Public School Teachers Research Articles

Gruntowna edukacja a perspektywa uczestnictwa w życiu publicznym w ocenie Ojców Kapadockich

A thorough education of the young was highly valued by parents, who saw it as a foundation for their sons’ success in public life in ancient Rome, both in the Republican and Imperial periods. Every young Roman, through physical training, moral and intellectual education, was prepared from childhood to hold office in both the army and the imperial administration. In the 4th century AD, when the Cappadocian Fathers lived and worked, both in the East and in the West of the Empire there was always a need for people well-prepared for public service, who formed the backbone of the civil and military administration. In home education, not only was the art of reading and writing taught, but – especially in the case of boys – their physical development and skills useful in a future military career were taken care of. Parents were primarily responsible for such education, although the skills of slaves, grandparents from both sides and older siblings were often used, who supported the parents in their educational activities. The next two stages of education were first in public schools at primary and secondary levels, and then able young men were sent to the main schools run by recognized teachers, where they completed their education useful for taking up duties in the public life of the Empire. For young Christians who did not have a well-ordered educational system, the only possibility of obtaining a thorough education was to use the system that had been functioning for centuries in ancient Rome. The Cappadocian Fathers, obedient to the will of their parents, acquired a thorough education by attending lectures by famous representatives of the so-called Second Sophistic with the intention of engaging in the public life of the Empire. However, in a short time, their lives changed and they used their knowledge and skills in the service of the Church, combating heterodox teaching and strengthening the faithful in their fidelity to orthodoxy. They recommended that young people acquire a thorough education, in which they should avoid mythological content that was the content of readings recommended by teachers in public schools. That which ennobled the spirit and supported a virtuous life should be accepted, but everything that was immoral and incompatible with the teachings of Christ should be rejected. The Cappadocian Fathers did not oppose young people studying secular sciences and engaging in public life, but concern for preserving the faith in Christ had to be in the first place.

Citizenship Training in the Military Colleges of the State of GoiásCitizenship Training in the Military Colleges of the State of Goiás

Objective: The objective of this article is a reflection on the civic education offered in the Military Schools of the State of Goiás. Theoretical Framework: Education is permeated by uncertainties, injustices, lack of political, professional, and familial commitment, indiscipline, scarcity of financial resources, violence, drug trafficking, observations that, among others, influence its low quality, and serve as pretexts for the increasing militarization of public schools in our State. Methods: Within the limits of an article, the study has an exploratory nature, with document analysis, without a strong concern for exhaustive analyses. Results and Discussion: In this journey, the term militarization presents a counterpoint to the education currently sought, as on a global and national level it is directly related to the fundamental principles of human dignity, being enshrined in our Constitution as preparatory for the exercise of citizenship. According to Santos (1987, p. 7 apud BRZEZINSKI; SANTOS, 2015, p. 14), "In the field of rhetoric, the concept of citizenship is one of the most proclaimed, announced, and promised, but, in the field of facts, it is also one of the most neglected," often being a citizen implies the concept of one's own human existence with dignity, a right denied by the apparatus of the State to those who constitute the very State. Implications of the research: Thus arises the interest in understanding how this education defined in the normative acts of the military corporation, which has as its motto "School, civism, and citizenship" and presents as its main objective "to form participative, reflective, and autonomous citizens of their rights and obligations," a slogan that aligns with constitutional principles, but at the same time opposes them, with impositions of military norms and values on the entire school community, infringing upon the principles that govern public school and quality education for all. Originality/Value: This research's relevance and value are evidenced by its provision of dialectical elements between civic and democratic education and military training.

Adaptation Administration Practices and Accommodating Classroom Organization of Public Elementary School Teachers

This study determined and described the adaptation administration practices and accommodating classroom organization of public elementary school teachers in the Lupon District, Division of Davao Oriental. It employed a non-experimental quantitative research design utilizing a correlational method. The respondents of the study comprised 139 public elementary school teachers selected through universal sampling. Data analysis involved the use of mean, Pearson r, and regression analysis. The findings revealed that the adaptation administration practices of public elementary school teachers, in terms of consideration, stimulation, motivation, and influence, were oftentimes demonstrated by the teachers. Similarly, accommodating classroom organization, in terms of normative behavior, workplace behavior, values, and decision-making, was also oftentimes observed. Furthermore, a significant relationship was found between adaptation administration practices and accommodating classroom organization among teachers. It was further revealed that the domains of adaptation administration practices significantly influenced the accommodating classroom organization of public elementary school teachers. Based on the findings, it is recommended that public school teachers participate in conferences and training programs organized by the Department of Education (DepEd) as part of a professional development program. Such initiatives could enhance teachers' knowledge and skills, thereby fostering improved educational practices and creating a more conducive learning environment for students.

