Regular Teachers Research Articles

Exploring Teacher Job Satisfaction in Regular Basic Education: The Case of Peru

Teachers play a pivotal role in shaping the educational journey of children and adolescents. This article endeavours to examine whether teacher satisfaction in Peru has seen consistent improvement over time, influenced by various factors such as salary increments, enhancements in infrastructure and working conditions, as well as changes in teaching and learning methodologies. This inquiry stems from the significant increase in government budget allocation to the education sector since 2000, with a notable 546.2% rise in student expenditure at the secondary level. We proposed as research question: “How has job satisfaction been for regular basic education teachers in Peru?” To address this, a qualitative, descriptive, non-experimental approach was adopted, drawing upon data from the National Institute of Statistics and Informatics (INEI) and the Ministry of Education (MINEDU). We found that despite the increase in factors such as salary, budgetary allocation, and job stability within the public sector, teacher satisfaction has not seen the desired improvement. On the contrary, teachers express a sense of unrecognized contributions by their educational institutions. Received: 20 March 2024 / Accepted: 1 November 2024 / Published: 05 November 2024

Evaluation of Self-vision Assessment Charts in Schools of Eastern Nepal: A Multi Method Study

Introduction: Globally, over two billion people suffer from vision impairment, almost half preventable. In Nepal, the Eastern Regional Eye Care Program introduced self-vision assessment charts in 137 schools for early eye issue detection. This study assessed the charts' use and perceived impact.Methods: A multi-method study was conducted to evaluate the use of self-vision assessment charts in schools in Eastern Nepal. Ethical approval was obtained from Institutional Review Board (Refrence number: 72-079-040). Quantitative data were collected through a questionnaire survey. Quantitative data were analyzed using descriptive statistics, while qualitative data were analyzed using framework analysis. Both methods were integrated to enhance understanding of participants' experiences.Results: In this study, 400 students participated in questionnaire survey, 180 in self vision assessment, and 16 teachers in in-depth interviews. Among the participants, 198 (49.50%) of students used the chart, 125 (65.78%) expressed satisfaction, 241 (60.25%) found it useful, 276 (69%) as beneficial, and 253 (63.25%) stated improved health. There were 93 (23.25%) students who felt knowledgeable about its use, with 18 (10%) using it correctly. In 162 (90%) of schools there were adequate chart placement, 23 (12.77%) provided clear signage for viewing points. Teachers recognized the chart's benefits and encouraged its use, but students lacked awareness. Regular use was viewed as beneficial for early detection of eye issues, though challenges included a need for more awareness among students and teachers and reliance on home remedies.Conclusions: Most students and teachers acknowledged self-vision assessment charts’ benefits but had low utilization and accuracy rates. Strategic interventions such as regular informational sessions, teacher motivation, and engagement with eye health experts are essential.

Improving ESP University Students’ Writing Skills and Academic Flow: A Six Thinking Hats Blended Learning Program Based Moodle

This study explored the impact of Six Thinking Hats blended learning program-based Moodle on ESP university students' writing skills and academic flow. Four instruments -designed by the researcher- that included: (a writing skills checklist, a writing skills test, a writing scoring rubric, and an academic flow scale) were used for collecting data. The research adopted the quasi-experimental design using two groups: an experimental group (n = 33), and a control one (n = 33). The researcher taught both groups: the experimental group was taught using Six Thinking Hats blended learning program-based Moodle. In contrast, the control group was taught through the regular teaching method. Research results revealed statistically significant differences between the mean scores of the experimental and the control group students in the writing skills tests and the academic flow scale in favor of the experimental group. Besides, the effect size of the six thinking hats blended learning program-based Moodle was high.

Debunking neuromyths: Pre‐service teachers' insights on autism spectrum disorder

AbstractTeachers' beliefs in certain neuromyths about neurodevelopmental disorders can negatively impact the educational inclusion of students who present them. This study aims to analyse the prevalence of neuromyths about the health and the emotional competences of people with autism spectrum disorder (ASD) in pre‐service teachers; and to assess the possible contribution of university training to constructing accurate knowledge about autism. This prevalence was compared in three groups of pre‐service teachers: 1st‐year students, 4th‐year students who will be regular teachers and 4th‐year students training to be special education specialists. Additionally, it was proposed to identify the topic with the most myths (health or emotional competences) and the most frequent myths. A validated instrument was completed by 167 pre‐service teachers. Overall, the 4th‐year specialist group had more correct answers and fewer doubts that the 4th‐year regular group, which had more correct answers than the 1st‐year group. The prevalence of errors was not statistically different among the three groups. Moreover, participants answered more questions and made more errors about emotional competences in autism than about health. Among the most frequent myths are those concerning empathy or the cause of ASD. Based on these results, some implications for pre‐service teacher education are discussed.

