Preparatory School Teachers Research Articles

Prevalence of COVID-19 among high school teachers in Erbil city

Background and objective: An outbreak of pneumonia of unknown origin was reported in Wuhan, Hubei Province, China, in December 2019. Cases of epidemic pneumonia have been linked to the Huanan Seafood Market; thus, it has been dubbed the severe acute respiratory syndrome coronavirus (SARS-CoV-2). The global spread of thousands of deaths from the coronavirus disease (COVID-19) has led the WHO to declare a pandemic on March 12, 2020. This study aimed to find out the prevalence of COVID-19 disease and vaccination coverage among public preparatory school teachers in Erbil. Methods: A cross-sectional study was conducted among the target group of 772 teachers in 76 public preparatory schools. The study population was 3157 teachers, 1263 male and 1894 female, in Erbil city, from September 1, 2021, to March 30, 2022. A questionnaire was used to collect data through face-to-face interviews using a simple random sampling method. Results: The study sample ages ranged from 26 to 62 years; the mean age, ±standard deviation, was 40.53 ± 9.75. The prevalence rate of COVID-19 was 63.1%. Of the study samples, 58.5% received information about COVID-19 disease from social media and 23.8% from satellite channels. 68.9% of the study samples received the COVID-19 vaccine, and the majority preferred the Pfizer vaccine. Conclusion: The majority of the study samples were infected with COVID-19 disease; many of the study samples received the COVID-19 vaccine; misconceptions need further correction; an increase in updating information regarding mode of transmission; an explanation of COVID-19 disease preventive measures; raising awareness of COVID-19 vaccination; more interesting health campaigns; and using mass media and community programs to change health behavior and reduce future health consequences of COVID-19 disease.

The Correlation of Iraqi EFL Preparatory School Teachers' Language Awareness, and Classroom Language Proficiency

Education is critical to a nation's growth because it develops the mind of the individual to be a useful member. Reform of education has a central role in nation development. It should include teaching the students how to think of themselves and to have confidence in their knowledge. This requires highly respected and motivated teachers who have language awareness and they have good level in language proficiency .Teachers must be kept abreast of new teaching methodologies, scientific breakthroughs and literary master pieces. The purpose of this study is to finding out the level of Iraqi EFL preparatory school teachers' language awareness and classroom language proficiency. In addition, to improving the correlational relationship between teachers' language awareness and teachers' classroom language proficiency . To achieve the aim of the present study, a sample of (250)Iraqi EFL preparatory school teachers randomly chosen from the general directorates of education in Baghdad .The instruments of this study are a questionnaire has been constructed for measuring EFL preparatory school teachers' language awareness and the second tool is the EFL teachers' classroom English proficiency Scale. The main findings show that it is statistically significant and the sample has a satisfactory level of language awareness. Moreover, the results indicate a positive correlation between EFL teachers' level of language awareness and their use of classroom language proficiency .

Classroom Management Skills and its Relationship to Self-Efficacy among Preparatory School Teachers in Kuwait

This study aimed at identifying classroom management skills and its related to self-efficacy for preparatory school teachers in Kuwait according to variables of (gender and experience level) whose number was (6422) teachers for the second of the academic year (2020/2021). The sample of the study that chosen randomly, consisted of (362) teachers, (120) male and (242) female. This study was based on the correlational descriptive methodology. Two questionnaires were developed to measure (self-efficacy, classroom management skills) since they were suitable for the nature of the study. The results revealed that the levels of classroom management skills were high with a mean of (4.51), and revealed that the levels of self-efficacy were high with a mean of (4.16).The results also indicated significant correlation between self-efficacy and classroom management skills. That there were statistically. The study revealed statistically significant differences among the (classroom discipline, planning, teaching skills, classroom organizing) for female teachers. While there were no statistically significant differences in the field of class climate depending on the gender variable. There were also statistically significant differences in the total score of the classroom management skills scale according to the teacher experience variable.

