Regular School Teachers Research Articles

Communication and Organizational Learning in Teachers of Public Educational Institutions

The study focuses on analysing internal communication and organizational learning as current constructs in regular basic education in public educational institutions, establishing the correlation of variables and explaining the level of significance of these interactions in some of their most relevant dimensions. A quantitative approach and correlational design were used for the methodology. The sampling was probabilistic, composed of 172 regular elementary school teachers. The data collection technique was the survey. Spearman's Rho statistic was used to process the information. The conclusion of the study showed that there is a significant inverse relationship between internal communication and organizational learning in the teaching staff, explaining that while internal communication obtained 74.4% of satisfactory mastery, organizational learning reached 7.6% at the high level, which reveals the need and urgency for teachers and managers to innovate strategies to achieve organizational learning, taking as a starting point the high levels of internal communication experienced by the teaching staff in the educational institutions investigated.

DESAFIOS E EXPERIÊNCIAS DOCENTES NO ENSINO REGULAR COM DISCENTES SURDOS

This article is the result of a research carried out with regular school teachers in schools in the Municipality of Belém in the State of Pará, with the objective of analyzing the challenges and experiences of teachers in basic education with regard to the process of inclusion of deaf students. The methodology used consists of data collection carried out through a google forms questionnaire. In which, the teachers answered questions related to the teaching practices used for this student in the classroom, as well as questions about training courses and also about the difficulties that teachers find to teach inclusive classes aimed at the deaf. As a theoretical contribution, the research of the authors was used: QUADROS; KARNOPP (2004), the authors deal with Bilingual Education for the Deaf, Mantoan (2003), as a basis for Inclusive Education, Schneider (2006) and Cunha (1989), which address issues about teacher training as a differential for the.

Awareness, knowledge, and practice among regular primary school teachers about hearing impairment

Abstract Purpose: Children will develop communication, cognitive, language, and social skills, and early academic achievement more effectively like their other typical hearing children if they are identified and intervened early. This study aimed to investigate the awareness, knowledge, and practices of regular school teachers regarding hearing impairment and its influencing factors. With the evolution of education for hearing-impaired children toward inclusive practices, teachers play a pivotal role in identifying and supporting students with hearing loss. Methods: Employing a questionnaire-based cross-sectional design with convenient sampling, 270 participants were recruited. The self-administered questionnaire investigates teachers’ awareness, knowledge, and practices concerning various aspects of hearing impairment. These aspects included etiology, effects, identification, management, audiology, communication methods/modifications, teacher support, noise, and prevention. Results: The study revealed a limited understanding among regular school teachers regarding the causes of hearing loss and the working and benefits of amplification devices. While the overall knowledge level regarding hearing impairment was deemed fair, notable gaps were identified. However, overall good awareness and practice were observed. Conclusion: From the above study, it can be concluded that teachers with special training (prior training related to education to hearing impaired children through seminar and online mode) were substantial better on awareness and knowledge skills compared to nontrained teachers.

THE RELATIONSHIP BETWEEN WORK LIFE BALANCE AND PSYCHOLOGICAL WELL BEING AMONG FEMALE SPECIAL NEEDS SCHOOL TEACHERS

The challenges faced by Special Needs School (SLB) teachers are more complex compared to regular school teachers. The complexity of the conditions of children with special needs requires educators to regulate more extensively to condition Special Needs Children (ABK) in a humane manner. The background of this research highlights the complexity of the dual roles undertaken by female SLB teachers, who also serve as mothers and wives. This study aims to determine the relationship between work-life balance and psychological well-being among female SLB teachers in Solo Raya. This study involves 110 female SLB teachers in Solo Raya as research subjects. The research method used in this study is quantitative correlational research. The research instruments for this research are work life balance by Fisher (2009) and Psychological well being by Ryff (1995). The results of the study show a significant positive correlation with a result of r = 0.352 and a significance value of 0.000 (p<0.05), which means that the higher the work-life balance, the higher the psychological well-being. The work-life balance variable contributes effectively by 12.3% to psychological well-being. Meanwhile, 87.7% of the psychological well-being variable is still influenced by other factors

Differences in Subjective Well-being Among Special-school Teachers and Regular Teachers in Ternate

