Prevalence Of Teachers Research Articles

The prevalence of anxiety and related factors among primary and secondary school teachers in Hanoi, Vietnam, during the COVID-19 pandemic in 2020.

The working conditions for teachers in Vietnam were characterized by increased workload and pressure, burdening teachers' well-being. The study aims to investigate anxiety prevalence and identify some related factors among primary and secondary school teachers in Hanoi after the first COVID-19 outbreak in 2020. This paper analyzed data of 481 teachers working at ten primary and secondary schools in Hanoi city. Anxiety was measured using the anxiety component of the Depression, Anxiety, and Stress scale 42 items. Multivariable logistics regression was performed to examine anxiety-related factors using SPSS 20.0 at a significant level p less than 0.05. The prevalence of anxiety symptoms was 42.4% and similar between primary and secondary school teachers. More secondary teachers reported moderate to severe anxiety symptoms than primary teachers did (31.6% and 27.7%). Primary school teachers who felt discomfort with their supervisor's assessment, high responsibility for student safety, and ever thinking of leaving their current job were more likely to report anxiety symptoms (OR (95%CI) = 2.8 (1.2-6.5), 3.6 (1.0-12.8), and 2.6 (1.3-5.4), respectively). Meanwhile, the discomfort of caring for many students or problematic students, repetitive work, and disagreement with coworkers were risk factors of anxiety among secondary school teachers (OR (95%CI) = 2.6 (1.2-5.8), 3.2 (1.1-9.2), 3.4 (1.3-8.8), and 3.7 (1.1-12.6), respectively). In conclusion, the prevalence of teachers with anxiety symptoms is on the rise, caused by the characteristics of the job and professional relationships. Tailored support for teachers in different grades is necessary to improve and prevent teachers' anxiety.

Воспитательный процесс в женских средних школах (по материалам Пермской губернии второй половины XIX – начала XX в.)

The article examines the behavior of students in female secondary educational institutions of Perm Province, most of which were female gymnasiums and junior high schools. The aim of the article is to analyze the problems of the educational process in open all-estates schools, which replaced women’s institutions and were supposed to correct their shortcomings. The study used the methods of retrospective chronological analysis, generalization and interpretation of archival documents. Historical sources associated with the study include, first of all, the office documents of educational institutions, which make it possible to study the reasons why educational work had a significant place in the activities of these educational institutions conceived primarily as educational institutions. Some previously unexplored aspects of the attitude of school girls and teachers to school discipline are investigated. The measures that gave positive results are shown: the introduction of the position of a supervisor, out-of-school supervision, the opening of school dormitories. The lack of communication between the family and the school, which was supposed to form the basis of these schools, and the negative impact of the environment on the morality and academic performance of students made female gymnasiums take over the educational work upon themselves. The depressing state of discipline in the early years was also caused by a sharp increase in the number of students of different social backgrounds and the prevalence of teachers with a low cultural level. However, by the end of the 19th century, educational authorities noted an improvement in student behavior. New challenges for female schools arose for female gymnasiums at the beginning of the 20th century. The critical attitude of some pedagogical currents towards secondary school, supported by society and the press, and the spread of revolutionary ideas led to a deterioration in discipline. This was clearly manifested in some female gymnasiums in the period 1905–1907. The involvement of some of the female students in the protest movement was facilitated by revolutionary-minded teachers. To remedy the situation, the Ministry of Public Education again demanded to strengthen control over the students’ leisure. Until 1917, the situation with behavior in female gymnasiums gradually stabilized (not counting the increased incidence of suicide among female students), and cooperation with parents was outlined. The negative trends that began in 1905 were exacerbated in the last year of the existence of women’s schools. However, as before, they were provoked by radical students. It is concluded that, despite the impossibility of solving some problems and intruding politics in school life, in general, the measures taken by women’s schools yielded positive results.

The Analytics of Additional Professional Education for Teachers in Pre-Professional Classes in Moscow Schools

