍정적인 문화를 만들어가야 한다고 인식했다. 결론 체육수업에서의 여가교육을 돌아보고 살피며 여가교육의 가치와 중요성을 정립해 나갈 수 있는 방안을 모색하는 노력이 지속되어야 한다.

A INCLUSÃO ESCOLAR DO ALUNO COM PARALISIA CEREBRAL: A PERCEPÇÃO DOS PROFESSORES DO ENSINO FUNDAMENTAL

A presente pesquisa visa compreender a percepção de professores do ensino fundamental acerca da inclusão escolar do aluno com paralisia cerebral. Participaram da pesquisa seis professores do ensino fundamental de uma turma do 8º ano que tinha uma aluna com paralisia cerebral. O levantamento foi realizado por meio de entrevista semiestruturada. Nos resultados, os participantes indicaram desconhecer o Projeto Político Pedagógico/currículo e sua articulação com práticas inclusivas. Além disso, eles têm pouca compreensão das características da paralisia cerebral, assim como apresentam dificuldades no planejamento e na prática pedagógica inclusiva para alunos público-alvo da educação especial, principalmente na aplicação de metodologias; eles implementam poucas flexibilizações curriculares, justificando-as em função do reduzido preparo profissional para atuar com a aluna com paralisia cerebral e a falta de material adequado. Conclui-se que, apesar do avanço no aspecto legal da educação inclusiva, há um conjunto de barreiras para que se efetive uma política educacional inclusiva de qualidade em turmas com portadores de paralisia cerebral, o que dificulta o processo de desenvolvimento e aprendizagem da referida aluna.

BIMBINGAN DAN KONSELING BERPERILAKU NAKAL PESERTA DIDIK

This study aims to reveal the perceptions of elementary school teachers regarding student delinquency. This study used a qualitative approach, with a phenomenological case study design. The data analysis used was phenomenological analysis. The results of research on perceptions of elementary school teachers of "NEGERI AGOM" about student delinquency, namely: (1) student delinquency is a deviant and violates school rules committed by students, thus disturbing the learning environment and harming other individuals. (2) the form of student delinquency was categorized into 2, namely disruptive behavior and serious delinquency. Disturbing behavior is perceived in various ways including: not paying attention to tidiness, not paying attention to teacher explanations, cheating, making physical threats to students and disobeying teacher directions, nagging (still talking and not admitting mistakes), while serious student delinquency includes: truancy and chasing behavior. . (3) the causes of student's condition, namely: physical condition, lack of parental attention, less varied teacher learning methods, language difficult to understand by students, negative environment and too much lesson material. (4) how to deal with student delinquency, namely: providing learning models for students, verbal warning, special attention, providing special understanding, providing seating manipulation, providing learning grids, communicating with parents, providing rules, providing motivation, communicating online private with students, and returned to parents.