The Perceptions of Iraqi EFL Preparatory School Teachers about Literature Spots in Iraqi English textbooks

The Perceptions of Iraqi EFL Preparatory School Teachers about Literature Spots in Iraqi English textbooks

EFL Teachers’ Beliefs about Grammar Teaching and Classroom Implementation: Focus on Ankesha Senior Secondary and Preparatory School Teachers in Ethiopia

EFL Teachers’ Beliefs about Grammar Teaching and Classroom Implementation: Focus on Ankesha Senior Secondary and Preparatory School Teachers in Ethiopia

Investigating the Effectiveness of Classroom Management Techniques in EFL Classes in Preparatory Schools

The aim of this study is to explore the classroom management techniques used in EFL classes by preparatory school teachers. To be more specific, the study examines how effectively the teachers of EFL use classroom management techniques in their classes. The sample of the study consisted of 5 teachers from one preparatory school. The qualitative data analysis process has been used in this study to collect the data. In other words, the data were collected from five randomly selected participants by means of a 40-minute face-to-face interview of six open-ended questions. A qualitative method was used to analyze the obtained data as the researcher transcribed the responses so as to find out the common themes. The results of the study show that effective room management techniques, namely effective communication, the constant engagement of learners in activities, regular use of questions by teachers, use of behavior contracts, teachers acting as models of good behavior, and monitoring, are all used by the members of the sample. The study recommends that school administrators should regularly organize seminars that aim at training teachers on these classroom management techniques due to their important role in the teaching and learning process.

Integrating technology pedagogy and content knowledge in Qatar’s preparatory and secondary schools: The perceptions and practices of STEM teachers

This paper is part of a project on enhancing STEM teaching through teachers’ professional development (TPD). The aim is to explore K-12 science and mathematics teachers’ views and practices about implementing STEM through technological pedagogical content knowledge (TPACK) model in Qatar and identify their challenges. The objective is to develop a TPD program using project-based learning pedagogical intervention to support K-12 science and mathematics teachers and to train them on how to implement PBL in their teaching practices. 245 STEM teachers from 16 preparatory and secondary schools, representing an equal number of males and females, responded to a STEM-TPACK survey on perceptions of and practices in teaching STEM subjects. One hundred thirty-seven preparatory (grades 7-9) and 108 secondary school teachers (grades10-11). Generally, there are no significant differences between the different dual groups in understanding STEM, TPACK, and embedding technology, with few exceptions in some aspects. This reflects a high consistency in teaching, pedagogy, and learning environments among these groups (gender, teaching level, and STEM subjects taught). Preparatory school teachers show more variations in all elements of TPACK than secondary school teachers, as reflected by values of standard errors of the mean (SEM). Male teachers show slightly more understanding of elements of TPACK and have somewhat higher means than female teachers. SEM for female teachers is slightly higher, indicating more variation among female teachers than male teachers. However, the difference is also insignificant, as characterized by the small effect sizes ranging from 0.13 to 0.31, small t-test values, and high p-values.

Effect of health educational program about plastic use hazards on knowledge, attitude and practice of preparatory school teachers

Effect of health educational program about plastic use hazards on knowledge, attitude and practice of preparatory school teachers

Iraqi EFL preparatory school teachers' perception of flipped classroom

Teachers around the world work tirelessly to invest in technological innovations in order to raise educational standards and develop new teaching models and strategies. "flipped learning" or "flipped classroom" is one of these model types that appears to heavily rely on technology. This model is gaining worldwide attention among educators of all levels and disciplines. Although the flipped classroom model has gained popularity, few teachers are known about its application in an EFL setting such as Iraq. The present study aims at finding out Iraqi EFL preparatory school teachers’ perception of flipped classroom. The sample of the study includes (285) preparatory school teachers have been selected form different Directorates of Education in Baghdad. The closed questionnaire has been delivered to the participants after assuring the validity and reliability of the instruments. The findings indicate that teachers have positive perceptions of flipped classrooms in terms of challenges, teacher’s role, advantages, assumptions and implementation while they less perceive assessment and feedback. Finally, suggestions for further studies have been exposed.