Purpose of research. Teacher professional development (TPD) is a key issue of education policies globally. The solution of the issue is relevant for teachers of pre-professional classes in Moscow, since it is pre-professional classes that are assigned the role of effective tools for fulfilling the task of developing the innovative economy of the city.The objective of this study was to analyze the data on professional development and professional retraining of teachers in pre-professional classes in Moscow schools and find answers to the following questions:– What is the percentage of teachers engaged in additional professional education?– What is the intensity and dynamics of mastering programmes of additional professional education by teachers?– Where do teachers receive additional professional education?– Do the number of teachers in a school, the school’s ranking, the overall experience of teachers and the length of time of teachers in a given organization influence the additional professional education of teachers?Materials and methods. The study encompassed 2,215 teachers of pre-professional classes of 30 Moscow schools. The research methods included collection of data from the schools’ websites, processing data for statistical analysis, data analysis, and comparative analysis of different school indexes according to the selected parameters. Results. 72.8% of teachers of pre-professional classes were involved in professional development programmes, 21.8% of teachers – professional retraining programmes during the period of their work at school. 24% of teachers are continuously engaged in professional development. Mostly engaged in TPD are teachers who work at schools top-rated by “The Ranking of schools’ contribution to the quality education of Moscow students”. In addition, teachers with professional experience of less than 5 years are very actively engaged in teacher professional development. The number of school staff and prevalence of teachers with long record of service do not influence the scale of TPD engagement at schools. Additional professional education is not limited by the form of ownership, territorial affiliation, or the number of educational organizations in the region, and affects the positive dynamics in the diversification of teacher education, which is an important element of modern educational policy, the advantage of which is to improve the accessibility of education. The data of this research state that teachers were engaged in professional development programmes at 622 various organizations, of which 50.3% are state, and 49.7% - private organizations. Teachers were trained in 67 regions of Russia and 6 countries (the UK, the Netherlands, the Republic of Moldova, Switzerland, Ukraine, Estonia). The list of regions of the Russian Federation with the largest number of organizations in which teachers have mastered programs of additional professional education includes Moscow, the Moscow region, Saint Petersburg, Novosibirsk region, Krasnodar region, the Republic of Tatarstan, Stavropol region and the Udmurt Republic.Conclusion. The data obtained can contribute to the adoption of management decisions on the formation of professional development programs for teachers. The prospect of the study is the analysis of data on the impact of additional professional education of teachers on the educational results of students.

The effect of using visual mnemonics on long-term memory retention for History subject

The challenge of history is the method of teaching and learning, and the prevalence of teachers using lectures or various lecture methods. Developing student ability mastery in this subject is one of the major challenges faced by the teachers. Therefore, this study aims to examine the effect of visual mnemonic developed based on imagery techniques that is the integration of keywords with images or objects on the retention of long-term memory for the subject of History form one. The study was conducted experimentally with one group. A total of 24 students were involved in this study. A pre-posttest was performed for comparison and the next test was a comparison of three different time intervals over a period of weeks. Data were analyzed using a t-test and ANOVA Test. The results showed that there was a significant difference in scores between pre and post-tests. However, the retention test showed no significant difference in score for the three different times. Visual mnemonics show a good effect on long-term memory. The results of this study can be used as a method of teaching and learning, especially for factual subjects.

Knowledge and attitude toward epilepsy and seizure first aid among school teachers in Al-Kharj City, Saudi Arabia

Background: Teachers’ knowledge about epilepsy and seizures can have a significant effect on building well-educated and socially developed students. Hence, teachers’ positive behaviors encourage social acceptance of children with epilepsy from their classmates and prevent social stigmatization at school. In schools, seizures are a common emergency, and emergency management training is required for school teachers. This study aimed to assess the knowledge and attitude toward epilepsy and seizure first aid among school teachers in Al-Kharj City, Saudi Arabia. Methods: This was a cross-sectional study conducted among school teachers in Al-Kharj City, Saudi Arabia. A self-administered questionnaire was distributed among teachers using an online survey. The questionnaire included sociodemographic characteristics and assessment of knowledge and attitude toward epilepsy and seizure first aid. Results: In total, 500 school teachers were included in this study. The most common age group was 31–40 years. The prevalence of teachers who had witnessed a student with a seizure attack was 32.4%. The levels of knowledge regarding epilepsy and seizure first aid were moderate, poor, and good in 50.2%, 47%, and 2.8% of the teachers, respectively. The factors associated with increased knowledge were older age (>40 years) and being a non-Saudi teacher. Conclusion: Despite adequate knowledge and attitude demonstrated by the school teachers, nearly half of them showed a lack of understanding about epilepsy and seizure first aid. More education and training are required among school teachers to narrow the gaps in their knowledge about epilepsy and seizuremanagement. Keywords Epilepsy, seizure first aid, school teachers, knowledge, attitude