ROLE OF TEACHERS IN PROVIDING ORAL HEALTH EDUCATION TO SCHOOL CHILDREN

Objectives: To determine the role of schoolteachers in providing oral health education to school children and to asses schoolteachers’ knowledge, practices, and the barriers in implementing oral health education among schoolchildren.Materials and Methods: A cross-sectional study was conducted in different public and private schools of Peshawar. The sample size comprised of 311 schoolteachers who were recruited via simple convenience sampling. A structured questionnaire was used to collect data from teachers. Frequency tables were generated for the categorical variables. Chi-square test was employed to assess the association between categorical variables and p<0.05 was considered significant.Results: Most participants (80.4%) worked in private schools, while the rest (19.6%) were in public schools. Around 21.2% of respondents reported integrating oral health into their teaching daily, while 22.5% did so weekly. Teachers exhibited strong knowledge regarding the causes and prevention of tooth decay (42.1%) and the impact of oral health on overall health (42.1%) while only 29.6% had excellent knowledge about signs and symptoms of gum diseases. Private school teachers were signifi cantly more likely to emphasize the importance of dental visits compared to public school teachers (p=0.004).Conclusion: The study revealed significant gaps in teachers' self-reported oral health knowledge, particularly in understanding fl uoride's importance and recognizing signs of gum disease, despite acknowledging oral health's importance.

Career Progression and Classroom Facility Adeptness of Teachers in Public Elementary Schools

This study aimed to explore the career progression and classroom facility adeptness of teachers in public elementary schools in the Sta. Maria District, Division of Davao Occidental. In this context, career progression refers to the development of teachers’ professional skills, while classroom facility adeptness pertains to how teachers utilize available resources to enhance student learning. A non-experimental quantitative research design was employed, using correlational methods to examine the relationship between career progression and classroom facility adeptness. Additionally, regression analysis was used to determine the significant influence of the domains of career progression on teachers’ classroom adeptness. The study involved 135 public elementary school teachers, selected using universal sampling. Data were analyzed using mean scores, Pearson’s r, and regression analysis. The results revealed that career progression was often reflected in teachers' commitment to excellence, honesty and integrity, respect for others, compassion, and social responsibility. Classroom facility adeptness, on the other hand, was sometimes manifested in terms of collaboration, decision-making, resource utilization, and communication. A significant relationship was found between career progression and classroom facility adeptness, with a Pearson r-value of 0.988 and a p-value of 0.00, indicating a strong correlation between the two variables. Additionally, the regression analysis revealed that classroom facility adeptness significantly influenced the domains of career progression. The regression results indicated the following relationships between career progression and classroom facility adeptness: commitment to excellence (B = -0.075, t = -0.503, p = 0.000), honesty and integrity (B = 0.014, t = 0.125, p = 0.000), respect for others (B = -0.218, t = -1.807, p = 0.000), compassion (B = -0.074, t = -0.502, p = 0.000), and social responsibility (B = 0.015, t = 0.126, p = 0.000).Based on the findings, it is recommended that public school teachers engage in professional development programs, such as conferences and training sessions offered by the Department of Education (DepEd), to improve their skills and enhance their capacity to better support student learning and academic success.

