Perceptions Of School Teachers Research Articles

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

‘Works for some but not others’ A qualitative study on teachers’ perspectives and perceived pupil experience of a North West London school-based run/walk programme

ABSTRACT Developing physical literacy (PL) in childhood is a key to develop lifelong physical activity. Teachers’ play an important role in supporting children’s PL and are at the forefront for continued participation in school-based interventions. This study aimed to discuss teacher-perceived pupils’ experiences of a London-based run/walk intervention and explore its contribution to PL. Semi-structured interviews were developed to explore school delivery and teacher perceptions. Six themes developed: perceived experiences, perceived outcomes of participation, teacher attitudes, fidelity/adherence, logistics and intervention suggestions. A novel insight is that the intervention ‘works for some but not others’ and the importance of self-select pace.

Instructional Materials in Science Education: Secondary School Teachers’ Perceptions

This study investigates the perceptions of secondary school teachers about the rationale of instructional materials in science education. For teaching and learning to become fruitful, adequate well-designed instructional materials emerges as crucial factor. In this context, teaching practices require teachers to demonstrate the ability to enrich and innovate teaching activities. The sample size encompasses sixty-four science teachers in secondary schools from Muhanga district in Rwanda. The purposive sampling technique was used to select the sample population. The study is descriptive in nature and adopts a descriptive research design, and used online google form to collect data from participants. Data gathering was accomplished with the help of an online google form, and was dispatched to participants using communication platforms specifically WhatsApp. The google form contained nine items in line with research objectives. The findings revealed that 70% of respondents perceived instructional materials as extremely valuable while a very positive influence was revealed by 86% of respondents. The findings of the current study encourage secondary school science teachers to exploit the benefits of using instructional materials during classroom practices.

Analysis of Perceptions of Vocational High School Teachers and Students Regarding Secondary Vocational Education Policies

이 연구의 목적은 중등 직업교육 정책에 대한 직업계고 교원과 학생의 인식을 분석하여 시사점을 제공하는 것이다. 연구 방법으로 문헌분석과 직업계고 교원 및 학생 대상 설문 조사를 실시하였다. 연구 결과는 다음과 같다. 첫째, 직업계고 교육과정으로써 직업계고 학점제에 대하여 직업계고 교원들은 교육과정 변화를 인식하고 있으나 학점제 운영의 어려움을 호소하고 현실적인 애로사항들이 있다고 반응하였다. 둘째, 취업역량 강화에 대해서 학생들은 자격증 취득, 전공실무능력 향상 등에 대한 요구가 강했으나, 교원들은 바른 인성 및 사회성 역량을 강조하여 교원과 학생의 인식이 다른 것으로 나타났다. 셋째, 마이스터고와 특성화고 교원은 교육과정 운영에서 산학 연계에, 각종학교 교원은 학생 진로를 강조하는 것으로 나타났다. 직업계고 학생들의 직업계고 학점제 인식 수준은 특성화고보다 마이스터고가 높은 수준으로 나타났으며, 교육과정의 강화 영역에 대해 직업계고 학생들은 ‘실무능력 함양을 위한 전공과목 수업’에 대한 요구가 가장 많았다. 특성화고 학생들은 ‘예체능 수업’과 ‘기초학력 보강 수업’에, 마이스터고는 ‘외국어 수업’에, 각종학교 학생들은 ‘예체능 수업’과 ‘적성과 소질 개발을 위한 다양한 방과 후 수업’에 대한 요구가 높아 그 차이가 나타났다. 연구 결과에 더하여 제언하면, 직업계고는 산·학·관 협력체계 구축하고 학교별 차별화된 정규 교과과정 프로그램을 설계·운영하되 직업계고 학생의 요구를 반영하여 취업 및 진로교육 역량을 강화해야 한다.The purpose of this study was to provide implications for setting the direction of secondary vocational education policy by analyzing the perceptions of vocational school teachers and vocational school students on secondary vocational education policy. To achieve the purpose of the study, a literature review and a survey of vocational education teachers and students were conducted. The findings of the study are as follows. First, regarding the high school credit system as a vocational education curriculum, vocational school teachers recognized the curriculum change, but they complained about the difficulty of operating the credit system and responded that that there were practical practical difficulties. Second, in terms of strengthening employment competencies, students had strong needs for acquiring certificates and improving practical skills in their majors, but teachers emphasized good character and social skills, indicating that the perceptions of teachers and students were different. Third, teachers at meister high school and specialized high school emphasize industry-academia collaboration in curriculum management, while teachers at consigned vocational schools emphasize student career paths. The level of awareness of the vocational school credit system among vocational high school students was higher at meister high schools than at specialized high schools, and when it came to areas of curriculum enhancement, vocational high school students were most likely to ask for ‘classes in major subjects to develop practical skils,’ while students at specialized high schools were more likely to ask for ‘classes in artistic skills’ and ‘classes to reinforce basic education,’ meister high schools were more likely to ask for ‘ classes in foreign languages,’ and consigned vocational students were more likely to ask for ‘classes in artistic skills’ and ‘various after-school classes to develop aptitudes and talents’. Based on the above research findings, it is recommended that vocational high schools should establish an industry-academia-government cooperation system, design and operate differentiated regular curriculum programs for each school, and strengthen their competencies for employment and career education by reflecting the needs of vocational high school students.

