Primary Schools Questionnaire Research Articles

Interparental violence and school bullying among Nigerian adolescents: Moderating role of psychological resilience

BackgroundDespite the widespread prevalence of bullying, a public health issue, there is limited understanding of factors that propel or reduce bullying behaviors among adolescents in Sub-Saharan Africa. ObjectiveThis research aims to investigate how psychological resilience moderates the association between exposure to interparental violence and bullying among adolescents in secondary schools. Participants and settingsA sample of 609 (297 males and 312 females) senior secondary school students (Mean Age = 16.44, SD = 1.64, age range = 13–20 years) drawn from four schools in Nsukka, Nigeria. MethodsBullying was conceptualized and measured with its two dimensions namely, victimization and perpetration. Data was collected using the Peer Interactions in Primary School Questionnaire, Resilience Evaluation Scale, and Children's Perception of Interparental Conflict Scale, which was analysed using Pearson correlation and Hayes PROCESS Macro. ResultsResults indicated that interparental violence was positively associated with victimization (B = 0.07, p < 0.001) and perpetration (B = 0.07, p < 0.001), while psychological resilience was positively associated with perpetration (B = 0.09, p < 0.05) but not victimization (B = 0.02). Additionally, results showed that psychological resilience moderated the association of interparental violence with victimization (B = 0.01, p < 0.01) and perpetration (B = 0.01, p < 0.001) such that the positive association between interparental violence, victimization, and perpetration became stronger as levels of psychological resilience increased. ConclusionThe study concludes that exposure to interparental violence is a potentially strong risk factor for bullying and should be taken into consideration by school psychologists and other stakeholders to reduce bullying behaviors among students.

The Domesticationo of Child Protection Policy and Laws and its Implication in Teaching of Primary School Children

The study investigated the domestication of child protection policy and laws, and its implication on teaching primary school children. The study was carried out at Plateau State Nigeria. A descriptive survey design was used in the study. The population for the study was 306, 716 respondents while the sample size for the study was 240 primary school teachers. The teachers were randomly selected from the target population. The simple random sampling technique was use for the choice of the ample. A structured questionnaire titled Investigating the Domestication of Child Protection Policy and Laws in Primary School Questionnaire (IDCPPLSQ) and focus group discussion was used for collecting data. The questionnaires were collected on the spot by the trained research assistants. The data was analyzed using descriptive statistics with the use of mean, standard deviation, and simple percentage. The study revealed among others that teachers are aware of the child protection policy and the implication of the domestication of the policy in the study area. The study further revealed the challenges faced in the protecting children from harmful practices among other. Some recommendations were made based on the findings of the study.

Influence of National Home-Grown School Feeding Programme on primary school pupils attendance and academic performance in Makurdi, Benue State, Nigeria

This study examined influence of National Home-Grown School Feeding Programme on primary school pupils’ attendance and academic performance in Makurdi, Benue State, Nigeria. Two specific objectives with corresponding research questions and hypotheses were raised and formulated respectively to guide the study. The study adopted survey research design and was carried out in Makurdi Local Government Area of Benue State, Nigeria. The population of this study is 1870 teachers from 79 public primary schools in Makurdi Local Government Area of Benue State. The sample size for this study is 330 teachers. A structured questionnaire titled “National Home-Grown School Feeding Programme and Pupils Attendance and Performance in Public Primary Schools Questionnaire" was developed and used for the study. Cronbach Alpha Statistic was used to obtain an overall reliability coefficient of 0.89 for the instrument. The descriptive statistics of mean and standard deviation were used to answer the two research questions. Chi-square statistics was used to test the two null hypotheses at 0.05 level of significance. From analysis of data, the following major findings were made: provision of meals to pupils improve their daily regular attendance, improves enrolment in primary schools, enhances their punctuality, and also improves their co-curricular activities. Based on the findings of the study, the following recommendations are made; the State Government should try and replicate the blue print of the Federal Government's National Home-Grown School Feeding Programme to every Local Government in the State so as to ensure sustainability in the provision of meals to pupils and as well as improve their daily regular attendance as well as enhancing their punctuality. Also, the Universal Basic Education Commission (UBEC) and other education stakeholders should initiate school feeding integrated intervention programmes that improves co-curricular activities through provision of meals to pupils this will influence their ability to understand the practicality of things during learning and also improve their ability to engage with digital technologies.