The Psychosocial Wellbeing of Children with Disabilities in Inclusive Secondary School Education Settings

Purpose. This study examined the psychosocial wellbeing of children with disabilities in inclusive secondary school education setting in Tanzania. The study particularly aimed to explore the psychosocial challenges which children with disabilities face in inclusive secondary school settings, leading to psycho-social impacts on their learning and wellbeing. Methodology. The study employed a mixed methods approach, adopting a case study design. Interviews and questionnaires were used to collect data from 49 students with special needs, 7 special needs education teachers, and 35 regular teachers. Results. The study findings revealed that teachers had low expectations on the academic performance of the students with disabilities, consequently rendering them little support in inclusive classrooms. Additionally, discrimination, stigmatisation were issues faced by students with disabilities in inclusive education settings which adversely affected their psychosocial wellbeing. The study recommends awareness creation among the students and regular teachers about the learning needs of children with disabilities in inclusive schools. Conclusions. The study recommends providing regular teachers who are not knowledgeable about the academic needs of students with disabilities in inclusive education settings with training and providing psychosocial support to students with special needs in inclusive education contexts.

Self-regulatory and metacognitive instruction regarding student conceptions: influence on students' self-efficacy and cognitive load.

Self-regulatory and metacognitive instruction regarding student conceptions can help students become metacognitively (or more specifically, metaconceptually) aware of their conceptions and self-regulate their intuitive conceptions in scientific contexts when they are not appropriate. Two approaches have been found effective in enhancing conceptual knowledge: (a) self-assessing one's conceptions and (b) acquiring conditional metaconceptual knowledge about why and in which contexts specific conceptions are appropriate or not. However, it is unclear how these approaches influence other cognitive and affective variables, such as self-efficacy and cognitive load. Nevertheless, it is essential to investigate whether making students aware of their intuitive conceptions affects their self-efficacy and to what extent reflecting on one's conceptions requires additional (meta-)cognitive resources. Thus, we conducted an experimental intervention study using a 2×2 factorial design with N = 602 upper secondary biology students. Becoming metaconceptually aware of one's (intuitive) conceptions did not lower students' self-efficacy but enabled more accurate beliefs about their abilities. However, the self-assessment increased mental load, which partly suppressed the beneficial effect of the self-assessment on conceptual knowledge. In contrast, the instruction on conditional metaconceptual knowledge did not result in higher mental load and, thus, aligned more with students' cognitive capacities. Furthermore, students with more pronounced general metaconceptual thinking reported lower mental load, implying that regular instruction focusing on metaconceptual thinking may reduce load. Thus, it is suggested to continuously promote students' metaconceptual thinking and to embed metaconceptual activities (e.g., self-assessments) repeatedly across longer instructional units.

Influence of Planning on Implementation of Inclusive Education in Regular Primary Schools in Samia Sub-County, Kenya

Inclusive schooling is defined as the practice of including everyone irrespective of talent, disability, socio – economic background or cultural origin in supportive regular schools, classrooms where all students’ needs are met (Stainback and Stainback, 2000). This study focuses attention on the influence of planning on implementation of inclusive education in the regular primary schools in Samia District. The researcher used descriptive research. The study utilized a sample of forty-nine (49) teachers who are in the four schools practicing inclusive education. The researcher used simple random sampling for sampling the population. Each and every member had an equal and independent opportunity in the selection, (Kombo and Tromp, 2006). The four schools practicing inclusive Education in the District were included. The schools shared similar socio-economic, political and cultural background. Pilot study was done in a school outside the district because of the fewer schools practicing inclusive education in the district. An interview schedule for the teachers in charge, questionnaires for the head-teachers, different questionnaire for the regular teacher population and another questionnaire for teachers in the units were administered. Observation schedule was also carried out. Findings in the study indicated that the regular teachers were not trained to handle learners with Special needs. The government has tried to provide teaching/learning resources to the regular learners but not provided for learners with special needs for example Braille. Schools were not constructed to favour learners with special needs since there were no facilities like adopted toilets, ramps and the like. Most children identified to these schools are intellectually challenged and a few from other categories. The research recommends that every regular teacher should be trained to handle children with special needs for proper accommodation in schools, availability of adequate facilities and all-round personnel to carter for the diversity such as medical personnel, community at large should be sensitized on the values of accommodation of the diversity. Finally, the research recommends that before implementation of inclusive education can be emphasized, there should be effective planning since it is a powerful weapon in any educational system