Skills in Reading and Mathematics: Perceptions of Teachers about the Possible Impacts of Remote Teaching on Students of the Elementary School, from a Neuropsychopedagogical Perspective

This study analyzed impacts caused by the emergency implementation of distance education, during the COVID 19 Pandemic, through the perceptions of 6th grade teachers in public schools located in Baixada Fluminense, State of Rio de Janeiro. Teachers participated, among the subjects of Portuguese Language and Mathematics, through Google Forms, which made it possible to collect data from those who are on the front line, working directly with our students. Our data proved that the pedagogical losses that occurred during the implementation period of remote teaching are significant. Therefore, we point out paths that are already yielding excellent results through evidence shown in schools, in loco, with the inclusion of Neuropsychopedagogy protocols, the science of learning. The notes and study shown here about the impacts of remote teaching on the learning of our students in basic skills in the curricular components of reading and Mathematics, suggest a great need to intensify studies on the subject and propose a dialogue with the theoretical and methodological contributions of Neuropsychopedagogy.

Investigating the Relationship between Primary School Teachers’ Knowledge of Differentiated Instruction and the Frequency of its Implementation to Students with Learning Difficulties

The main purpose of this study is to investigate the perceptions of primary school teachers in the Dodecanese (Greece) regarding the relationship between their knowledge of differentiated instruction and the frequency of its implementation to students with learning difficulties. The research was conducted through quantitative approach using an anonymous electronic questionnaire on a sample of 174 primary school teachers of all specialties in the Dodecanese, during the period from February 13, 2021 to April 28, 2021. The correlation analysis (Spearman's rho) revealed that there is a positive correlation between teachers’ knowledge of differentiated instruction and the frequency of its implementation to students with learning difficulties. Therefore, it was found that as the teachers' knowledge of differentiated instruction practices increases, the frequency of their implementation increases.

Perceptions of Primary School Teachers Regarding the Effectiveness of Parent Teacher Council at Public Sector

The study was sought to explore the perceptions of primary school teachers regarding effectiveness of parent teacher council at public sector. The study's objectives were to analyse primary school teachers' impressions of the organisation structure of the parent teacher council (PTC), to investigate primary school teachers' perceptions of the functions of the PTC, and to determine the efficacy of the PTC (PTC). The population of the study consisted of all 6988 teachers working in 571 government primary schools in the district of Swabi. As a sample, 100 instructors were chosen at random from 25 government elementary schools in the district of Swabi.. A closed ended questionnaire was chosen for data collection. The questionnaire included a variety of questions based on dichotomous. The collection data was analyzed by using percentage as statistical tool. Findings of the study concluded that majority of the respondents replied that there is parent teacher council (PTC) in their school. Most of the respondents were of the opinion that the children of PTC Chairman study at our school. Majority respondents were of the view that PTC member admitted their children in our school. Most of the respondents were of the opinion that the secretary call PTC meeting on proper time. The majority of respondents agreed that the Secretary should preserve a record of PTC meetings. PTC, according to all respondents, plays a role in enhancing students' attendance. PTC, according to half of the respondents, has a role in encouraging students to apply for admission. The majority of respondents believe that PTC plays a role in resolving problems for students and teachers. All of the respondents were of the opinion that PTC funds are utilized in a fair way due to Parent Teacher Council. All of the respondents were of the opinion that PTC is effective in evaluating construction process in schools.