<p><em>Improving the quality of human resources in Indonesia, especially in Ternate, a teacher plays a very important role in the field of education and has a strategic position because it is one way to create competent and quality human resources. The aim of the research was to look at the differences in subjective well-being between special school teachers and regular school teachers in Ternate. The subjects were 58 special school teachers and 61 regular school teachers with a total of 117 teachers. Based on statistical test data, the subjective well-being of regular teachers is higher with a score of 69.59% in 61 subjects and the subjective well-being of special school teachers is lower with a score of 47.46% in 58 subjects. Based on these results, it shows that there is a very significant difference in subjective well-being between special school teachers and regular school teachers, it is found that regular teachers have higher subjective well-being compared to special school teachers.</em><em></em></p>

Including Children with Mild Intellectual Disabilities in Regular Schools of Punjab under the Single National Curriculum: From the Lens of Regular School Teachers

Including Children with Mild Intellectual Disabilities in Regular Schools of Punjab under the Single National Curriculum: From the Lens of Regular School Teachers

Inclusive Education: Need for Enhancing Special Education Skills among Regular School Teachers

The present study attempted to find out the current skill levels of teachers to teach children with special needs (CWSN) in inclusive education settings. A total of 92 school teachers were participated in this study and the data collected by using a two-part questionnaire. Part-one of the questionnaire collected background information of the respondents. Part-two was a five point scale which required the teachers to indicate their preparedness in special education skill levels on a list of competencies needed to inclusive classrooms. Data was analyzed using descriptive and differential statistics. The major findings were that nearly 75% of the regular school teachers had inadequate special education skills. Further, 47% of the teachers did attend proper in-service programme related to special education. Finally, 69% teachers with special education qualification rated themselves as having low competence for working CWSN. Providing Systematic in-service training to the teachers can improve quality of inclusive education. Keywords: Special education skills, inclusive education, in-service training .

Do teachers favor the inclusion of all students? A systematic review of primary schoolteachers’ attitudes towards inclusive education

ABSTRACT It has been decades since inclusive education was introduced as the most favourable approach to educating students with special educational needs and disabilities. Still, according to research and practice, teachers’ attitudes are seen as the most important key factor for its successful implementation. Therefore, there is an ongoing process of researchers investigating teachers’ attitudes towards inclusive schooling. The aim of the current study was to do a follow-up of previous reviews on primary schoolteachers’ attitudes (Avramidis and Norwich 2002; de Boer, Pijl, and Minnaert 2011). In total, 36 studies were analysed. The results indicate that primary school teachers tend to hold rather neutral or ambivalent attitudes towards inclusive education. Similar to previous review results, inclusion still seems to be a matter of students’ type of disability. Therefore, regular primary school teachers do not favour the inclusion of all students when it comes to the concept of inclusion for all students. Directions for improving teachers’ attitudes are widely missing in the studies of the last years.

Classroom Experiences of Learners with Albinism in Selected Regular and Special Education Schools in Zambia

Learners with albinism potentially face a number of challenges in schools due to their skin condition. Albinism is an inherited condition from birth as a result of the absence of melanin pigment which usually changes the colour of the skin, hair and eyes. Albinism is usually greeted with disdain in most Bantu communities. In Zambia, some communities consider it a bad omen to give birth to an albino. Therefore, attempts are made to either kill baby albinos at birth or banish them from the community. In schools, learners with albinism are constantly abused and ridiculed by other learners and are given demeaning social tags that serve as a form of stigma. Ostensibly, the discrimination against learners with albinism are underlain by religious and cultural beliefs. The overriding aim of this study was to establish the learning experiences of learners with albinism in both regular and special schools. The study was located within an interpretive qualitative paradigm and used a phenomenological research design while the Interpretive Phenomenological Analysis (IPA) was used to explore in detail how participants made sense of their personal and social world with regard to learners with albinism in regular and special schools. The findings revealed that in regular schools, learners with albinism tended to exclude themselves from other learners so as to avoid discrimination and stereotypes surrounding their condition. The findings also confirmed the existence of myths and stereotypes regarding albinism. The findings further revealed that teachers in regular schools were not competent in handling learners with albinism as some teachers kept a social distance with learners with albinism. It was observed that most learners with albinism felt more secure in special schools than regular schools. The study recommended inter alia that school administrators and teachers should raise awareness campaigns on the plight of learners with albinism including other disability issues.