3.121 Assessing the Psychometric Properties of the Peer Interactions in Primary School (PIPS) Questionnaire for Adolescent Populations

This study sought to assess the psychometric properties of the Peer Interactions in Primary School Questionnaire (PIPS), which assessed multiple forms of bullying and victimization based on self-report. This questionnaire was previously validated for students in third grade through sixth grade. The purpose of the present study was to determine whether the factor structure for adolescents would match what was previously found for third to sixth graders.

A Structural Model to Explain Influences of Organisational Communication on the Organisational Commitment of Primary School Staff

Organisational commitment is a job attitude frequently linked to employee morale, motivation and behaviour. High organisational commitment has been associated with increased effort and productivity, while low commitment has been associated with low productivity, absenteeism and turnover. There is evidence to suggest aspects of organisational communication are important in this regard. This article reports the results of a study that investigated the relationships between a comprehensive set of aspects of organisational communication and general organisational commitment, while also identifying those that had the most important effects on organisational commitment. Participants were 1575 staff members from government and non-government primary schools across all states and territories of Australia. Data were gathered using a survey comprising the Organisational Communication in Primary Schools Questionnaire and a five-item general organisational commitment scale. Exploratory and confirmatory factor analyses were used to identify and validate constructs for measurement. Structural equation modelling was used to identify important relationships. Of the ten aspects of organisational communication identified, five had significant effects on general organisational commitment. The most important of these concerned openness between principals and staff, supportive communication among colleagues (positive effects) and communication overload (negative effects). Implications for school leadership and school culture are discussed along with directions for further research.

Teaching Socio-Emotional Competencies Among Primary School Students: Improving Conflict Resolution and Promoting Democratic Co-existence in Schools.

Teaching socio-emotional skills among primary school students is the key to creating a climate of cooperation in classrooms and reducing disruptive or aggressive behaviors among students. The primary goal of this research is to present an educational proposal for imparting socio-emotional competencies among primary school students. We attempt to impart socio-emotional competencies based on: (1) fostering self-knowledge, self-esteem, and respect for others among students; (2) developing behaviors that allow them to perceive and express feelings and self-regulating emotions; and (3) developing assertive communication skills aimed at improving conflict resolution. This program has been designed in such a way that it is implemented throughout the academic year by organizing bi-monthly sessions of 45 min each, held until the completion of 15 sessions. The sample consists of 100 students in the third grade, with the control and experimental groups having an equal number of students (50 each). The instruments used for this research are: (a) BarOn Emotional Quotient Inventory (Youth Version [BarOn EQ-i:YV]): used for measuring emotional and social functioning; (b) the Matson Evaluation of Social Skills with Youngsters (MESSY): used for assessing social skills; and (c) Questionnaire for the Assessment of School Violence in Preschool and Primary School Questionnaire. To check the effectiveness of the educational intervention, a quasi-experimental design, along with pretest-posttest control group design, is used in accordance with the general linear model. Its effectiveness is also checked using repeated measures analysis of variance. The results show that the program is useful in preventing violent behaviors in the educational field and promoting the development of socio-emotional skills among third grade students. Finally, the applicability of the program to other educational contexts is discussed to enhance students' personal development and decrease the levels of violence found in primary school.

BULLYING AMONG PRIMARY SCHOOL STUDENTS: PARENTAL INVOLVEMENT AND TEACHERS’ PERCEPTIONS

Introduction: Bullying is a form of violence that endangers well-being of children,youth and adults. It results from the interaction of multiple factors related to individualcharacteristics, relationships with peers, adults, and school or community expectations.Bullying in schools is a major public health concern which recently gained considerableinterest in the Arab world. The most serious consequence of school bullying is reductionin academic performance due to the perception and avoidance of school as an insecureenvironment. Aim of work: This study was performed in order (1) To determine theprevalence of school bullying behavior among governmental primary school studentsin Egypt, (2) To evaluate whether parental involvement is associated with peervictimization among students, (3) To understand how primary school teachers perceivebullying and how they act in response to it. Materials and Methods: A cross-sectionalstudy of an Egyptian nationally representative sample of governmental primary schoolstudents was done (809 students). Main teachers of the classes were also included (83teachers). Different types of questionnaire were used including: socio-demographiccharacteristics, the Arabic version of The Peer Interactions in Primary SchoolQuestionnaire (PIPSQ) to collect information on both direct and indirect bullying,parental involvement assessment in the students’ lives by using the Arabic version ofGlobal School Student Health Survey tool and finally, teachers’ perception of schoolbullying. Results: Most of the students were in the age group 11 years old or over. Morethan half of them were both bullies and bullied others. Parental involvement was linkedto decreased likelihood of victimization. Most teachers agreed that the school playsan important role in reducing the occurrence of bullying and agreed that topics aboutbullying prevention must be part of the elementary school curriculum. Conclusion: Involvement of the parents is associated with a decreased risk of victimization. Mostteachers had misperceptions about identification of bullying and its parameters.