Voice Problems Among School Teachers employing the Tele-teaching Modality

To assess the prevalence of voice problems among teachers in Riyadh during tele-teaching and examine the relationship between the Voice Handicap Index 10 (VHI10) scores and a variety of risk factors believed to be related to voice problems. We also assessed awareness of voice hygiene and therapy among teachers. An observational cross-sectional study conducted using a multistage random sampling method among Riyadh school teachers who taught by tele-teaching for a minimum of one year. A self-assessment questionnaire which included demographic information about teachers, factors related to their teaching backgrounds, tele-teaching settings, effects of tele-teaching on the voice, medical and social histories, reports of voice and reflux symptoms, VHI10, and general knowledge about voice hygiene. This was distributed to school teachers using an SMS link through the Ministry of Education's IT department. A total 495 were included in the study after exclusions. The prevalence of teachers who had significant voice problems during tele-teaching (VHI10>11) was 21.6%. Multiple risk factors significantly increased the risk of voice problems during tele-teaching. These factors included being female, teacher age, the presence of background noise from both teachers and students, loud voices, using an open camera during the teaching, stress and anxiety, allergies, respiratory disease, reflux, hearing problems, and a family history of voice problems. Only 4.6% of respondents were familiar with voice hygiene and voice therapy, but 65% believe that it is important for teachers to be knowledgeable about them. Due to the lower prevalence of voice disorders among tele-teaching compared to traditional teaching methods, tele-teaching may be a viable option for teachers who have voice problems. There are still several factors influencing voice problems among tele-teachers. To attenuate potential risks, it is crucial that teachers are aware of the concepts of voice hygiene and voice therapy.

Active commuting to work among teachers of public basic education of the state of Minas Gerais

Abstract - The aim of the study was to verify the prevalence and factors associated with active transport to work among public basic education teachers in the state of Minas Gerais. An epidemiological survey of the websurvey type was carried out with teachers from the state public system of basic education in Minas Gerais. The collection took place from August to September 2020 via digital form. The dependent variable was active transport to work and the crude; and adjusted Poisson Regression was used. 15,641 teachers participated in the study, of which, 26.1% were actively commuting to work. There was a higher prevalence among women (PR=1.08; 95%CI 1.01; 1.17), aged 41 to 59 years (PR=1.20; 95%CI 1.12;1.28), from the urban area (PR=1.51; 95%CI 1.37;1.66), with lower family income (PR=1.75; 95%CI 1.48;1.93), those with working time higher than 20 years (PR=1.27; 95%CI 1.19;1.35), who work as teachers for up to 39 hours per week (PR=1.15; 95%CI 1.06;1.25), with eutrophic weight (PR=1.09; 95%CI 1.02;1.17) and those who practiced physical activity 5 times or more a week (PR=1.25; 95%CI 1.15;1.36). The results showed that there is a significant prevalence of teachers who do not carry out active transport to work. The highest prevalence of active transport to work was significantly associated with several variables, among which the census area and family income. Incentives are needed to promote active transportation among teachers.

Características de profesores que consultan por queja vocal en IST Viña del Mar entre los años 2012 y 2017

Introducción: el docente es un profesional que presenta riesgo para el desarrollo de patologías vocales consideradas enfermedades laborales. En Viña del Mar, el Instituto de seguridad del trabajo (IST) es un centro de referencia para las atenciones médicas de enfermedades laborales. El objetivo del estudio consiste en establecer la incidencia y prevalencia de profesores de Viña del Mar, Chile, que concurrieron al IST con quejas vocales entre 2012 y 2017.
 Metodología: se adoptó un enfoque cuantitativo, retrospectivo, descriptivo, correlacional y de diseño no experimental. La muestra estuvo conformada por 186 profesores que presentaron quejas vocales relacionadas con su desempeño laboral.
 Resultados: 167 docentes mujeres y 19 docentes hombres consultaron por problemas vocales; 64.5% docentes de la muestra realizan clases en educación básica. Ningún docente universitario accedió al IST con este tipo de queja. El diagnóstico más recurrente fue de disfonías orgánico-funcionales (75,8%), de las cuales 69,5% fueron dirigidas a terapia vocal en el IST. 14,1% de los docentes fueron diagnosticados con disfonía funcional (también fueron enviados a terapia); sin embargo, 9,4% de los casos, al no cumplir con las características de origen exclusivamente laboral, no recibieron terapia fonoaudiológica en el IST.
 Conclusión: el docente chileno en la V Región presenta un bajo nivel de consulta por patologías vocales. Los docentes de educación básica son los que más buscan terapia profesional para su voz y la mayor cantidad de afecciones se relacionan con un deficiente conocimiento de técnicas y/o hábitos vocales inadecuados. Es necesaria una inversión mayor en promoción y prevención vocal para este grupo profesional.