PRESENT SITUATION AND TASKS OF “PEER INTERACTIONS AND COLLABORATIVE LEARNING” BETWEEN STUDENTS AT SPECIAL AND REGULAR SCHOOLS: A CASE STUDY OF TWO SPECIAL SCHOOLS

This study examines the current status of and issues related to “peer interactions and collaborative learning” in regular schools from the standpoint of special schools. We conducted a case study on two special schools and derived the following four interpretations: first, as children transition from elementary to junior high school, they experience limited peer interactions and collaborative learning; second, individual integration depends on parents’ wishes and the availability of transportation; third, the quality of peer interactions and collaborative learning depends on the awareness and structure of teachers in regular schools; fourth, the implementation and search for implementation methods have been affected by the coronavirus disease 2019 pandemic. Although there are many issues yet to be addressed, the fact that peer interactions and collaborative learning are being encouraged in special schools to promote inclusive education needs to be positively evaluated

Challenges Faced by Learners with Multiple Disabilities (‘deafness and dumbness’) During Teaching and Learning in Regular Primary Schools: Case of Morogoro Municipality

The purpose of this study was to investigate what challenges faced by learners with Multiple Disabilities (‘deafness and dumbness’) during the teaching and learning process in regular primary schools in Morogoro Municipality. This study was anticipated to deal with four specific research objectives; firstly; to assess respondents’ awareness of Special Needs Education (SNE) and Multiple Disabilities (‘deafness and dumbness’) in regular primary schools in Morogoro municipality, secondly; to identify challenges faced by learners with Multiple Disabilities (‘deafness and dumbness’) during teaching and learning in regular primary schools, thirdly; to exploring how these challenges affect their learning activities and finally; to obtaining possible solutions suggestion to the identified challenges for improving the learning process. A sample of 25 purposively randomly selected respondents included regular primary school teachers and learners with multiple (Deafness & Dumbness). A Descriptive survey design was used to collect data from the respondents using interviews and observation that were administered to teachers without disabilities and learners with disabilities, particularly ‘deafness and dumbness’ in regular primary schools. Both qualitative and quantitative approaches were used to strip respondents’ individual views and straightforward percentages from the numerous responses for descriptive purposes. The IBM SPSS V22.0 version was used for data analysis to improve decision-making through numbers. The study indicated that there were several challenges faced by learners with disabilities, particularly ‘deafness and dumbness’ in multiple within the regular schools. The study recommended modifications and adaptations in curriculum, policy, and implementation to favour the learners with ‘deafness and dumbness’ within regular situations.

Primena asistivne tehnologije za komunikaciju u edukaciji učenika sa smetnjama u razvoju - samoprocena nastavnog osoblja

Assistive technology (AT) includes a wide range of technological devices or systems used to improve the functional abilities of persons with communication disorders. The achievement of students with communication disorders in inclusive education is related to teachers' knowledge of assistive technology and their skills in using it. The aim of our research was to determine how class teachers, subject teachers and special education teachers rate their knowledge of AT and their level of competence in using it, and also to compare the competence levels of respondents of these different professions. The sample consisted of 136 respondents of both sexes, 31.6% of whom were class teachers and 27.2% subject teachers in regular primary schools, as well as 25% special education teachers and 16.2% subject teachers working in special needs primary schools in Belgrade and Novi Sad. The analysis of results suggests that respondents see themselves as moderately competent in using AT, and that there is a statistically significant difference in the level of competence between respondents of different professions (F = 18.12, p < .01). No statistically significant difference was found in the level of competence depending on sex or years of service. The results show that respondents assess differently their level of knowledge and skills regarding the use of assistive technology, and that teaching staff in regular primary schools lack training in this field.