LEARNING IN AN ENGLISH CONTENT-BASED CURRICULUM OF THE DEPARTMENT OF EDUCATION: ISSUES AND CHALLENGES FROM A 21ST CENTURY PERSPECTIVE

The purpose of this paper was to analyze the Philippine K to 12 English Curriculum from 21st century learning perspective. The first section briefly described the current English curriculum in the Philippines. The subsequent section describes 21st century learning in both general and ELT-related terms. The discussion then reviews the specificity and coherence (i.e., sensible connection or coordination between and among different components (Newmann, et al., 2021; Schmidt, et al., 2019) of the new English curriculum, how it is consistent with the principles espoused by 21st century learning, and how it is aligned to established language teaching and learning principles. The study is conducted through qualitative phenomenological methods. All of the participants are public elementary school teachers who experienced using the content-based curriculum for grade one. These participants are currently teaching with more than two years of teaching experience. A total of 10 participants are considered in this study who will join the in-depth interview and focused group discussion respectively. The first theme “teachers’ competence” has four sub-themes namely; significance of trainings among teachers, content knowledge of the teacher, cognitive demand and proper understanding of the curriculum. Furthermore, the second theme immersed based on the interview was “application of multiple strategies with four sub-themes, to wit: integrate culture in lesson planning, teach language skills across the curriculum, proficiency in English language and proper lesson planning. Finally, the third theme immersed was “significance of teaching pedagogy” with the sub-themes; attract students’ attention, foster motivation and confidence, use English as medium of communication and acquire more knowledge on the subject matter.

Unveiling Truths Amidst the Transition of Instructional Practices in Public High Schools

The study aimed to determine the root cause of stress of secondary public school teachers in Leyte Division during the transition of instructions from modular distance learning or blended learning to face-to-face learning modality. The study also aimed to determine the coping mechanisms of teachers amidst the stress of transition. The study interviewed ten public school teachers from Leyte Division who were selected through purposive sampling technique. The interviews were conducted using a researcher-made interview guide. The interviews were audio recorded, transcribed, and analyzed using Colaizzi’s method of analysis. The study found three emergent themes on the causes of stress among secondary public school teachers during the transition The themes include: readiness to accept the transition, relearning teaching skills and uplifting of learners condition. For the coping mechanism of the participants, the study found four emergent themes. The themes were quality time with family and friends, support system in the workplace, embracing realities towards positive mindset and alleviating stress through rest and recreation. Further, the participants found three emergent themes for their recommendations to improve the plight of secondary public school teachers. The themes were reduced number of students in classrooms, enhanced administrative support and revisit teachers’ roles.

Does school leadership affect teacher work engagement in Turkish schools? Investigating the mediating effect of teacher job satisfaction: A multilevel structural equation modelling analysis

Emerging research highlights the central role of leadership in the effectiveness of Turkish schools, particularly in influencing teacher engagement, a key factor in achieving better school outcomes. This study investigated how and under what conditions school leadership is beneficial for teachers’ work engagement using data collected from 368 public secondary school teachers in Turkey. A model was developed to explore the direct and indirect relationships among school leadership, teacher job satisfaction, and work engagement, and it was tested at both the teacher and school levels. A multilevel structural equation model analysis was used to test the developed model. The results indicated that school leadership has a significant impact on teachers’ job engagement, regardless of the school where they work. Furthermore, job satisfaction played a mediating role in the relationship between school leadership and work engagement at both levels. The effect of school leadership on teachers’ work engagement at both levels occurs on the condition that job satisfaction acts as a mediator. This result makes a valuable contribution to the existing literature. Based on the results of the study, we also offer some suggestions for policy makers and school leaders to increase teacher work engagement by emphasising teacher job satisfaction.

Communication Barriers between Teachers-Students during Teaching Learning Process at Secondary School Level

The purpose of this study was to find out the Communication Barriers between Teachers-Students during Teaching Learning Process at Secondary Level. The study aimed to explore teachers' perspectives on the causes of communication barriers and the factors contributing to them, as well as the potential solutions to overcome these barriers. Two objectives and two research questions were made for this study. These barriers are related to, language proficiency, lack of confidence, shyness, cultural diversity, lack of motivation and nervousness. The survey research method (quantitative research design) was used for this study. A convenience sampling technique was used to select the data of 200 public secondary school teachers from two tehsils (Sahiwal and Sillanwali) of Sargodha district. A questionnaire composed of 24 close-ended statements was developed on a five-point Likert scale. The reliability of the instrument was found 0.911 by using Cronbach's alpha. The data was analyzed using descriptive and inferential statistics Independent t-test, and Pearson r correlation. The results indicate a significant negative large correlation among variables. R-value -.527. So, it is concluded that these communication barriers exist and have a great effect on the learning process. So, it is highly recommended that teachers should create a welcoming atmosphere where students feel comfortable communicating openly with them. Effectively addressing communication barriers between teachers and students requires implementing thoughtful strategies. Teachers can ensure their messages are easily understood by using clear and straightforward language.