Challenges Facing Students with Special Needs During the Transition from Primary Special Schools to Public Secondary Schools in Morogoro Municipality

The study aimed at investigating the challenges that students with special needs face during the transition from primary special schools to public secondary schools in Morogoro Municipality. The research was conducted in Morogoro Municipality and employed a cross-sectional research design alongside a mixed research approach. The target population included regular teachers and those specializing in special needs education within the municipality. The study sampled 155 respondents, comprising 131 regular teachers and 24 specialized teachers. Data collection was by means of questionnaires and interviews. The data were analyzed using descriptive statistics and thematic analysis. The study reveals major challenges for students with disabilities transitioning to public secondary schools, such as inadequate teacher training, insufficient curriculum adaptation, and limited support systems, compounded by social stigma, financial constraints, and inadequate preparation. To enhance the educational experience for students with disabilities, it is essential to implement comprehensive teacher training on inclusive strategies, adapt curricula to diverse learning needs, and establish robust orientation programs. Increasing funding for assistive technologies, combating social stigma with anti-bullying policies, and improving peer support networks and accessible transportation will further support these students’ integration and development and consequently enhance learning

Peningkatan Hasil Belajar Siswa dalam PAK Melalui Model Problem Based Learning (PBL) Kelas V SD Negeri 044845 Payanderket

This study aims to enhance student learning outcomes in Religious Education through the implementation of the Problem Based Learning (PBL) model at SD Negeri 044845 Payanderket. Utilizing a Classroom Action Research (CAR) approach, the research was conducted in two cycles, focusing on improving the character profile of Pancasila students. The results indicate a significant improvement in student learning outcomes, with the average score increasing from 72% in Cycle I to 80% in Cycle II. The findings suggest that the consistent application of the PBL model can effectively enhance the quality of learning and foster critical thinking skills among students. It is recommended that educators adopt PBL as a regular teaching strategy to further improve student engagement and academic performance.

Evaluating the Role of Teachers’ Feedback in Secondary School Students’ Academic Achievement: An Empirical Evidence from Jordan

The academic achievement of secondary school students in Jordan is evaluated based on the use of feedback-based teaching. The learners are stimulated to correct their areas of weakness through constructive feedback. Therefore, this study presents an investigation of the impact of feedback-based teaching on student’s academic achievement. To achieve that, the study involved a total 160 students were involved in the study from 4 randomly selected private schools in Jordan, Irbid Governorate, two English classes were selected randomly from each school. The students were divided into a control group and an experimental one. The control group received regular instruction while the experimental group was taught using feedback-based teaching, where feedback was provided by the teachers in different forms. Consequently, the analysis denotes that frequent and diverse feedback is highly constructive and improves students' achievement compared to feedback that is unstructured. It is clear that feedback has to be effectively structured to ensure that it achieves its objectives in improving students’ academic achievement.

Perceptions on the Influence of English Language Proficiency on Students’ Academic Performance in Public Secondary Schools in Rorya District Council

This study examines perceptions of the influence of English language proficiency on students' academic performance in Public Secondary Schools in Rorya District, Tanzania. The study utilizes a mixed research approach and descriptive survey design. The study targeted DSEO, Heads of Schools, teachers, and students, with a sample of 61 respondents selected through stratified and random sampling methods. Primary and secondary data were gathered via interviews and questionnaires, ensuring the study's validity and reliability. Ethical considerations, including voluntary participation and confidentiality, were rigorously upheld. The findings reveal that effective school-based English programs, such as debates and speech activities, enhance students' language skills and academic performance. Additionally, consistent and dedicated teaching of English contributes positively to students' comprehension and achievements. The study underscores the critical role of English proficiency in educational outcomes and recommends expanding English language programs, regular teacher training, and interactive learning methods to improve academic results

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.