Psycho-social profile of school going children involved in any form of bullying

Introduction: Bullying is intentional, repeated negative behavior by one or more persons directed against a person who can’t defend him/herself. Over all prevalence of bullying in Indian schools in previous studies is 53%. Bullying is major problem in both adolescents and children. With advent of increased aggression and violence in schools studying bullying and its effects is necessary especially in the Indian context where there is paucity of literature. Aims and Objectives: The present study is an attempt to assess prevalence of bullying, identifying bullies and victims and to study the psycho-social profile of school going children involved in any form of bullying. Materials and Methods: The total sample comprised of 249 students studying in the 5th and 6th class. They were administered the Peer Interaction in Primary School Questionnaire (PIPS), Strengths and Difficulties Questionnaire (SDQ) and details like weight, height and academic performance were also collected. Results: In the current study boys were more predominant in the bullies group. Verbal bullying (teasing and making fun) was more frequent compared to physical forms. Bully victim groups significantly had more emotional symptoms, peer problems and hyperactivity compared to other groups. Bully group had more conduct problems compared to other groups. Keywords: Bullies, Victims, Bully-victims, Psychosocial profile.

Development and Confirmatory Factor Analysis of the Organisational Communication in Primary Schools Questionnaire

This article describes the development and subsequent testing of scales representing functions and features of school communication among staff in Australian primary schools using the Organisational Communication in Primary Schools Questionnaire (OCPSQ). The OCPSQ was developed to measure aspects of communication occurring vertically between school leadership and staff members and horizontally among staff members. Elements of classical, human relations, and cultural theories were used to guide questionnaire development. Items were developed to represent theorised communication constructs derived from previous literature. Exploratory factor analysis was used to identify the underlying structure of aspects of communication. Confirmatory factor analysis was employed as a validation of the OCPSQ and its constructs. An interpretable ten-factor solution, representing salient functions and features of organisational communication, was established. Scales generated by the OCPSQ were found to have high reliabilities. The scales represented supportive, directive, cultural, and democratic functions, as well as features of communication relating to openness and load.

Prevalence and Profile of Bullying Involvement among Students of Rural Schools of Anand, Gujarat, India.

Background:Bullying can have short- and long-term implications on physical as well as mental health. The objective of this study was to assess the prevalence of bullying involvement (bully, victim, and bully–victim) and know profiles of bullying among students of rural schools of Anand, Gujarat, in Western India.Materials and Methodology:A questionnaire in the Gujarati language was administered to sixth to tenth graders of 12 rural schools (n = 2552) in the Anand district. The questionnaire included four questions each to screen for bullying behavior and victim experiences; Peer Interaction in Primary Schools Questionnaire (PIPSQ, a self-reported measure of individuals' levels of bullying behaviors and victimization experiences), and Strength and Difficulties Questionnaire (SDQ, to assess emotional, behavior, and interpersonal difficulties experienced), apart from demographic information. The analysis of variance (ANOVA)/Chi-square test was applied to determine associations.Results:Prevalence of bullying involvement was 70% (n = 1529; 9.1% bullies, 18.6% victims, and 42.3% bully–victims). The prevalence of bullies was higher in boys (77.5%) compared with girls (58.3%). In addition, the prevalence of victims was higher in boys (67.2%) compared with girls (51%). No association was found between various categories and family type, birth order, number of friends, or grade. Bully–victim was the worst affected group as per the SDQ profile.Conclusions:There is a high prevalence of bullying-related involvement compared with earlier studies and a complete lack of bullying prevention policies at the school level. A simple screening strategy, using a few questions to identify bullying-related involvement, is valid and useful. Guidelines need to be devised to standardize future bullying-related research in India.