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.

COMPARATIVE ANALYSIS OF INDUCTION PROGRAM BY USING CIPP MODEL: PERCEPTIONS OF PROFESSIONAL AND NON- PROFESSIONAL TEACHERS

The purpose of this study was to compare the perceptions of primary school teachers with professional degree and without professional degree who have gone through induction program by using CIPP model at three main districts of Hazara division Abbottabad, Haripur and Mansehra by using Stuffle beam’s (1983) CIPP evaluation model. A questionnaire based on CIPP model was used as a tool to collect data. The validity was checked by experts and reliability was determined by pilot testing by using Cronbach Alpha (.954).data was collected from the sample of 300 novice teachers. Data was analysed by using inferential statistics by applying t-test. The results indicated a significant difference exists between teachers with professional degree and teachers without any professional degree about induction program on each category of CIPP model. Professional teachers hold better knowledge understanding of the field than non-professionals one. They show better understanding and satisfaction about induction program as compare to non-professional. Study suggests that induction program is necessary for novice teachers without any professional degree it will help them to equip with tools and requirements of teaching field.

PERCEPTIONS OF VIETNAMESE PRIMARY SCHOOL TEACHERS OF ENGLISH ABOUT ACTIVE TEACHING AND LEARNING

Vietnamese educational system, including primary level, has experienced a renovation towards Active Teaching and Learning (ATL) approach, which aims at creating a friendly environment for students to fully develop their creativeness and pro-activeness to become independent learners. The application of ATL also fulfills the desire of education in Vietnam to move from traditional pedagogy to a student-centered approach to suit the needs of globalisation era. In this transformation journey, teachers play a prime role since they are policy implementers. This qualitative case study with seven teachers of a private primary school in Hanoi explores the perceptions of these teachers of ATL and point out the challenges that they face in employing ATL in their teaching practice. In-depth interviews with seven open-ended questions based on Weimer’s (2002) five theme framework of ATL characteristics were conducted and analysed under Casual Layered Analysis (Inayatullah, 2004). The results disclose that while the participants show a sense of support ATL, they still insist on their exclusive centre in the classroom. Moreover, the study discovers that teachers have a basic understanding about ATL, however, they are confused about how to adopt this approach in practice. Barriers prevent teachers from taking ATL into account come from many directions such as pressure from educational system, pressure from students’ parents or the lack of training. Implications of the study are categorized into three main types, which consist of theoretical, practical and policy implications. It is highly recommended that future studies can be conducted to investigate students’ perceptions of ATL to compare with teachers’ perceptions. This will help to reveal if there is any mismatch between teachers’ and students’ beliefs to contribute to the implementation of ATL in primary schools in Vietnam.

EASE OF USE OF DIGITAL PLATFORMS FOR EDUCATIONAL PURPOSES: PERCEPTION OF SECONDARY SCHOOL STUDENTS, TEACHERS AND ADMINISTRATORS

The aim of this paper was to ascertain the perception of teachers, students and administrators concerning the ease of using certain digital platforms that were adopted during the lockdown period necessitated by the Covid-19 pandemic in Port Harcourt Local Government Area (PHALGA), Rivers State, Nigeria. Descriptive Survey Research design was adopted for this study. The sample size was seven hundred and forty-two (742) stakeholders which comprised four hundred and nine (409) students, two hundred and ninety-seven (297) teachers and thirty-six (36) administrators from thirty-two (32) private secondary schools. Multistage sampling procedure was employed using different sampling techniques. Three questionnaires (Teachers’ E-learning Practice Questionnaire (TEPQ), Students’ E-learning Practice Questionnaire (SEPQ) and Administrators’ E-learning Practice Questionnaire (AEPQ)) were used to collect data. The reliability index calculated using Cronbach alpha for TEPQ, SEPQ and AEPT was 0.90, 0.78 and 0.91 respectively. The data were analysed using frequency, percentages, mean, standard deviation and chi-square test of independence. The findings revealed that the digital platforms identified in this study are easy to use for teaching, learning and administrative purposes. In addition, gender influenced the perception of teachers and students at a statistically significant level. However, it was not the case for administrators. The researchers therefore recommended that there should be trainings and support available on how the digital platforms should be used to make it easy to use. In addition, at the school level, digital platforms that centralise tasks by featuring tools that help teachers to teach, students to learn and administrators to carry out their administrative duties should be adopted.

