Public Primary School Teachers Research Articles

Digital Leadership, Communication and Decision-making Styles as Determinants of Public Primary School Teachers’ Job Performance in Oyo State

It is impossible to emphasize how crucial teachers' job performance is because it depends on several variables. However, little is known about digital leadership, communication, and decision-making styles. Some variables have been explored by scholars. This study was inspired by the need to investigate the job performance of public primary school teachers in Oyo State. Among other things, Vroom's Expectancy Theory was used in this study. The respondents were chosen using a multi-stage sample procedure with a basic random sampling technique. The survey drew a total of 643 participants from the three senatorial districts. The structured Teachers' Questionnaire (TQ) was validated, and the reliability of the tool was assessed using Cronbach's Alpha. Frequency counts, percentages, bar graphs, standardised coefficients and linear multiple regression (ANOVA, also known as analysis of variance), were used to analyze the data. It is used to calculate the difference between the means of three or more independent variables on a dependent variable. The findings of the test of hypotheses show that public primary school teachers' job performance in Oyo State is influenced by a combination of digital leadership, communication, and decision-making styles (F (3,640) = 3156.318; P 0.05). This study also discovered that the state's public primary school teachers' job performance is positively influenced by digital leadership, communication, and decision-making styles. It is advised that the government review the laws, policies, and rules that control the teaching profession and enhance educational technology, especially in public primary schools.

The impact of organizational commitment on turnover intention of substitute teachers in public primary schools: Taking psychological capital as a mediator.

This research aimed to explore the impact of organizational commitment on turnover intention of substitute teachers in public primary schools in Xuzhou, and applied psychological capital as a mediator variable to establish a research model. A questionnaire was conducted with 400 substitute teachers using convenience sampling. The results show that organizational commitment has a negative yet significant effect on turnover intention. It also shows positive impact on psychological capital. Furthermore, psychological capital is shown to negatively impact turnover intention, while having a mediating effect between organizational commitment and turnover intention.

Availability and Use of Instructional Resources on the Implementation of the Competency-Based Curriculum by Grades 1, 2 and 3 in Public Primary Schools in Migori County, Kenya

The twenty-first century has resulted in many challenges for educational systems. One such challenge is integrating learning experiences in educational institutions with practical realities and requirements. Implementing Competency-Based Curriculum (CBC) models for various disciplines would reduce the gap between theoretical knowledge acquired in the educational system and expenses needed in the labor market. This study, therefore, sought to establish the effect of availability and use of instructional resources on the implementation of the competency-based curriculum by grades 1, 2 and 3 teachers in public primary schools in Migori County. A descriptive survey design methodology was adopted. The study targeted 604 head-teachers, 1812 grade 1-3 teachers, and 8 sub-county quality assurance and standards officers from all the Sub-counties in Migori County. The sample size for the study was180 head teachers, 8 Sub County Quality Assurance Officers (SQAOs), and 544 grade 1-3 teachers. The researcher used 30 percent to get a sample size for 180 out of 604 head-teachers and grade 1-3 teachers respectively and saturated sampling, 100 percent to include all the 8 SQASOs in the final sample resulting to a sample size of 732 out of the 2424. Questionnaires and interview schedules were used to collect data. The validity of the instrument was subjected to expert opinions; further the questionnaire was pre-tested for coherency and comprehensiveness. Reliability was tested using a questionnaire duly completed in a pilot study. Internal consistency was determined by Cronbach’s Alpha Coefficient and it yielded reliability coefficient of 0.704, and 0.690 and 0.671 respectively for teachers and principals respectively. The study applied quantitative analysis techniques using descriptive and inferential statistics to analyze data. The research was carried out ethically. The findings showed a strong positive correlation significant at a 5% level of significance between the adequacy of the Teaching-Learning (T/L) resources and CBC implementation, as indicated by a Pearson’s correlation coefficient of 0.593. The study recommended increase of number of CBC in-service training sessions and use more competent facilitators, mandatory training for all teachers. The findings will be used by national education managers, the principles in the county and county education officers, Boards of Management and the community. They will contribute to the existing knowledge on teachers' preparedness to implement a competency-based curriculum.