A framework to guide the design of culturally relevant computer science learning experiences

ABSTRACT The Advancing Culturally-Relevant Computing Project is a collaboration between researchers and practitioners in Hawaiʻi focused on preparing elementary teachers to meaningfully incorporate culturally relevant Computer Science (CS) into their classrooms. This paper introduces a hybrid instructional design framework designed to facilitate the process of creating lessons that effectively integrate CS and cultural learning outcomes. Grounded in the first three phases of the ADDIE instructional design model—Analysis, Design, and Development—the framework incorporates diverse perspectives to ensure a balanced and intentional integration of culture. Using this framework, the project developed five culturally relevant computing modules, which were evaluated by in-service public school teachers (n = 96) during professional development workshops. Preliminary findings suggest that the modules were well-received, with teachers emphasizing their practicality and alignment with the multicultural needs of classrooms in Hawaiʻi.

Building an innovative climate: The impact of leadership and well-being on innovative work behavior in educational settings

Innovative work behavior is important for organizational success, influenced by leadership, engagement, and creativity. Principals lead by creating an innovative climate, leveraging technology, and encouraging student ideas. Employee innovative behavior is key to driving organizational innovation. Research shows that factors such as self-efficacy, empowering leadership, and well-being play an important role in enhancing innovative behavior, which in turn can improve the quality of education and the work environment. This study examines the effect of empowering leadership on teacher innovation, highlighting the mediating role of self-efficacy and its interaction with well-being. This study uses a quantitative approach with a moderated survey design. The sample in this study consisted of 165 respondents, namely certified civil servant teachers at public junior high schools throughout Kediri Regency, taken using the Slovin method with a margin of error of 0.075. The research procedure includes testing data quality through validity and reliability using Smart PLS. Validity is tested with Pearson Correlation (>0.138) and reliability with Cronbach Alpha (>0.400). Convergent validity and AVE are also tested to ensure the measuring instrument is effective. Discriminant validity, inner model, and hypothesis testing using T-table (>1.96) are important steps. The results are expected to provide in-depth insights into teaching innovation and recommendations to improve the motivation and teaching practices of civil servant teachers in public junior high schools. This study aims to create a productive and innovative learning atmosphere. This study shows that Empowering Leadership (X2) has no significant effect on Innovative Work Behavior (Y) with Original Sample (O) = -0.037, T = 1.014, and P = 0.311. In contrast, Work Self-Efficacy (X1) shows a strong positive effect with O = 0.593, T = 9.233, and P = 0.000. The interaction between Empowering Leadership (X2) and Wellbeing (M) is not significant (O = 0.011, T = 0.386, P = 0.700), and the direct impact of Wellbeing (M) on innovation is also not visible (O = 0.020, T = 0.576, P = 0.565). However, Work Self-Efficacy (X1) significantly affects Innovative Work Behavior (Y) with a value of O = 0.964, T = 52.013, and P = 0.000. The interaction between Work Self-Efficacy (X1) and Wellbeing (M) is also not significant (O = 0.015, T = 0.606, P = 0.545). The mediation path shows that Work Self-Efficacy (X1) significantly mediates the relationship between Empowering Leadership (X2) and Innovative Work Behavior (Y) with a value of O = 0.571, T = 8.746, and P = 0.000. This study suggests the development of Work Self-Efficacy among civil servant teachers of junior high schools in Kediri Regency to improve innovation.