Iraqi EFL Preparatory School Teachers’ Perception Regarding Teacher Competencies of Self-Directed Learning

Although self-directed learning is regarded as a skill of the 21st century and as a motivation for students in educational practice and theory, self-directed learning is considered to be challenging for most teachers to be integrated into their practice. Meanwhile, teachers are required to consider each student as a unique and distinguished individual. This means that students in every classroom have diverse talents and abilities to learn differently and are able to develop at a different level. Thus, Iraqi EFL preparatory school teachers must be informed of all ideas, concepts, and methods relating to English language learning.
 The current study aims at finding out how Iraqi EFL preparatory school teachers perceive teacher competencies of self-directed learning and if there are any significant differences between them due to their gender and years of experience. The participants are (300) EFL preparatory school teachers from Baghdad Governorate / the General Directorate of Education - Al-Karkh 3rd. An online closed questionnaire has been submitted to the participants using Google forms. The results reveal that Iraqi EFL preparatory school teachers have positively perceived teacher competencies of self-directed learning, and that there are significant differences between them according to their years of experience.

An Evaluation of the English Teacher-Made Tests for the Fifth Preparatory Class of Iraqi Schools

Evaluation plays an enormous role in the teaching-learning process. It helps teachers and learners to improve teaching and learning. Evaluation is a continuous process and a periodic exercise. In learning, it contributes to formulation of objectives, designing of learning experiences and assessment of learners‟ performance. It is very useful to bring improvement in teaching and curriculum. It also provides accountability to the society, parents, and to the education system.A teacher-made test is one of the most valuable instruments in the hands of the teacher to achieve his purpose. It is designed to solve the problem or requirements of the class for which it is prepared and to measure the outcomes and content of local curriculum. It is very much flexible so that, it can be adopted to any procedure and material. It does not require any sophisticated technique for preparation. This study aims at: 1- identifying a set of criteria for efficient English teacher-made tests. 2- evaluating English teacher-made tests of the fifth preparatory class in the light of the criteria developed. The following procedures are followed in order to achieve these aims: 1.Designing a checklist which includes the most important criteria of efficient tests, namely: validity, reliability, practicality (scorability) and accuracy. 2-Selecting a sample of eighteen teacher-made tests for the fifth preparatory class.3-Evaluating the efficiency of the selected sample of teacher-made tests in terms of the identified criteria. 4-Interviewing a sample of EFL preparatory school teachers for revealing the reasons behind the errors that have been found in the evaluated test papers.The findings of the study identify a number of defects in teacher-made tests including, invalid questions, questions of low validity, affected reliability, affected scorability and inaccurate questions in punctuation and in grammar. Then the study ends up with some conclusions and recommendations for improving teacher-made tests.

An Online Teacher Training Program for Developing in-service EFL Preparatory School Teachers’ Language Skills

The study aims at developing in-service EFL preparatory schoolteachers’ language skills through an online teacher training program. The study participants, included 50 teachers from 14 governorates around Egypt, were selected to be the audience as they needed the targeted language skills based on the needs analysis questionnaire. The researcher proposed the pre-posttests to be administered before and after the treatment. Having established and validated the reliability of the instruments, the participants were pre-tested and received an online teacher training program (OTTP) consisting of 2 modules and 20 training hours over 2 months. Each training module contained 6 lessons and ended with an assignment and a reflection. By the end of the program, the participants were post-tested. The findings of the study revealed that the OTTP proved to be effective in developing in-service EFL Preparatory school teachers’ language skills based on their needs.

Developing EFL Preparatory Schoolteachers’ Pedagogical Skills and Attitudes through an Online Teacher Training Program

The study aims at developing EFL preparatory schoolteachers’ pedagogical skills and attitudes through an online teacher training program. The study participants, included 50 teachers from 14 governorates around Egypt, were selected to be the audience as they needed the targeted pedagogical skills based on the needs’ analysis survey. The researcher proposed the pre-post situational test and attitude scale to be administered before and after the treatment. Having established and validated the reliability of the instruments, the participants were pre-tested and pre-administered the attitude scale. The participants received an online teacher training program (OTTP) consisting of 2 modules and 20 training hours over 2 months. Each training module contained 6 lessons and ended with an assignment and a reflection. By the end of the program, the participants were post-tested and post-administered the attitude scale. The finding of the study revealed that the OTTP proved to be effective in developing in-service EFL Preparatory school teachers’ pedagogical skills and attitudes toward online training.