Teachers Perception Towards Effectiveness of Teaching Practice in Improving Student Teachers Teaching Skills in Monduli District, Tanzania

The study investigated teachers’ perception towards effectiveness of teaching practices in improving student teachers teaching skills in Monduli District Tanzania. The study used Social change theory developed by Anthony Smith’s in 1973.The study adopted a convergent design under the mixed methods. The target population was 691 of public primary school teachers found in Monduli District, Tanzania that covered 63 public primary schools. The sample drawn from the target population was 6 head of schools and 94 public primary school teachers which taken from 6 primary schools through stratified and simple random sampling equivalent to 12.5% (Ogula, 2009). The self-administered questionnaires used for data collection from sampled participants. Additionally, reliability coefficient was calculated using Cronbach’s Alpha with acceptable scale of 0.78 and data was analyzed using means, frequencies, and percentages and presented in table form with the aid of Statistic Package of Social Science Version25. The qualitative data were summarized, coded, analyzed and presented in narration form according to the themes generated from research question. The findings of study revealed that, majority of teachers had positive perception towards teaching practice in improving teaching skills, which concluded that teaching practice is essential to student teachers in equipped with sufficient teaching skills like in harmonize theory and practice, learning life skills around community and also practice communication skills that enabled in development of teaching competence in their profession. Also, minority of teachers had negative perception on teaching practice which student teachers failed to demonstrate teaching skills such as dealing with teaching challenges and use of appropriate communication skills. The study recommended that colleges should continue emphasize student teachers to harmonize theory and practice during teaching practice to acquire skills necessary in teaching profession. The school should give priority on school leadership and management duties so that student teachers to be able to acquire leadership and management skills.

Extensiveness of Collective Bargaining in Fostering Teachers’ Welfare in Public Primary Schools in Moshi Municipality, Tanzania

The study examined the extent of collective bargaining in fostering teachers’ welfare in public primary schools in Moshi Municipal, Tanzania. Guided by systems approach theory by Burtalanffy in 1937, the study employed convergent research design whereby the target population included 791 public primary school teachers and 15 teacher’s union leaders in Moshi Municipality. Stratified sampling and simple random sampling techniques were used to select 78 teachers while 5 teacher’s union leaders were purposively included in the study to make a total sample of 83 respondents. Questionnaires, document analysis guide and interview guide were used to collect data. Quantitative data were analyzed by using descriptive statistics such as frequencies, means, and percentages and presented in tables with the aid of Statistical Package for Social Science (SPSS) version 23. Validity of instrument done by two experts in education administration from Mwenge Catholic University. Reliability of qualitative data done by use of Cronbach-alpha and coefficient is 0.932, for qualitative instrument the aspect of conformability employed. The qualitative data were analyzed by developing themes from research questions and presented in narrative form and direct quotations. The study found that teachers union averagely uses collective bargaining to negotiate the benefit of its members as it is expected by its members as the union negotiate for increase of allowances, promotion of teachers, better pay of housing allowances to its members, workshops and training to teachers, adequate compensation on accident and injuries. The study concluded that teacher’s union normally uses collective bargaining to negotiate the benefit of its members as expected by her members. The study recommends that teachers’ union should ensure the security of workers and effective communication should be encouraged between management and employees.

Sub-Saharan teachers’ conditions and circumstances: a review

This non-systematic review explores the state of public primary school teachers in Sub-Saharan Africa (SSA), including pre-service training, professional development, absenteeism and teaching and learning materials (TLMs). Overall, there are severe deficits in teacher content knowledge, pre- and in-service training, quality and quantity of available teaching and learning materials, and attendance. However, cases of resilience and effectiveness are also reported, based on qualitative data, which is also used to discuss decentralization and bottom-up approaches to educational challenges in resource-poor settings.

Depression and Alcohol Use Behaviours among Primary and Secondary School Teachers in Mwanza, Tanzania; A Cross-Sectional Study

Background: Depressive disorders and alcohol use disorders are highly prevalent in the workplace and have an enormously negative impact on work performance, productivity, absenteeism, and disability costs. Little is known about the burden among primary and secondary school teachers in Tanzania. Method: A cross-sectional study was conducted at Mwanza City in the Lake and Western zones of the United Republic of Tanzania aimed at determining the prevalence and factors associated with depression and alcohol use behaviours among teachers where primary and secondary school teachers from both private and public schools were involved. A total of 300 teachers were recruited and interviewed using Patient Health Questionnaire-9 (PHQ-9) and Alcohol Use Disorder Identification Test (AUDIT). A systematic sampling approach was used to select both schools and participants. Results: The mean age of the participants was 36.1 (SD = 8.465), the majority of the participants were from primary and public schools, 60.67% and 55.67%, respectively. Using cut-off points of four and eight for PHQ-9 and AUDIT, respectively, 51% of the participants had symptoms of depression, and 16% had harmful alcohol use. While the male gender, being married, having a low number of children, and degree level of education was statistically less likely to be associated with depression, on the other hand, male gender, age group of 41-50, being married and having a high number of children were statistically more likely to be associated with harmful alcohol use. Limitations: A cross-sectional study was used, which relies on self-report of symptoms which could lead to recall bias. Despite that, the study was done among both public and private primary and secondary school teachers from the largest city in the lake and western zone of Tanzania, which serves a diverse population still, and regional differences could be there. Conclusion: Depression and alcohol use disorders are high among a sample of our teachers in Mwanza Tanzania; further studies are needed to explore and measure the incidence, causal inference and the association between outcomes and risk factors.