Peningkatan Kemampuan Guru Reguler dalam Deteksi Dini dan Pengembangan Program Belajar Siswa Berkebutuhan Khusus di Surabaya

Inclusive education remains a challenging program to implement ideally, requiring ongoing management to continuously foster inclusivity in schools through various efforts. This service program aims to enhance the understanding of regular teachers in inclusive schools regarding the characteristics, early detection skills, and the development of learning programs for students with special needs. This is based on the principle that each student has unique needs, with some requiring special assistance from accompanying teachers. The program uses a needs analysis method, involving interviews and questionnaires to identify the needs of the teachers. Based on the analysis results, intervention objectives are set and a training program is designed. The intervention was conducted over two days: the first day focused on psychoeducation about inclusive education and understanding the characteristics of students with special needs, while the second day consisted of training in early detection and the preparation of specialized learning programs. The results of the intervention showed an improvement in teachers' ability to identify students' functional difficulties in physical, cognitive, and behavioral aspects. Teachers were also able to classify the characteristics of students with special needs and develop appropriate learning programs. This psychoeducation and early detection skills training effectively equips teachers in inclusive schools to be more optimal in identifying and designing learning programs for students with special needs.

Teachers’ occupational strain and subjective well-being: digital teaching makes a difference

ABSTRACT This research examined predictors of Austrian secondary school teachers’ occupational strain (mental overload) and subjective well-being (positive emotions) under regular teaching conditions (Study 1, N = 513) and COVID-19 distance teaching (Study 2, N = 1251). Following self-efficacy theory, we assumed teaching self-efficacy and perceived student–teacher relationship to predict mental overload and positive emotions, with digital teaching ability indirectly affecting these outcomes via teaching self-efficacy and student–teacher relationship in Study 2. Structural equation modelling revealed all assumed effects in Study 1, except for the relation between student–teacher relationship and positive emotions. In Study 2, only digital teaching ability was significantly associated with the outcomes, indicating a change in factors relevant to teacher well-being and occupational strain in digital teaching settings.

Peer-to-peer leadership of physical activity in the New Zealand school-based setting: an exploration of student leader perspectives

ABSTRACT This study explored the perceptions of peer leaders participating in a peer-led physical activity (PA) initiative where student leaders conduct fitness classes for their peers. Thirty-eight participants aged 9–13 from four New Zealand elementary and middle schools were surveyed using an online questionnaire gathering both qualitative and quantitative data. Student leaders viewed the experience positively, despite the physical challenges involved, and many reported increased fitness or PA levels. Provision of regular school practice time, teacher input, and resources from the outside provider were key. The task of leading their peers placed the leaders in a supportive yet anxiety-provoking environment, which presented valuable opportunities to teach them resilience-building skills. To fully leverage the programme’s potential impact, connections to a range of curriculum learning objectives could offer more meaningful learning experiences, including resilience building, generating understanding of the benefits of PA, and developing the skills involved in group work and leadership.

Defining music demonstration lessons: a unique performance-based lesson type improving teachers’ instructional skills in Chinese mainland education

Abstract Teaching is a highly complex act, and learning to teach in an educational era that combines both teacher-centred and student-centred approaches presents additional challenges. Conducting demonstration lessons (DL) is one of the methods aimed at enhancing teachers’ instructional skills. This study examines the features and functions of this unique type of lesson from the perspective of music demonstration teachers in Guangdong, China. Through observation and interviews, the findings not only reveal the prevalence of DLs as performance-based lessons in Chinese teachers’ professional lives but also explore their distinctions from regular school teaching and their potential for improving teachers’ pedagogical abilities. Concerns and issues related to this type of lesson, along with possible solutions, are also discussed to provide recommendations for incorporating DLs into teacher training programmes in higher education institutions.

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.