The Relationship between Iraqi EFL Preparatory School Teacher` Teaching Anxiety and the Mastery of Daily Lesson Plan

Good teaching is the most basic important thing has teachers try to do in their classes and it is also in it the most frequently used language skills in communication activities. It plays an important role in the language learning process and facilitates the use of language skills. In this study the researchers tackled teaching anxiety that refers to the psychological response of a person to teaching task, which is determined by effect of feelings, believes and behaviors. And the relationship between teaching anxiety and the mastery of the daily lesson plan, which teaching means a system that enables a teacher to express himself/herself effectively with his/her interlocutors of a target language. The study questions are: Do Iraqi EFL preparatory school teachers have teaching anxiety? Do Iraqi EFL preparatory school teachers have mastery daily lesson plan? And is there any relationship between teaching anxiety and mastery daily lesson plan? Accordingly, the current study aims at finding out: Iraqi EFL preparatory school teachers’ teaching Anxiety level, Iraqi EFL preparatory school teachers’ mastery daily lesson plan level, and the relationship between Iraqi EFL preparatory School teachers` teaching anxiety and the mastery of the daily lesson plan. The sample of the present study consists of (30) male and female teachers from Iraqi EFL preparatory school teachers chosen randomly from Baghdad city.To achieve the aims of the present study, two instruments have been applied by the researchers, English Foreign language teaching anxiety scale and a English Foreign language lesson plan scale is constructed by the researchers themselves. After ensuring the validity and reliability of the instruments, the instruments have been applied and the data have been collected. Then a number of statistical tools have been used to analyze the obtained data.

Preparatory School Teachers’ Self-Directed Online Professional Development

This case study investigates how teachers render digital professional development in digital environments by interviewing with three preparatory school English language teachers voluntarily engaged in online professional development. In order to examine their process of teacher learning in online settings, we drew on Self-Determination Theory (Deci & Ryan, 2012) regarding the motivation as to how they engage and learn in the course of online professional development. An exploratory approach was adopted based on the interviews, and the motivational factors of the participants together with how they exploit technology were presented in three different cases. The study revealed that all the teachers were intrinsically motivated, and the need for developing competence, exercising autonomy, and assessing relatedness were key motivational reasons behind their online professional learning. Instagram, MOOCs, YouTube and websites were the online sources mentioned by the participants when they turn to the Internet for help. The discussion focuses on implications of this study for encouraging language teachers to engage in online professional development drawing on self-determination theory.

The extent to which the physics teachers of the preparatory stage are familiar with metacognitive skills

The present research aims at: - Knowing the extent that the preparatory school teachers are familiar with metacognitive skills. To achieve the goal of the research, the researchers used the descriptive approach, as he prepared a measure of metacognitive skills to know the extent to which physics teachers are familiar with them by reviewing the literature, research and previous studies related to metacognition skills, and the scale was presented to a group of expert arbitrators to achieve the apparent validity of the scale and then make sure From the clarity of the paragraphs of the scale and the extraction of the psychometric characteristics of the scale, and thus the scale consisted of (72) items distributed over two areas. The first area of knowledge about knowledge includes skill (declarative knowledge, procedural knowledge, conditional knowledge), while the second area is organizing knowledge (self-management of knowledge) and includes skill (Planning, Organization, Evaluation), then the scale was applied to the research sample consisting of (120) female and male teachers from the middle school teachers who were randomly selected from the schools affiliated to the Directorate of Education in Babil Governorate, and the results showed using the percentage and equation Chi-square, t-test equation for two equal independent samples, Pearson correlation coefficient, Spearman-Brown correlation coefficient, Cronbach's alpha equation, and the test equation T-RT for one sample and the program (Microsoft excel) the following: - - The level of knowledge of preparatory school physics teachers in metacognition skills is less than the required sufficiency limit, which is 80% (as determined by experts and arbitrators) of the total score of the metacognitive skills scale In light of these results, the researchers reached a number of recommendations and suggestions. Keywords/ familiarity, metacognition skills.