Impact of laboratory facilities access in Kwara State, Nigeria on student performance in upper basic schools

The low learning outcomes of students caused by the underutilization of science laboratory facilities in some Kwara State Upper Basic Schools need to reveal. Thus, this research aimed 1) to analyze the effect of science laboratory utilization by the teachers and their experience on the students' learning outcomes, 2) to analyze the effect of science laboratory utilization by male and female teachers on the students learning outcomes, and 3) to analyze the effect of science laboratory utilization by experienced teachers to the students' learning outcomes. It is ex post facto research with multiple linear regression analysis due to its two independent variables. This research took both public and private upper primary school teachers in Kwara State, Nigeria, as the population. Forty-seven Public and Private Upper Basic Schools in all parts of the state are taken as samples randomly in this research. There were 100 basic science teachers taken as respondents. This research reported that 1) teachers’ utilization of science laboratory based on gender and experience in teaching science simultaneously influence students' learning outcomes with value Sig. 0,00 < 0,05, 2) the utilization of the science laboratory by the male and female teachers did not significantly influence the students' learning outcomes, with value Sig. Equal variances assumed 0,017 < 0,05, and 3) the utilization of a science laboratory by experienced teachers in teaching basic science significantly influenced one student’s learning outcomes.

RESEARCH ON THE IMPLEMENTATION AND PRACTICE OF WECHAT PUBLIC PLATFORM TEACHING RESOURCES BASED ON PSYCHOLOGICAL AND EMOTIONAL REGULATION — TAKING PRIMARY SCHOOL FOREIGN LANGUAGE (ENGLISH) CURRICULUM AS AN EXAMPLE

BackgroundNowadays, wechat applications are very popular in China. Through the text, pictures, sound and video on the wechat official account platform, all-round communication between individuals and between individuals and the media has been realized. Wechat official account platform is an important functional module of wechat application. On this platform, enterprises and individuals can create an official account to communicate and interact with specific users. Its forms of communication and interaction are very diverse, including text, sound, pictures, pictures, text messages and videos. This paper applies the wechat official account platform to foreign language (English) teaching for primary school students. Developed foreign language (English) learning resources suitable for wechat official account platform.Subjects and Methods330 public primary school teachers were investigated by stratified sampling, including the experimental primary school in F City, the First Affiliated Primary School of s Normal University and the experimental primary school in district a of F City. From the deep understanding of the wechat official account platform, the strong support for the wechat official account platform, the diverse forms of the wechat official account platform, the diverse contents of the wechat official account platform, and the diversity of the wechat official account platform, we conducted a questionnaire survey, and realized the implementation of the wechat official account and the practical teaching resource platform from the perspective of psychology. In addition, the study also found that foreign language anxiety was negatively correlated with foreign language achievement. Similarly, there is a significant negative correlation between foreign language anxiety and self-efficacy. State anxiety, trait anxiety and foreign language learning anxiety are all positively correlated. The “anxiety” component of learners' personality characteristics plays a great role in the generation of foreign language learning anxiety. The correlation coefficient between LCAS and trait anxiety was 0.408, while the correlation coefficient between LCAS and state anxiety was 0.395. Both reached a significant level (P < 0.01). Self efficacy is positively correlated with foreign language achievement. Research shows that foreign language anxiety, gender and self-efficacy can be used as comprehensive variables to measure foreign language learning achievement.ResultsBased on the teaching concept of “teacher led and student-centered”, the traditional classroom teaching and network assisted learning were combined. Through the primary school foreign language (English) learning resource platform based on wechat official account platform \\ primary school foreign language (English) reading resource platform based on wechat official account platform \\ primary school foreign language (English) counseling and Q & a platform based on wechat official account platform, Let students realize resource-based autonomous learning in order to achieve the best effect of foreign language learning.ConclusionFrom the survey data, the teachers of the surveyed schools have realized the advantages of oral English teaching on wechat public platform. Wechat public platform has built a bridge for communication between teachers and students and realized free dialogue between teachers and students. Therefore, the platform has become an oral English training base. Carry out students' English teaching and develop English learning resources suitable for wechat public platform. Based on the concept of “double master”, these two teaching methods are combined with traditional classroom teaching and network assisted learning. Based on wechat public primary school English learning resource platform, wechat public primary school English reading resource platform or wechat public primary school English counseling platform, let primary school students realize autonomous learning and optimize primary school English learning.AcknowledgementsThis project is supported by Zhejiang Industry-Education Integration Engineering Base (Zhejiang Development and Reform Commission society [2020] No. 319).