TEACHERS’ PERCEPTIONS OF INCLUSIVE EDUCATION IN PUBLIC PRIMARY SCHOOLS IN KISII COUNTY, KENYA

This paper investigates the teachers’ perceptions of inclusive education in public primary schools in Kenya.It particularly explores the influence of the teachers’ demographic variables on the perceptions of inclusive education in the regular school system. The study is guided by the positioning theory puts emphasis on within the framework of discursive psychology and requires close analysis of cues that participants use to position themselves, their listeners, and others. The analysis adopted the Ex Post Facto criterion group research design to identify the causative relationship between the demographic indicators and inclusive education practices. The respondents (n = 333) were regular primary school teachers in Kisii Central Sub County of Kisii County, Kenya. There were five research questions that guided the current study were translated into ten hypotheses which were tested using the one – way Analysis of Variance (ANOVA).The findings reveal that the participants presented mixed opinions on the general philosophy of inclusive education based on their demographic factors. The difference among age cohort (F (14,329)= 2.629; P< .001), level of qualification (F(14,311)= 8.94; P< .001) and teaching experience (F(12,163)= 18.03; p< .001) were found to have statistically significant influence on regular teachers’ perceptions of inclusive education. However, the findings showed that gender (F(14, 300)= 1.385; p> .001) and training in disability education (F (13,316)=3.84; P> .001), did not have significant influence on regular teachers’ perceptions of inclusive education. The study has revealed that a number of teacher demographic factors significantly influence teacher’s perceptions in inclusive education classrooms in the general school environments. These include teacher’s age, level of educational qualification and teaching experience. The gender and training in disability of the teachers however do not influence the teachers perceptions.

KEPIMPINAN TRANSFORMASIONAL, IKLIM SEKOLAH DAN KEPUASAN KERJA GURU

The Malaysia Education Development Plan 2013-2025 focuses on empowering school principal leadership as the main platform for developing school excellence. Therefore, this study was conducted to look at the transformational leadership relationships practiced by principals into two main elements that influence school excellence, namely the school climate and also teacher job satisfaction. A cross-district survey was used to collect data involving regular daily secondary school teachers in Kelantan. A total of 390 teachers from the population of 10866 were randomly selected using the grade sampling method. The instrument consists of 20 items already used to measure transformational leadership among principals (Femke Geijsel, Peter Sleegers & Rudolf van den Berg, 1999), 3 things to measure teacher job satisfaction (Johnson, Stevens & Zvoch, 2007), and 21 items used to measure school climate (James Griffith, 2003). The data were analyzed using IBM SPSS Version 25.0. The findings show that there is a significant positive relationship between transformational leadership towards the school climate and teacher job satisfaction. The findings can be used by school leaders in efforts to develop the school climate and environment as well as to adopt recommended approaches to improve teacher job satisfaction levels.

Swimming against the tide: Comparative lessons from government efforts to prohibit private supplementary tutoring delivered by regular teachers

AbstractPrivate supplementary tutoring, widely known as shadow education, has become a global phenomenon. It has a range of providers, including commercial companies, university students desiring extra pocket money, and regular school teachers who provide tutoring as a sideline activity. This paper focuses on the last category.Governments are commonly ambivalent about the existence of shadow education, and may especially disapprove of regular teachers providing private supplementary tutoring in part because they fear that the teachers will neglect their main duties. With such matters in mind, some governments have attempted to prohibit teachers from providing private tutoring. However, such prohibitions are difficult to implement. This paper analyses situations in Korea, Mauritius, Kenya and England in order to derive comparative lessons from experience. It demonstrates the importance of wider contextual factors including alignment of macro-level aspirations with the micro-level perspectives of families finding themselves in increasingly competitive environments.

Correlates of rejection by the peer group: a study comparing students with and without SEN

ABSTRACT One argument for the inclusion of children with special education needs (SEN) is that they will benefit from the interactions and relationships with their typically developing peers. However, students with SEN tend to be more rejected than their non-SEN peers. Considering the negative consequences of peer rejection on socioemotional development and school adjustment, the current study aims to understand the behavioural correlates and specific characteristics of the students with SEN associated with peer rejection. Participants were 227 students (107 with SEN); 53.7% male; mean age 10.79 (SD = 2.16); attending the 3rd (33.9%), 5th (35.3%) and 7th grades (30.8%). Students filled in a Sociometric task and 47 regular school teachers and 31 special education teachers provided information regarding sociodemographic and educational data, behavioural characteristics and student-teacher relationship. SEN status was the most important predictor of rejection followed by social skills. In the case of students with SEN, less familiarity with peers and a less close student-teacher relationship were also associated with rejection. Thus, the findings emphasise the need of professional development programs to assist teachers in the promotion of positive relationships with their students and a positive peer culture within the class.