Intervensi Perilaku Perundungan pada Siswa Sekolah Dasar sebagai Pelaku

This study examines the effectiveness of an anti-bullying training program for elementary school bullies. The training program provides knowledge about bullying as well as various activities that can improve the ability of empathy and self control and decrease bullying behaviors. A quasi-experiment with one-group pretest-and-posttest design was employed. Fifteen elementary school student bullies from the class of 5A and 5B were recruited based on the results of teachers’ interviews, students’ sociometry and focus group discussions (FGD). Data were collected using empathy scale and Peer Interaction in Primary School Questionnaire. Qualitative data were also collected from participants and their teachers using interviews and FGD. Data on bullying behavior and empathy were analyzed using paired sample t-tests, while knowledge of bullying and self control were analyzed qualitatively. The result of t-test shows that the effect of the anti-bullying training is not significant. However, results from qualitative analysis show that participants' knowledge about bullying has increased and bullying behaviors of participants, primarily among students of class 5B, have decreased. In contrast, bullying behaviors of participants from the class 5A remain unchanged. The ways the homeroom teachers use to manage both classrooms determine the changes in bullying behaviors.Keywords: Bullying, training, empathy, self-control, primary school students

2.39 Developing and Validating the Teachers' Interactions in Primary School Questionnaire (TIPS-Q): Factor Analysis Results

While there exists various questionnaires on bullying among students, there exists no psychometrically validated tool to assess teachers’ perceptions, attitudes, and willingness to intervene in bullying incidents. The first step in our research and investigation into teachers' perceptions, attitudes, and willingness to intervene in bullying incidents was the development of a validated and standardized questionnaire.

Extent of Head Teachers’ Utilization of Innovative Sources of Funding Primary Schools in Enugu State of Nigeria

The purpose of this study was to examine the extent Head teachers utilize innovative sources of funding primary schools in Enugu State of Nigeria. Descriptive survey design was employed to examine the extent head teachers utilize innovative sources of funding primary schools in Enugu State. Data were collected through a 14- item questionnaire titled; ‘Extent of Utilization of Innovative Sources of Funding Primary Schools Questionnaire’(EUISFPSQ). A reliability co-efficient of 0.79 was obtained using Cronbach Alpha method. The instrument was administered to 409 head teachers and teachers. A total of 400 copies were retrieved, 200 from head teachers and 200 from teachers. Mean and standard deviation were used to collate scores that answered the research question while z- score was used to test the null hypothesis at .05 level of significance. Findings of the study revealed that all the head teachers agreed to high extent that they utilized the funds from identified innovative sources of funding. Although some teachers disagreed but judging from the grand mean score of 2.61, teachers agreed to a high extent that head teachers utilized money generated from innovative sources in funding primary schools. Also there were no differences between the mean scores of head teachers and teachers on the utilization of innovative sources of fund in financing primary schools. Based on the above, it was recommended that in view of the economic recession, head teachers should articulate more innovative sources of generating funds for sustaining the primary schools and be ready to use the money in funding primary education.

Organisational communication and its relationships with job satisfaction and organisational commitment of primary school staff in Western Australia

The aim of this study was to investigate the relationships between aspects of organisational communication and dimensions of job satisfaction and general organisational commitment. Participants were 358 staff members from 35 government primary schools in the state of Western Australia, who completed a survey comprising the Organisational Communication in Primary Schools Questionnaire, the Teacher Job Satisfaction Questionnaire and a five item general organisational commitment scale. Factor analyses established 13 aspects of job satisfaction and 9 dimensions of job satisfaction. Multiple regression analyses were used to investigate interrelationships. The findings suggest several aspects of organisational communication were related to job satisfaction and organisational commitment. This article concludes with implications for future research with regard to communication and for the maintenance of optimal levels of job satisfaction and commitment in schools.

Use of Instructional Technology for Effective Management of Primary Schools in Anambra State