Development and Validation of Teachers’ Performance Appraisal Scale (TPAS) for Public Primary Schools of Punjab

The purpose of research in hand was to develop and validate Teachers’ Performance Appraisal Scale (TPAS) to appraise the performance of public primary school teachers of Punjab (Pakistan). The five distinctive dimensions of performance through TPAS were teaching-learning, classroom management, assessment, teacher-student relationship and staff collaboration. Data were collected from 1080 male and female public primary school teachers from nine districts with low, average and high school performance. The experts’ opinion was also incorporated in order to enhance content validity of TPAS. The reliability coefficient of TPAS was observed as (α=.915). The current TPAS comprised on 28 statements. Confirmatory Factor Analysis (CFA) and Exploratory Factor Analysis (EFA) were also carried out. The factor loading of all factors and items were above the threshold value 0.50. The findings of said research indicate that current TPAS is valid and capable in order to appraise performance of public primary school teachers. It is recommended that TPAS may be used by the authorities for teachers' appraisal for the improvement of quality of teaching and learning in primary schools.

English in Tunisian Primary Schools: Stakeholders’ Perception and Reform Validity

The present study was conducted to test the theory of ‘the younger the better’ (Lenneberg, 1967; Penfield, 1959) by examining Tunisian EFL public primary school teachers’ perceptions of lowering the age of teaching English in elementary schools. In doing so, a quantitative method approach was used to collect data from a sample of 30 teachers working at public primary schools in Tunis and an interview for 5 inspectors of English from different regions of Tunis. They were asked to express their views concerning lowering the age of teaching English and the ability of children to learn more than one foreign language in academic situations. The purpose of this study is to to investigate the influence of age on language learning in Tunisian public educational system focusing on children’s ability to learn English effortlessly at a younger age.The data analysis revealed that a considerable percentage of Tunisian primary school teachers in the schools visited claim to be aware of the importance of lowering the age of teaching English and of the crucial role that English plays in the curriculum as well as the ability of children to learn foreign language with great enthusiasm. However, this awareness is not met by major efforts toward educational reforms by the ministry of education. Another finding of this research was that all the respondent teachers agreed on the best age for children to learn English in academic situations yet they disagreed with the fact that it is impossible to achieve proficiency in second languages in the second decade of life.This study provides evidence that English is important in Tunisian schools and teachers as well as policy makers perceive that lowering the age of teaching English provides longer exposure to the target language and is advantageous for children starting L2s at a younger age. Obviously, the age of teaching English in public schools is gaining importance, which suggests that it is going to be an influencing factor in any future educational reforms in public Tunisian schools.

Identification of the Need for Teacher Training at The Primary School Level

The study's main objective was to determine the need for primary school teacher training. The study's major goals were to (a) investigate the importance of teacher training programs at the primary school level for the effectiveness of the teaching-learning process; (b) determine the need for teacher training at the primary school level; (c) determine the need for professional training at the primary school level, and (c) recommend specific measures to improve primary school teacher training. A survey technique was utilized to conduct the study. Through random sampling, one hundred thirty-eight (138) male-female public primary and Punjab Education Foundation (PEF) affiliated school teachers were selected from the five Tehsils of District Bahawalpur with an equal proportion of urban and rural schools. The data were collected through a questionnaire and interpreted through SPSS V23. The results showed that no one teacher had excellent knowledge of to use learning tools in the classroom, Knowledge of National Profession Standards for teachers, concepts of math, practical application of content knowledge skills and English Language skills. So, there is a need of training for teachers to use the learning tools in the classroom effectively, to know about National professional Standards for teachers, teaching skills of math, science, and English.