Self-assessment of some teacher competencies for working with children with disabilities

Aim. The aim of this study is to define teacher competencies and some specific differences in self-assessment with regard to the completion of studies according to the new or the old curriculum. Efforts were also made to gain insight into the specific deficiencies of the competencies related to the integrated education and training of children with developmental disabilities. Methodology. The research was conducted on a sample of 212 regular primary school teachers who dealt with children with disabilities in their work. A questionnaire constructed for the purposes of this research was used. Previously, a pilot study was conducted. Participants were divided into two groups. One group of teachers who were educated according to the old program and teachers who were educated according to the new program in the broad context of working with children with disabilities. Results. The obtained results indicate differences between the observed groups and the need for continuous (self) assessments of teachers’ responsibilities to enable students with disabilities to learn and thrive in line with their abilities as well as to find alternative ways to meet their different needs in a wider sense. Also, teachers are aware of the need for continuous training in this area. These findings have contributions in the scientific and practical sense.

EXCLUSION IN INCLUSION: EXPERIENCES OF LEARNERS WITH ALBINISM IN SELECTED MAINSTREAM AND SPECIAL SCHOOLS IN ZAMBIA

Albinism is an inherited skin pigmentation condition which affects all races in the world. However, the condition is more conspicuous among the black population because of the absence of pigmentation which leads to some whitish appearance. This condition also leads to multiple disabling experiences to the individuals with albinism. The overriding aim of the study was to establish the learning experiences of learners with albinism in both regular and special schools. The study was located within an interpretive qualitative paradigm and used a phenomenology research design. The Interpretive Phenomenological Analysis (IPA) was used to explore in detail how participants made sense of their personal and social world with regard to learners with albinism in regular and special schools. The researchers conducted one-on-one interviews with the participants and content – analyzed the data. Parents of learners with albinism, teachers, school administrators and learners with albinism participated in interviews. The findings revealed that in regular schools’ learners with albinism tended to exclude themselves from other learners so as to avoid discrimination and stereotypes surrounding their condition. The findings also confirmed the existence of myths and stereotypes regarding albinism. The findings further revealed that teachers in regular schools were not patient with learners with albinism and did not give them extra attention and that some teachers used negative comments and did not want learners with albinism in their classes. It was observed that the majority of learners with albinism felt more secure in special schools rather than regular schools. Parents of children with albinism supported the idea of learners with albinism learning in special schools where the learning environment was conducive for them. The study recommended inter alia that government through the Ministry of Education should enhance teacher education programmes by providing requisite knowledge and skills to trainee and serving teachers on handling learners with albinism and other disabilities. School administrators, teachers, learners and the community should raise sensitization and awareness campaigns on disability issues.
 
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Teaching in the Virtual World: Examining Teachers’ Job Satisfaction and Turnover

ObjectiveThis article explores levels of job satisfaction and turnover intention of teachers in K‐12 online schools. Thus far, there has been little research on these factors in virtual schools.MethodsUsing data from the 2015‐16 National Teacher and Principal Survey, we estimate multilevel models using hierarchical linear modeling methodology and also conduct an analysis using propensity score matching.ResultsWe find that teachers working in virtual schools have higher levels of satisfaction with their jobs. They do not differ from teachers in regular schools in their intention to leave teaching or to move to another school.ConclusionTeachers view their trajectories in virtual schools as stably as they do in brick and mortar schools. These teachers, overall, are more satisfied with their jobs.

Teachers’ metaphors and views about gifted students and their education

Gifted students differ from their peers in many areas, and require additional effort and skills from their teachers in regular schools. Teachers in regular education play a critical role in the identification of gifted students and education. Therefore, considering their attitudes toward these students and gifted education in general will provide a deeper understanding of teachers’ needs regarding the quality of gifted education. The present study aims to examine teachers’ perceptions about gifted students through the use of metaphors and attitudes toward gifted education. Qualitative data were collected from 136 teachers utilizing two open-ended questions. Teachers used metaphors based on three categories: gifted education, the social value and various characteristics related to giftedness. The results were discussed in terms of practical implications, teachers’ training needs, educational strategies for gifted students and challenges endemic to the identification process in Turkey.