Mediating Effects of Work Values on The Roles and Qualities of School Leaders and Teachers Core Behavioral Competencies

The study investigates the mediating effects of work values on the roles and qualities of school leaders and teachers' core behavioral competencies. The research involved 100 public elementary school teachers from nine Del Remedio District, Division of San Pablo City schools, with the majority being female and married. The study used descriptive and correlational research methods to determine the relationship between leadership roles, qualities, and teacher performance. The questionnaire was divided into five parts: respondent profiles, perceptions about the mediating effects of work value in the roles and qualities of school leaders and teachers, and core behavioral competencies. The findings show a significant relationship between leadership roles and qualities and teacher performance and between teacher work values and performance in core behavioral competencies. Teachers' work values fully mediate this relationship. The study suggests that school leaders should be knowledgeable about their roles and qualities, provide necessary technical assistance, and prioritize professional growth for the benefit of the school. The Department of Education is actively working to develop these roles and qualities for better teacher performance.

Radio Malaysia in 1978: Broadcasting Nationalist and Patriotic Ideas in Primary Schools Through Songs

Patriotic songs serve as symbols and catalysts of national identity. These songs, ranging from the national anthem "Negaraku" to a diverse repertoire of unofficial anthems, have played a crucial role in shaping the nation's cultural landscape and fostering a sense of unity among its diverse population. The popularity of these patriotic songs can be traced back to the nation's independence in 1957, when citizens had to learn the newly composed national anthem. The newly formed nation would require symbols that function as a catalyst for the realisation of Malaysia. The introduction of radio music education in Malaysian public schools in 1946 marked a significant milestone, as it allowed for the systemic dissemination of patriotic songs through the Radio Pendidikan (Radio Education) program. This program broadcasted songs to primary school students, exposing the younger generation to expressions of nationalism and patriotism through song. Through a thematic content analysis of the songs featured in the Radio Pendidikan 1978 program, the objective of this article aims to explore how the underlying themes of nationalism and patriotism were reflected in these musical compositions. The findings contribute to the understanding of the intersection between music, education, and nation-building; implicating the powerful influence of patriotic songs in uniting a diverse population and fostering a strong sense of national pride.

Measurement of teachers' attitudes and behaviors on applied intercultural education: A case study from Greek public schools

This study's purpose is to examine intercultural education in Greek public schools focusing on educators supporting intercultural proposals. By raising intercultural awareness and acquiring intercultural competence the ultimate goals are achieved for a more inclusive public school. A self-administered questionnaire was applied randomly to collect data from primary and secondary education teachers at public schools in West Attica. A total of 160 teachers having different specialties participated in the study. The results showed a statistically significant relationship between the level of education and the possibility of applying intercultural practices in the classroom. Furthermore, a statistically significant relationship exists between teaching experience and appropriate information on Intercultural Education. All the respondents highlighted the benefits of using intercultural practices in the classroom but they seldom include intercultural practices in their teaching sessions. More than half of the respondents consider that the curricula should be changed and the educational material should be adapted and revised. Public school teachers support for intercultural education, but they consider important a change in the curricula, the teaching material and the teaching methods. Also, a change is required on the methods of training teachers so as they will become a liaison between school and society.

Communication Capacities and Mutual Connection System of Teachers in Public Elementary Schools

This study examined the communication capabilities and mutual connection system of public elementary school teachers in the Davao Central District, Division of Davao City. A universal sampling method was employed using a non-experimental quantitative research design with a correlational approach. The respondents were 132 public elementary school teachers. Statistical tools utilized included the mean, Pearson Product-Moment Correlation Coefficient (Pearson r), and regression analysis. The findings revealed that the communication capabilities of public elementary school teachers—measured in terms of connections, compelling communication, stability, manners, listening, and charm—were often demonstrated. Similarly, the mutual connection system, assessed through revision, goal achievement, unification, and potential, was also frequently evident. A significant relationship was found between the teachers' communication capabilities and their mutual connection system. Furthermore, specific domains of communication capabilities significantly influenced the mutual connection system. These results underscore the synergistic relationship between communication capabilities and a mutual connection system, where effective communication enhances mutual connections, and a well-structured connection system fosters continuous and efficient communication. Conversely, weaknesses in these areas could result in communication breakdowns, misunderstandings, or diminished group cohesion. The study highlights the importance of fostering both robust communication skills and a supportive connection system among public elementary school teachers to promote collaboration and effectiveness in the educational setting. This study was limited to public elementary school teachers in the Davao Central District, which may affect the generalizability of the findings to other contexts. Future research could explore other educational levels or regions and consider mixed methods to provide deeper insights and validate the results.