The Effect of Using Gamification to Improve EFL Students' Academic Performance

This paper aims to determine whether there is evidence that gamified instruction can be effective in improving EFL students' academic achievement. The aim of the research is to establish how effective gamification is as a method against more traditional types of education and what areas of the English language—for example, reading comprehension, grammar, and vocabulary—are most effectively promoted via the integration of gamification into the classroom environment. The sample included 120 fourth graders from public schools in Jordan, where 60 children were to form the gamified instruction group and another 60 to form the standard instruction group. Pretests and posttests of English language skills using standardized tools measured students at two different times: before and after the instructional interventions. These tests are the main instruments utilized for data collection and analysis. Independent t-test, one-way ANOVA, and one-way MANOVA tests were performed to test the variation and holistic impact of the instructional methods on different components of language learning. The experimental findings support that the gamified instruction group scored significantly higher than the regular instruction group at post-intervention. More specifically, the students of the game-based group scored an average of 74.44 (SD= 7.93) on the posttest, compared to 69.31 (SD = 6.14) for those of the control group.The result for the T-test yields t = 4.05 and p < 0.001, hence showing that the gamified group had significantly better results. The classroom gamification usage made noteworthy gains in students' vocabulary, grammar, and reading comprehension abilities. One-way ANOVA results were vocabulary, F = 22.65, p < 0.001; grammar, F = 15.78, p < 0.001; and reading comprehension, F = 18.93, p < 0.001. MANOVA supported this finding that the Wilks' Lambda value was 0.62, with an F-value of 20.45 and a p-value less than 0.001, indicating that gamified training was of benefit overall in enhancing English language competence. The results of this research come with a very exciting revelation, such as gamified instruction being an excellent means of teaching English as a foreign language since it enhances students' interest and performance in class.

The Effect of Using Gamification to Improve EFL Students' Academic Performance

This paper aims to determine whether there is evidence that gamified instruction can be effective in improving EFL students' academic achievement. The aim of the research is to establish how effective gamification is as a method against more traditional types of education and what areas of the English language—for example, reading comprehension, grammar, and vocabulary—are most effectively promoted via the integration of gamification into the classroom environment. The sample included 120 fourth graders from public schools in Jordan, where 60 children were to form the gamified instruction group and another 60 to form the standard instruction group. Pretests and posttests of English language skills using standardized tools measured students at two different times: before and after the instructional interventions. These tests are the main instruments utilized for data collection and analysis. Independent t-test, one-way ANOVA, and one-way MANOVA tests were performed to test the variation and holistic impact of the instructional methods on different components of language learning. The experimental findings support that the gamified instruction group scored significantly higher than the regular instruction group at post-intervention. More specifically, the students of the game-based group scored an average of 74.44 (SD= 7.93) on the posttest, compared to 69.31 (SD = 6.14) for those of the control group.The result for the T-test yields t = 4.05 and p < 0.001, hence showing that the gamified group had significantly better results. The classroom gamification usage made noteworthy gains in students' vocabulary, grammar, and reading comprehension abilities. One-way ANOVA results were vocabulary, F = 22.65, p < 0.001; grammar, F = 15.78, p < 0.001; and reading comprehension, F = 18.93, p < 0.001. MANOVA supported this finding that the Wilks' Lambda value was 0.62, with an F-value of 20.45 and a p-value less than 0.001, indicating that gamified training was of benefit overall in enhancing English language competence. The results of this research come with a very exciting revelation, such as gamified instruction being an excellent means of teaching English as a foreign language since it enhances students' interest and performance in class.

Enhancing Middle-School Students’ Textual Expression: The Complementary Role of Speech-to-Text Technology

Literature on the impact of speech-to-text (STT) technology on text production is limited, with a predominant focus on students with learning disabilities. The widespread availability of STT suggests its potential integration into regular teaching practices; however, this remains understudied. The present study explored two conditions of narrative text production—STT and keyboarding—using a counterbalanced within-group design to measure text productivity, vocabulary, and sentence construction. Eighty-one middle-school students (Grades 4 and 5), typically from regular classrooms, participated in the study. The results revealed that students produced longer texts and in less time with STT than with keyboarding, and they used more diverse vocabulary. Sentence structures revealed an increase in punctuation and sentence length with STT. The text-based measurements were positively correlated; for instance, if students produced longer texts using the keyboard, they did so similarly with STT. In conclusion, young students can benefit from STT as a complement to traditional transcription, developing their narrative textual expression and reflective skills in knowledge acquisition. The implications of these results are discussed.