Níveis de atividade física e fatores associados entre professores de medicina

Objetivo: Analisar os níveis de atividade física e os fatores associados entre professores do curso de medicina de uma universidade do Sul do Brasil.Materiais e Métodos: Estudo epidemiológico transversal, realizado com professores do curso de medicina de uma universidade do Sul do Brasil. As variáveis sociodemográficas e de estado de saúde foram avaliadas por meio de entrevistas, a partir de um questionário adaptado do instrumento utilizado pela Vigilância de Fatores de Risco e Proteção para Doenças Crônicas por Inquérito Telefônico. Foram estimadas as razões de prevalência ajustadas de acordo com as características individuais da amostra, por Regressão de Poisson com variância robusta.Resultados: A prevalência de docentes considerados fisicamente ativos no lazer foi de 44,2%, fisicamente ativos no trabalho 40,4%, fisicamente ativos em atividades domésticas 5,8% e fisicamente ativos em atividades de deslocamento 2,6%. A realização de atividades domésticas foi associada com a idade dos docentes, sendo maior entre os docentes com idade maior do que 45 anos (RP: 8,74 IC95%: 1,03–74,31). Nenhuma outra característica sociodemográfica ou antropométrica foi associada à atividade física.Conclusão: O estudo concluiu que a maioria dos docentes do curso de medicina participantes deste estudo é considerada fisicamente ativa. Além disso, possuir idade superior a 45 anos demonstrou associação com maior quantidade de atividades domésticas.

The role of teachers' depressive symptoms in classroom quality and child developmental outcomes in Early Head Start programs

The present study examined whether teachers' depressive symptoms are directly and indirectly associated with children's social-emotional and language development in the context of Early Head Start (EHS) center-based programs. We used the EHS Family and Child Experiences Study (i.e., Baby FACES 2009) with a sample of 275 toddlers and 197 teachers in 72 programs. Among the current sample of EHS teachers, the prevalence of teachers' depressive symptoms was low. Teachers with higher levels of depressive symptoms tended to report that they have toddlers with more behavior problems in the classroom after controlling for several child, family, and teacher characteristics. We also found a significant association between teachers' depressive symptoms and observed levels of Emotional and Behavioral Support (EBS) in classrooms. EBS is significantly associated with teacher-rated child behavior problems. However, teachers' depressive symptoms are not significantly associated with Engaged Support for Learning (ESL). There is no mediational link for the association of teachers' depressive symptoms with any developmental outcomes via its association with EBS or ESL. Although incidence of clinical levels of depressive symptoms was low in this sample, overall depressive symptoms were associated with classroom quality and children's behavior problems, suggesting the importance of intervention and prevention strategies for practitioners and policy makers to improve teachers' mental health and classroom quality systematically in EHS.

The Civic Lessons and Immigrant Youth (CLAIY): Implications for Teacher Education

ABSTRACTIn this article, we draw from the Civic Lessons and Immigrant Youth study to present key issues and implications related to teachers' work with immigrant youth. This synthesis draws on data and analyses from over six years of work examining the experiences, skills, and roles of teachers of immigrant youth as they navigated the complex terrain of teaching topics of citizenship in settings when not all youth had formal citizenship rights. Major themes include: the significance of building trusting relationships with immigrant students; the importance of approaches to teachers' knowledge building and legitimization of their immigrant students; and, finally, the prevalence of teachers' concern with the safety of their undocumented students. Subsequently, we pose questions for the field of teacher education in an era when immigration, education, and citizenship are intersecting in complex ways. Amid over-generalized conceptions of teaching for diversity, this article contributes to understanding how experienced teachers who supported immigrant rights practiced their craft, creating affirming environments in schools.

Prevalence of Teachers’ Professional Malpractices in Tanzanian Public Secondary Schools: What Ought to Be Done?

This study explored stakeholders’ views on preventive measures towards increasing teachers’ malpractices in schools in Tanzania. Specifically, the study sought to identify prevalent forms of teachers' malpractices; explore factors for their occurrence; and explore views on how to forestall the problem. It draws on qualitative and quantitative data generated from 75 respondents including the Teachers’ Service Department (TSD) officers, education officers, school inspectors, teachers, and students. The data were generated from questionnaires, interviews, Focused Group Discussion, documentary search and non-participant observation. Data analysis involved both qualitative and quantitative approaches. While Qualitative data were subjected to thematic analysis, Quantitative data were converted into frequencies and percentages and then presented in tabular forms. The findings unveiled that absenteeism, abusive and violent behaviours, sexual abuse to mention a few were prevalent forms of teachers’ malpractices in schools. Their occurrence were attributed to teachers’ low salaries and remunerations, poor living and working conditions, influence of science and technology, lack of professional knowledge and poor management as well as infrequent visits and inspections of schools. In order to remedy the problem respondents proposed that teachers’ needs and plights to be addressed timely, funds allocated to the TSD should be raised and involvement of stakeholders in all decision making related to the teaching profession. It was also suggested for the TSD to be empowered to oversee teachers’ discipline both in public and private owned schools. In the light of the findings, the study concludes that teachers’ malpractice is still a problem of great concern in rural and urban schools in Tanzania. Therefore, rigorous collaborative effort by the government and the wider community is needed in order to promote desirable professional behaviour in schools.