Leadership Support in a Pandemic: Middle School Teacher Perceptions of Emergency Remote Teaching

The authors examined middle level teachers’ perceptions and experiences of leadership support during the sudden transition to emergency remote teaching (ERT) during the COVID-19 pandemic. For this qualitative case study, the research questions were: How did middle school teachers perceive their leaders’ support for teaching online? What were teacher beliefs about student attendance and virtual education? Survey data were collected from teachers at a middle school (Grades 6–8) in rural Virginia, and six respondents participated in one-on-one interviews. The responses yielded six findings illuminating perceptions of support for teaching virtually from principals and other administrators: (a) leaders listened to teachers’ issues, concerns, and suggestions; (b) administration was supportive, helpful, and positive; (c) administrators assisted with parental communication; (d) attendance in online classes was poor; (e) absent students failed to learn; and (f) additional professional development for online teaching was desired. Leadership supports are revealed for assisting with faculty adaptation to and effectiveness with remote instruction. Because case studies have yet to examine educational leadership relative to faculty roles and functions during an emergency, this study contributes vital understandings from the middle level teacher standpoint.

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.

독도교육에 대한 초등교사의 인식 및 경험에 관한 질적 연구

This study was conducted to understand the current educational situation of the Dokdo islands (Dokdo) with regard to its educational introduction in elementary schools and to find ways to enhance and revitalize Dokdo education for elementary school students for the future. To this end, eight elementary school teachers, who are the implementers of Dokdo education, were interviewed in-depth to analyze the perception and experience of elementary school teachers regarding Dokdo education. As a result of the study, it was confirmed that the necessity of Dokdo education recognized by elementary school teachers and the practice of Dokdo education were appropriate for the direction pursued by the Ministry of Education. However, practical limitations such as teacher-dependent classes at the level of civic education, quality limitations of class materials, alienation in the school curriculum, and lack of class hours and depth of education were obstacles to Dokdo education. Therefore, this study suggests that it is necessary to develop and distribute modular Dokdo specialized curriculum, expand hands-on experience opportunities for teachers and students, and establish a teacher cooperation network as a way to overcome these limitations and enhance Dokdo education.

Metaphoric Perceptions of Pre-service Primary School Teachers on Reading and Reading Disability

There is widespread acknowledgement that importance of reading skill is increasing day by day. Reading is the first step to learning and revealing something new. Beyond the primary grades, it plays a vital role in keeping up with the requirements of the age. Individuals who read, understand, question, think and produce develop societies. Thus, it is inevitable that individuals who have difficulties in acquiring reading skill will encounter difficulties both in school life and in society. To remove barriers of people presence in academic and daily life, students with these difficulties should be identified as early as possible and the difficulties they experience should be eliminated. The proficiency of primary school pre-service teachers regarding the concepts of “reading’’ and “reading difficulty’’ gives clues for identifying and remedying individuals with reading disabilities. It is aimed to determine the metaphorical perceptions of primary school pre-service teachers towards the concepts of “reading’’ and “reading disability’’ in order to help address this issue. The study group of the research consists of 89 4thgrade primary school pre-service teachers who continue their education at a state university in the Black Sea Region in Turkey in the fall semester of the 2017-2018 academic year. The model of this research is phenomenology which is one of the qualitative research methods. A questionnaire developed by the researchers was used as a data collection tool. Content analysis method was used in the analysis of the data. Five different categories related to reading skills and reading disabilities emerged as a result of the analysis of the data. Categories related to the concept of reading skills are 'Discovering Something New', 'Fun Source', 'Embarking on Adventure', 'Decoding' and 'Other'. The categories related to the concept of reading disability are 'Difficulty', 'A problem in itself', 'Visual impairment', 'Deficiencies' and 'An insurmountable problem'.