Financial literacy status of public elementary school teachers: The case of Tolosa, Leyte, Philippines

Financial literacy status of public elementary school teachers: The case of Tolosa, Leyte, Philippines

Influence of Quality of Recorded Lessons on Teaching Practices among Public Lower Day Secondary Schools Teachers in Gasabo District, Rwanda

The study aimed to examine the influence of quality of recorded lessons on teaching practices among public lower day secondary school teachers in Gasabo District, Rwanda. Descriptive survey was conducted among 233 teachers experienced in using recorded lessons and 17 headteachers from 17 public lower day secondary schools. Data were collected through questionnaires for teachers and interviews for headteachers. The collected data were edited, coded, and entered into IBM SPSS Version 26 for analysis. Data were analyzed using means, percentages, standard deviations and regression analysis. Regression analysis revealed 67% of variation in teaching practices adopted by teachers who use recorded lessons can be explained by the quality of recorded lessons in REB-e Learning channel, suggesting that the quality of recorded lessons has a strong influence on teaching practices. The study recommends that educational authorities continue to avail recorded lessons for teachers and expand the quality of REB e- Learning channel to further enrich teaching practices. The study also suggested that MINEDUC through REB should also provide modalities for teachers to record their own lessons which would offer them an opportunity to reflect on their own practice. The study suggests that a comparative study should be conducted between schools that actively integrate recorded lessons and those that do not, to provide valuable insights into the tangible impact on teaching practices and students' performance and engagement.

Knowledge on Learning Disabilities Among Primary School Teachers of Public Schools in Kathmandu

Knowledge on Learning Disabilities Among Primary School Teachers of Public Schools in Kathmandu

Motivation, attitudes, and beliefs of public vs. private early childhood education teachers in Kosovo toward science and continuing education

Purpose This study aims to examine the factors influencing early education teachers’ motivation, attitudes and beliefs toward science and continuing education. It also explores perceptions of parental involvement and cooperation among public and private institutions in Kosovo. Design/methodology/approach This study adopted a quantitative and cross-sectional design. Study variables were assessed using questionnaires with validated measures administered to 460 early education teachers from both public and private institutions. Findings Education teachers in the public sector had higher professional development, work experience and salaries, while private school teachers had higher education levels and worked with fewer children per class and more teachers per class. Public school teachers displayed better attitudes toward science and greater parental involvement. Attitudes toward science positively correlated with salary in both sectors. In the public sector, work motivation was correlated with experience, while in both sectors, it was linked to salary. Attitudes toward science were predicted by parental cooperation, teachers’ attitudes toward continuing education and work motivation. Originality/value This study provides insights into the distinct challenges and opportunities of integrating science into the curriculum in public and private early education institutions. The study emphasizes assessing needs and designing tailored, data-driven strategies to address barriers and leverage opportunities to improve teacher attitudes and parental engagement, ultimately strengthening science education and improving the quality of early education.

Instructional Practices and Learning Metaphors of Language Teachers in Public Secondary Schools

This study was conducted to determine the instructional practices and learning metaphors of teachers in Caraga District, Division of Davao Oriental. This study employed the non-experimental quantitative research design utilizing correlational method. The respondents of the study were the 131 teachers utilizing the universal sampling in selecting the actual respondents. The following were the statistical tools used in the computation of data these are the Mean. Product Moment Coefficient Correlation or Pearson r and Regression Analysis. Based on the findings obtained in this study, the following conclusions were drawn, the level of instructional practices of teachers were extensive in the areas of mastery of the subject matter, appropriate use of methods, communication skills, evaluation and feedback. On the other hand, the learning metaphors of teachers likewise were very extensive in the areas of teachers of reflection of effective teaching, clarity of expectations, guided performance, experimentation and discovery. There was a significant relationship between instructional practices and learning metaphors of teachers in public elementary schools. It is recommended that the DepEd officials should support the development in instructional practices of teachers. This is to increase the level of their holistic knowledge in the areas of mastery of the subject matter, appropriate use of methods, communication skills, evaluation and feedback in augmenting school academic and non-academic operations.