The Prevalence of Teachers' Vocal Symptoms in Municipal Network of Education in Campo Grande, Mato Grosso do Sul, Brazil

This study aims to provide an epidemiological overview of the teacher's voice and to examine the prevalence of voice problems at Municipal Board Education in Campo Grande, Mato Grosso do Sul, Brazil. This is a cross-sectional, descriptive, and quantitative study. Of the 4957 teachers registered with Municipal Board Education (Semed)/2013, 394 participated in this research. All seven urban areas of Campo Grande (Prosa, Bandeira, Anhanduizinho, Lagoa, Segredo, Centro, and Imbirussu) were sampled. The Ferreira etal. protocol was adapted and used for data collection. The Likert scale was used as the measurement method. There was a high prevalence of vocal symptoms. Teachers had multiple symptoms related to the use of voice at work and acknowledged that the symptoms had adverse effects on their professional performance. The severity of voice problems that the teachers experienced in daily speech therapy services and in the Municipal Network of Education was found in a significant number of participants in this research.

Condições de saúde, estilo de vida e características de trabalho de professores de uma cidade do sul do Brasil

Various health complications have been identified among teachers and there is little information available about their lifestyle habits. The scope of this study was to investigate health conditions, lifestyles and occupational characteristics of municipal teachers in Bagé in the south of Brazil. A cross-sectional study involving 414 teachers was conducted by asking the teachers to fill out a standardized questionnaire. Descriptive and bivariate analysis techniques were employed. Most teachers were females (96.1%) and the mean age was 40.1 years (SD 9.4). Average teaching experience was 12.4 years (SD 9.5); 59% of the teachers had a degree; they taught many working hours per week (31.7 hours, SD 10.5) and 62% were absent from work at least once in the last 12 months. Self-rated heath was good (38.5%); 62.5% of them were physically active; 32.3% were overweight and 14.4% obese. They consumed hardly any fruit and vegetables (79.6%), had average stress levels of 14.9 points (SD 6.6) and 20.3% reported hypertension. Self-reported health was associated with teaching time, absenteeism, physical activity, number of meals per day, stress levels and hypertension. The prevalence of teachers who rated their health negatively was low, however several lifestyle issues were identified, which can be prejudicial to the health of these individuals.

Chinese elementary school teachers’ perceptions of students’ classroom behaviour problems

This study examined teachers’ perceptions of classroom behaviour problems in five provinces of the People’s Republic of China. Researchers surveyed 527 Chinese teachers from 27 elementary schools. Consistent with previous studies in China, teachers perceived non‐attention to be the most frequent and troublesome behaviour problem. Teachers’ perceptions of which behaviour problems were most difficult to tolerate and most negative in their effects on student development were also investigated. Approximately 45% of the teachers reported spending too much time on behaviour problems. Significant differences were found in the prevalence of teachers’ perceptions of student misbehaviour and of the time spent on classroom management; there were also differences in these perceptions according to students’ gender, type of school, classroom subject taught, and teachers’ level of experience. The implications of these findings for researchers and practitioners are addressed.

The Prevalence of Teachers Who Bully Students in Schools With Differing Levels of Behavioral Problems

This study looked for a relationship between the prevalence of teachers who bully students and school behavioral problems reflected in suspensions from school. A convenience sample of 214 teachers answered an anonymous questionnaire about their perceptions of teachers who bully students and their own practices. Teachers were grouped into whether they taught at schools with low, medium, or high rates of suspensions. Analyses of variance were used to analyze continuous variables, and chi-square statistics were used to study categorical variables. Teachers from schools with high rates of suspensions reported that they themselves bullied more students, had experienced more bullying when they were students, had worked with more bullying teachers over the past 3 years, and had seen more bullying teachers over the past year. These findings suggest that teachers who bully students may have some role in the etiology of behavioral problems in schoolchildren.