Efficacy of Digital Literacy Programme in Promoting Access to Electronic Information Resources by Public Primary School Teachers, Kakamega County, Kenya

Going by the observation made by advocates of digital learning, digital technologies can increase the effectiveness of teachers. If digital technologies are made good use of, they can lead to increased access to data for learners, teaching materials, mentorship opportunities, and professional development. Successful incorporation of modern technologies into the classroom can be achieved if teachers work collaboratively to create modern learning environments and embrace technology in teaching. For this to be realised, a different set of teachers’ skills is essential to ensure frequent use of technology while encouraging a new approach where technology is made use of. The researcher carried out an investigation of the efficacy of DLP to uncover the underlying issues that could be hindering access to electronic information resources by public primary school teachers in Kenya’s Kakamega County. The objectives were to ascertain digital literacy skills possessed by public primary school teachers, establish availability and status of the necessary infrastructure for ICT in public primary schools, establish the relationship between teacher competence and access to and use of electronic information resources, and identify challenges faced by teachers in their endeavor to make use of useful electronic information resources. This research adopted descriptive approach because the intention was to describe the existing conditions with respect to variables which are, digital literacy, ICT infrastructure and teachers’ competence that affect access to electronic information resources. Proper data analysis was enabled by the researcher applying Statistical Package for Social Sciences (SPSS). Analysis of open-ended questions, which formed part of the qualitative data, was done by use of conceptual content before being presented in prose. Pie charts, tables, percentages and bar graphs were used in presentation of quantitative data. Since previous studies have shown that primary school teachers obtain low scores in integration of digital technologies in the classroom, the researcher sought to identify unique challenges that schools could be facing that require homegrown solutions. From the results of the study, digital literacy, ICT infrastructure and teacher competence have significant effect on online academic resources being used by public primary school teachers in the County of Kakamega. From the findings, the study concluded that managements of public primary school teachers in Kakamega County should ensure computer teachers are trained on a regular basis to acquire the needed knowledge and skills. There is an advocacy to managements of public primary school teachers in Kakamega County to ensure availability of the required ICT infrastructure to facilitate access to electronic information resources. Further, teachers should undertake professional development trainings to enhance their ICT knowledge and skills.

Impact of Government Expenditure on Public Primary Schools Teachers’ Welfare in Jos-South Local Government Area of Plateau State, Nigeria

This study examined the impact of Government expenditure on public primary school teachers’ welfare in Jos-South Local Government Area of Plateau State, Nigeria. One research question was answered to achieve the objective of the study. Descriptive survey design was employed for the study. The population of the study consisted of 36 supervisors and 139 teachers in public primary schools in the study area. The sample size was made up of 27 supervisors and 91 teachers. Multi-stage sampling technique was employed for selecting the sample. The instruments for data collection were self-structured questionnaires titled Government Expenditure and Primary Education Development Questionnaire for Teachers (GEPEDQT) and Government Expenditure and Primary Education Development Questionnaire for Supervisors (GEPEDQS). The reliability of the instrument was established using Cronbach alpha method which yielded 0.89 and 0.87 respectively, it was found to be reliable. The study employed the use of mean and standard deviation in analysing the data. Findings from the research question indicated that government expenditure for teachers’ welfare in public primary schools in the study area was inadequate. Based on this finding, it was recommended among others that government should increase the expenditure of the educational sector in line with the recommendations of United Nations Educational, Scientific and Cultural Organization (UNESCO) which is 26 percent for developing countries.

Professional Development Programme Effectiveness: Kota Belud Primary School English Teachers’ Voice into Perspective

This research is conducted in order to identify teachers’ perception on the effectiveness of the ongoing Professional Development Programme among the primary school English teachers in Kota Belud, Sabah. This non-experimental research applies survey method and a few sampling techniques in order to obtain the right size of the sample. The data is gathered using a set of questionnaires that has been adopted and are administered to 30 teachers in public primary schools. The data collected is then analysed using descriptive statistics using SPSS. The finding shows that there is no significant difference on the teachers’ perception regarding professional development programme effectiveness based on their gender and teaching experience. The implication and suggestion for further research are also discussed.