This study examined the use of instructional technology for effective management of primary schools in Anambra State. Four research questions guided the study in relation to the availability and usage of Instructional Technology (IT) in teaching-learning activities; its influence on student learning and academic achievements; and the factors influencing effective use of (IT) in primary schools in the Anambra State of Nigeria. The study employed the descriptive survey research design. The systematic sampling technique was used to select a sample size of 420 teachers from 52 primary schools (at interval of 20) selected out of a total population of 8, 396 teachers within the 1,040 primary schools in Anambra State, including 52 head teachers selected out of a total population of 1,040 head teachers within the primary schools in Anambra State. A questionnaire titled: Instructional Technology for Effective Management of Primary Schools Questionnaire (ITEMPSQ), which contained 40 items and designed on a 4 point scale was used to collect data for this study. The instrument was validated by two experts; one expert from the Department of Educational Management and Policy, Nnamdi Azikiwe University, Awka and the other from the Department of Primary Education Studies, Federal College of Education (Technical), Asaba, Delta State. A pilot-test was conducted by the researchers on the instrument and was found to have a reliability coefficient of 0.86 using a Cronbach alpha coefficient measurement to appraise the reliability of the research instrument. Data was equally analyzed using mean score at 2.50 rating and standard deviation. Consequently, from the findings of the study, it was recommended that primary education be adequately funded in Nigeria through adequate budgetary allocation; constant and continuous staff training, retraining for teachers; and effective implementation of ICT policy couple with adequate provision of instructional technology facilities in teaching-learning activities in the primary schools.Key words: Instructional Technologies, Effective Management of Primary Schools

The Peer Interaction in Primary School Questionnaire: testing for measurement equivalence and latent mean differences in bullying between gender in Egypt, Saudi Arabia and the USA

The Peer Interaction in Primary School Questionnaire (PIPSQ) was developed to assess individuals’ levels of bullying and victimization. This study used the approach of latent means analysis (LMA) within the framework of structural equation modeling (SEM) to explore the factor structure and gender differences associated with the PIPSQ in a sample of Egyptian (N = 361), Saudi Arabian (N = 350) and USA (270) children. Results of the confirmatory factor analysis are consistent with previous work and support the cross-cultural validity of the PIPSQ factor structure. The PIPSQ factor loadings were invariant across Egyptian and Saudi samples, whereas only partial invariance was met between Egyptian or Saudi samples and the USA sample. Full measurement invariance was met between gender within the three cultures, that is the PIPSQ was useful to compare bullying and victims between gender within the three cultures, but it is only valid to compare those two constructs between Egyptian and Saudi boys and girls. The results indicated that Egyptian and Saudi boys/girls had a higher level of bullying than American boys/girls, whereas no differences were displayed among the three cultures on the victimization subscale. Boys had a higher level of bullying than girls in the three cultures, and boys and girls had a similar level of victimization in three cultures.

Organizational Communication and Job Satisfaction in Australian Catholic Primary Schools

Job satisfaction has been associated with a variety of behaviours relating to communication. However, very little research has been conducted in primary schools encompassing job satisfaction and a range of communication variables. This study investigated the relationships between aspects of organizational communication and facets of job satisfaction. The participants were 356 staff members from 52 primary schools of six Catholic education systems in New South Wales, Australia. The participants completed a survey consisting of the Organizational Communication in Primary Schools Questionnaire and the Teacher Job Satisfaction Questionnaire (TJSQ). Ten organizational communication factors and nine job satisfaction factors were identified. Multiple regression analyses identified several organizational communication factors that were predictors of job satisfaction. The results suggest implications for policy and practice with regard to communication in these schools.

Psychometric Properties of the Peer Interactions in Primary School (PIPS) Questionnaire

Recently, national and international scientific and popular press has focused on bullying and victimization. Unfortunately, many interventions that address bullying and victimization are yet to be empirically validated. One problem is the lack of a psychometrically sound instrument for the measurement of bullying and victimization. To alleviate this shortcoming, the Peer Interactions in Primary School Questionnaire (PIPS) was developed and tested. Twenty-two questions designed to capture direct and indirect forms of bullying and victimization were created at a third-grade reading level. Psychometric data were collected from administration of the questionnaire to 270 students in third through sixth grades at three different elementary schools. An exploratory factor analysis yielded two factors (bullying and victimization). Internal consistency for the questionnaire was high (Cronbach's alpha = .90). Intraclass correlation coefficients (ICCs) and Spearman's rho established that test-retest reliability was high for both scales: bullying (ICC = .84; rho = .76) and victimization (ICC = .88; rho = .87). Significant Kruskal-Wallis tests of relationships between PIPS scales and items on the Olweus Bullying/Victimization Questionnaire and the Strengths and Difficulties Questionnaire supported concurrent validity. Bullying and victimization were widespread, as 89.5% of children experienced some form of victimization and 59.0% of students participated in some form of bullying. With these data, the PIPS is the first self-report bullying and victimization measure designed for elementary school use determined reliable (internally consistent and reproducible) and valid. The PIPS is a tool that could be used in the design and evaluation of school-based bullying/victimization interventions.