التفاعل بین نمط عرض المحتوى فی منصة تدریب رقمی ومستوى السعة العقلیة وأثره على تنمیة مهارات استخدام تطبیقات جوجل التعلیمیة والقابلیة للاستخدام لدى معلمی المرحلة الإعدادیة The Impact of the Interaction between the Style of Displaying Content on a Digital Training Platform and the Level of Mental Capacity on Developing the Skills of Using Google Educat

التفاعل بین نمط عرض المحتوى فی منصة تدریب رقمی ومستوى السعة العقلیة وأثره على تنمیة مهارات استخدام تطبیقات جوجل التعلیمیة والقابلیة للاستخدام لدى معلمی المرحلة الإعدادیة The Impact of the Interaction between the Style of Displaying Content on a Digital Training Platform and the Level of Mental Capacity on Developing the Skills of Using Google Educat

An Exploration into the Practices of the EFL Teachers of Humbo Tebela Secondary and Preparatory School Teach Writing Through Content Based Instruction

The main purpose of this study was an exploration into the perception of Humbo Tebela Secondary and Preparatory School EFL teachers in teaching writing through Content-Based Instruction. Descriptive survey research design was employed for the current study. The researcher selected all the fourteen EFL teachers without sampling because of their limited number. On the other hand, 360 students selected by using simple random sampling technique by lottery method. The data gathering instruments used for study were: interview, questionnaire and classroom observation. The interview data were taped and transcribed into textual form. The classroom observation data were noted to analyze data. The close-ended questions of the questionnaire were treated in number and percentage using SPSS. Qualitative analysis was carried out to analyze the data gathered via open-ended items of the questionnaire. Finally, the results of statistical analysis were described verbatim. From the analysis of data, different findings were obtained. The study portrayed EFL teachers of Humbo Tebela Secondary and Preparatory School teachers’ practice on teaching writing through content-based instruction seemed below the standard that means majority of EFL teachers do not use content-based instruction when teaching writing. Most of the time they were rushing to cover the portion rather than focusing on content knowledge of students; some of EFL teachers and students have misconception about content-based instruction. Therefore, positive perception is not only mandatory for its implementation and EFL teachers of the school properly implement writing skills using CBI so it needs continuous awareness creation activity is paramount. Keywords: Practice, Writing Skills and Content-Based Instruction DOI: 10.7176/JLLL/72-03 Publication date: October 31 st 2020

Epilepsy knowledge, attitude, practice, and associated factors among primary, secondary, and preparatory schoolteachers in Lay-Armachiho District, Northwest Ethiopia

Epilepsy is one of the most common neurological disorders encountered worldwide. It is poorly understood by the community, and it has been associated with numerous beliefs and misconceptions. Social stigma towards epilepsy is common in developing countries especially in Ethiopia, and its social, economic, and psychological consequences have become a major public health problem. The aim of this study was to assess epilepsy knowledge, attitude, practice, and associated factors among primary, secondary, and preparatory schoolteachers in Lay-Armachiho District, Northwest Ethiopia. An institution-based cross-sectional study design was conducted with 568 teachers working in ten schools of the district, using self-administered questionnaires. Descriptive analysis, binary, and multivariable logistic regression analyses were applied to analyze the data. In this study, 52.8% of the teachers had good knowledge (confidence interval (CI): 48.7, 56.9), 52.1% of the teachers had an unfavorable attitude (CI: 48.0, 56.2), and 55.3% of the teachers had a poor practice towards epilepsy (CI: 51.2, 59.3). After adjusting for covariates, being a male (adjusted odds ratio (AOR) = 1.5), urban resident (AOR = 2.4), degree holder (AOR = 2.3), above fourteen years teaching experience (AOR = 2.1), family history of epilepsy (AOR = 15.2), and previous first aid training (AOR = 1.8) were positively associated with the knowledge of epilepsy. The odds of having a positive attitude for epilepsy were 3.1 and 3.4 times higher among the teachers whose age is above 42 years and degree holders, respectively. Moreover, the odds of having a good practice for epilepsy were 2.1, 3.5, and 1.7 times higher among teachers of degree holders, a history of previous first aid training, and a history of providing first aid for students with epilepsy in the time of need, respectively. The main findings indicated that the majority of schoolteachers had good knowledge about, but unfavorable attitude and poor practice towards epilepsy. Therefore, the authors recommend that incorporating special need course in the educational curriculum with the help of first aid training and health promotion intervention to all levels of schoolteachers is very important.