Peeking behind the curtain: Unboxing science teacher educators’ subjectivities in continuous professional development programmes

Several research agrees on the contribution of continuous professional development (CPD) programmes to support curriculum reform. In Latin-America there is growing concern about the university-school relationship, mostly related to the CPD of teachers. In Chile, the relationship university-school is posed in institutional discourses as a desirable professional development goal, yet the importance is less recognised in practice. Considering the teacher educators’ subjectivity in higher education is barely explored in the teacher education literature leaves the question of who are those involved in CPD programmes? Taking a qualitative approach and using dialogical strategy, we study the design meetings of a university team/teacher educators leading a CPD programme in science. Findings show salient features of the teacher educators’ subjectivity produced around the interaction between the school and the higher education sector, their relationship among themselves, the conditions of the university, and their perception of schoolteachers. Implications to research and practice are discussed.

Perceptions of Teachers in Primary Schools Regarding the Ability of Their Princi

Perceptions of Teachers in Primary Schools Regarding the Ability of Their Princi

EXAMINATION OF PRIMARY SCHOOL TEACHERS’ PERCEPTIONS OF SELF-EFFICACY TOWARDS TEA

The aim of this study is to determine the self-efficacy perceptions of primary school teachers towards teaching thinking skills and whether these perceptions differ significantly in terms of various variables and to determine the views of primary school teachers about their self-efficacy perceptions towards teaching thinking skills. In the research using mixed research method, explanatory sequential design was preferred. The sample regarding the quantitative dimension of the research consists of 371 primary school teachers, who were determined by cluster sampling method from the teachers working in primary schools in the center of Sivas in the spring term of the 2021-2022 academic year. The study group reached for the qualitative dimension of the research consists of 41 primary school teachers, who were determined by the maximum diversity sampling method from the teachers working in primary schools in the centre of Sivas during the same academic period. “Teachers’ Self-efficacy towards Teaching Thinking Skills Scale (TSTTS)” developed by Dilekli and Tezci (2015) and a semi-structured interview form consisting of three questions developed by the researchers were used as data collection tools. In the research, descriptive statistics, independent samples t-test and one-way ANOVA test were used in the analysis of quantitative data, and content analysis method was used in the analysis of qualitative data. When the data obtained from the scale are evaluated; teachers’ self-efficacy perceptions regarding teaching thinking skills were at the level of “totally agree”; that these self-efficacy perceptions of teachers did not differ according to gender, faculty, and department from which they graduated, and the class taught. It was found that the teachers’ self-efficacy perceptions differed according to the variable of professional seniority in the whole scale with the factors of “Practice”, “Academic competence”, and this difference was in favor of teachers with a professional seniority of 1-10 years and teachers with a professional seniority of 21 years and above, in favor of teachers with a seniority of 21 years and above. When qualitative data are evaluated, it was understood that teachers take into account individual differences, design real-life examples, make plans, and design different thinking activities related to the design factor when teaching thinking skills. In the practice factor, it was determined that they perform different thinking activities and use different teaching methods and techniques. In addition, it was concluded that most of the teachers perceive themselves as competent in teaching thinking skills, while some teachers do not see themselves as competent.

Examining the Perceptions of Ghanaian Basic School (K-9) Teachers Towards Continuous Professional Development

Examining the Perceptions of Ghanaian Basic School (K-9) Teachers Towards Continuous Professional Development

English-Medium of Instruction (EMI) in Tanzanian Secondary School: Students' and Teachers' Perceptions and Challenges

The The purpose of this study is to examine secondary school students' and instructors' attitudes of using English as a teaching medium in Tanzania. The study was held in three schools in the Unguja North region. The study was based on answering research questions; first, what are the perceptions of Tanzanian secondary school students and teachers toward the English language medium of instruction? as well as what obstacles do students and teachers face while employing English as a medium of teaching in school? It is a mixed method study that collects and analyses data using qualitative and quantitative methods. Furthermore, the researcher employed a questionnaire to answer the first research question. The research discovered that teachers and students had a favorable opinion of English as a teaching medium and that students feel at ease in English-taught subjects. The study discovered several obstacles teachers and students face while utilizing English as a medium of education, such as low student competence in English, the effect of primary school language of instruction, overcrowded classes, and instructional approaches. The research will assist teachers in revising their teaching methods and strategies, as well as the government restructuring the national secondary school curriculum and revising the national language policy. Furthermore, the study will shed insight on future studies on English language medium of instruction and second language learning in Tanzania based on qualitative, quantitative, or mixed method research.