The Views of Greek Primary Education Teachers on the Formation of Cultural Identity

&#x0D; &#x0D; &#x0D; &#x0D; The aim of the present paper is to present the Greek Public Primary School teachers’ views on the construction of cultural identity as well as the role that the different collectivities play in modern societies. Exploring concepts such as “identity”, “diversity” and “cultural identity” and valorizing the theoretical framework of Habermas’ “Theory of Communicative Action”, the writers of this paper have applied the qualitative research of semi-structured interviews in order to collect their data. The participants were fifteen (15) Greek Public Primary School teachers while the questionnaire was comprised of thirty-two (32) questions. The findings indicate that: a) the teachers tried to define the meaning of “different identity” through the elements of otherness that arise from ethnic, linguistic and religious factors; b) the majority of teachers pointed out the religious aspect as the most important aspect of cultural identity; c) different ethnic groups necessarily have a different way of life, way of thinking or way of speaking; d) all teachers have unanimously stated that cultural differences are social constructs and not inherent in the members of a particular group; e) a person can move between different cultural identities; f) the majority of teachers argued that collective identities different from those of the dominant group should be preserved.&#x0D; &#x0D; &#x0D; &#x0D; &#x0D; &#x0D;

Influence of Working Environment on Transfer Intentions among the Non-Resident Teachers in Public Primary Schools in Turkana County in Kenya

Influence of Working Environment on Transfer Intentions among the Non-Resident Teachers in Public Primary Schools in Turkana County in Kenya

Assessment of Knowledge, Attitude and Involvement of Public Primary School Teachers on School Health Service in Isi-Ala-Ngwa Local Government Area of Abia State, Nigeria.

Children who spend large part of their lives in primary schools are exposed to varieties of hazards like physical injuries, infections, nutritional and emotional problems. School age is a period of rapid physical and mental developments. Children require healthy environments for appropriate adjustments to benefit maximally from educational systems. School Health Services were established to ensure healthy members of school community. Teachers play major roles in promotion and successful implementation of programmes. This study examined the knowledge, attitude and involvement of public primary school teachers on school health services. This was cross-sectional descriptive study conducted in 24 public primary schools in Isi-ala-Ngwa LGA, Abia State. All the public primary school teachers (264) in the LGA were studied. Data were collected using pre-tested self-administered semi-structured questionnaire. Data were analysed using SPSS version 26 and presented in frequency tables. Chi-square was used to test association between categorical variables. P<0.05 was taken as statistically significant. Ages of participants were normally distributed with mean, median, mode and standard deviation being 35.7, 35.5, 35.5 and 8.87 respectively. From the findings, 169 (64%) respondents had good knowledge, 120 (38.6%) had positive attitude to school health services while 72 (27.3%) had good involvement. There was statistically significant difference between socio-demographic characteristics and knowledge of school health services and attitude towards school health services except for qualification of teachers and knowledge of and attitude. There was statistically significant difference between socio-demographic characteristics and involvement of health services except for teachers' residential area. The respondents had good knowledge but poor attitude and involvement to school health services.

Mentorship programmes in public primary schools: Beginner teachers’ perspectives.

Many beginner teachers experience the transition from student teacher to beginner teacher as challenging and a huge reality shock. These adapting demands are often daunting and they therefore need assistance to navigate the transition. The researchers argue that mentorship programmes can assist in addressing these transition challenges. The study makes the point that literature on teacher mentorship in South Africa has largely been from the perspective of administrators, designers and providers of mentorship programmes, rather than from the perspective of the beginner teachers themselves. The aim of the study was therefore to ascertain the perception of beginner teachers in public primary schools in the Ugu district of KwaZulu-Natal, South Africa, on mentorship programmes. The study was framed within the constructionist theoretical framework and made use of the qualitative approach, using structured interviews as a data collection instrument. The study revealed that beginner teachers experienced challenges with administration, classroom management and adjusting to the school environment. The findings further revealed that existing informal mentorship programmes failed to adequately address these challenges and meet beginner teachers’ professional needs. The researchers, however, argue that formal and well-designed mentorship programmes potentially have the ability to address the challenges beginner teachers encounter.

Can virtual replace in-person coaching? Experimental evidence on teacher professional development and student learning

Virtual communication holds the promise of enabling low-cost professional development at scale, but the benefits of in-person interaction might be difficult to replicate. We report on an experiment in South Africa comparing on-site with virtual coaching of public primary school teachers. After three years, on-site coaching improved students’ English oral language and reading proficiency (0.31 and 0.13 SD, respectively). Virtual coaching had a smaller impact on English oral language proficiency (0.12 SD), no impact on English reading proficiency, and an unintended negative effect on home language literacy. The top-performing students consistently benefited most. Classroom observations show that on-site coaching improved teaching practices, while virtual coaching led to larger crowding-out of home language teaching time. Implementation and survey data suggest technology itself was not a barrier to implementation, but rather that in-person contact enabled more accountability and support.