مهارات اكتشاف ورعاية الموهوبين لغويا ومدى توافرها لدى معلمي اللغة العربية

هدف البحث الحالي إلى تعرف مهارات اکتشاف ورعاية التلاميذ الموهوبين لغويا لدى معلمي اللغة العربية بالمرحلة الإعدادية، وقياس مدى توافرها لديهم. واعتمد البحث المنهج الوصفي عند إعداد الإطار النظري للبحث, والمنهج التجريبي باستخدام التصميم شبه التجريبي ذي المجموعة الواحدة, عند إجراء تجربة البحث وتطبيق أدواته. وتم إعداد قائمة بمهارات اکتشاف ورعاية التلاميذ الموهوبين لغويا اللازمة لمعلمي اللغة العربية بالمرحلة الإعدادية بلغت (21) مهارة مندرجة تحت محورين، محور اکتشاف الموهوبين، واندرج تحته (10) مهارات، ومحور رعاية الموهوبين، واندرج تحته (11) مهارة ، وبطاقة ملاحظة لقياس هذه المهارات، وتطبيق البحث على مجموعة من معلمي اللغة العربية بمدارس إدارة أبنوب التعليمية، بمحافظة أسيوط، بلغ عددهم (30) معلما ومعلمة. وبتطبيق المقياس المعد لقياس مهارات اکتشاف ورعاية الموهوبين لغويا اللازمة لمعلمي اللغة العربية، اتضح ضعف مستوى معلمي اللغة العربية مجموعة البحث في مهارات اکتشاف ورعاية الموهوبين لغويا المحددة بالبحث عند المحورين الرئيسين ( مهارات اکتشاف الموهوبين – رعاية الموهوبين لغويا). لذا يوصي البحث بضرورة الاهتمام بتنمية مهارات اکتشاف ورعاية الموهوبين لغويا اللازمة لمعلمي اللغة العربية بالمرحلة الإعدادية , وبناء برامج تعليمية تساعد في تنمية هذه المهارات لديهم, واستخدام الأساليب والإستراتيجيات التدريسية وورش العمل المناسبة لذلک, وفي نهاية البحث تم تقديم مجموعة من التوصيات والمقترحات. The aim of the current research is to identify the skills of discovering and caring linguistically gifted students for the Arabic language teachers in the preparatory stage, and to measure the availability of these skills. The research adopted the descriptive approach when preparing the theoretical framework for the research, and the experimental method using semi-experimental design of a single group, when you perform a search experience and application tools. A list of the skills of discovering and caring linguistically gifted pupils necessary for preparatory school teachers in middle school was prepared. It reached (21) skills under two points, the focus of gifted discovery, this point included (10) skills. The second point is Nurturing talented students, this point included (11) skills. Also a note card to measure these Skills and apply this research on a group of Arabic language teachers in the administration of Abnoub Educational Schools, Assiut Governorate, their number reached (30) male and female teachers. By applying the scale prepared to measure the skills of discovery and caring linguistically gifted required for Arabic language teachers, It turned out the weakness of the level of Arabic language teachers in discovering the skills of talented students that is necessary for teachers of Arabic language at the specific these points (Gifted Discovery Skills - Linguistically Talented Nurturing). Therefore the research recommend to emphasis the importance of developing the skills to discover and nurture the linguistically talented ones necessary for Arabic language teachers in the preparatory stage, create new educational programs to support theses dimensions, and apply the appropriate teaching strategies and techniques, at the conclusion of the research some recommendations and proposals were given.