Secondary School Teachers Research Articles

Sociodemographic characteristics and health status of women with breast cancer and COVID 19 diagnosis by menopausal status a cross sectional study

The goal of this work is to investigate the sociodemographic characteristics and health status of women with breast cancer (BC) in association with COVID-19 by menopausal status. In a Swedish register-based cross-sectional study, we compared women with BC and with or without a positive COVID-19 test, stratified by menopausal status (age ≥ 51 years). Socioeconomic characteristics and health status (represented by diagnoses registered in 5 years- and prescription dispensed in 2 years preceding Jan 2020) were considered in association with COVID-19 diagnosis. The study population included 38,523 women with BC. Median age at BC diagnosis was 45 years (IQR = 40–48) for premenopausal- and 67 (IQR = 60–73) for postmenopausal BC. A logistic regression model was used and found the significant covariate effects (adjusted odds ratios, ORs) for a positive COVID-19 test among women with premenopausal BC to be being born outside of Europe: 1.29, (1.13–1.46), being married: 1.23, (1.12–1.36), being unemployed 1.92 (1.59–2.30), having upper secondary school education 1.25 (1.01–1.54), having > 15 outpatient visits: 1.31, (1.07–1.61), and a history of being admitted to hospital 1–5 times: 1.12 (1.01–1.25). Corresponding significant covariate effects among women with postmenopausal BC were being born outside of Europe: 1.61 (1.41–1.83), being married: 1.12 (1.04–1.21), and being unemployed 1.54 (1.40–1.69). Postmenopausal women furthermore had more outpatient visits or hospital admissions before the pandemic in COVID-19 positive patients compared to patients without a COVID-19 positive test, e.g. 1.47 (1.26–1.71) for > 15 outpatient visits compared with no visit and 6.35 (3.33–12.11) for > 15 hospital admissions compared with no admission. Varied socioeconomical and clinical conditions were more frequent among patients with a positive COVID-19 test compared to patients without a positive test among women with BC in pre- or post-menopausal status. We conclude that some characteristics of women such as unemployment, country of birth or health status measured by number of prescribed drugs were more prevalent among women who developed COVID-19 compared to women without COVID-19 diagnosis and either of menopausal status of breast cancer.

Rethinking and decolonising peace education in Ghanaian secondary schools: exploring teachers’ perspectives

Rethinking and decolonising peace education in Ghanaian secondary schools: exploring teachers’ perspectives

Professional Development Needs Assessment of Secondary School Teachers in Bhutan: An Explanatory Study

Professional Development Needs Assessment of Secondary School Teachers in Bhutan: An Explanatory Study

Teachers’ Classroom Management Styles and Practices: A Case Study of Government Girls’ Secondary Schools of Peshawar, Khyber Pakhtunkhwa

Classroom management is one of the primary areas of concern expressed by teachers, wherein teachers’ personal belief influences their choice of classroom management approaches. Using a quantitative research design, the study used survey questionnaire to gather data from teachers focusing upon exploring relationships between teachers' classroom management styles and practices in government girls’ secondary schools of Peshawar. The study was conducted with the following objectives to explore classroom management styles and practices of female secondary school teachers, investigate how teachers' attitudes and personal experiences influence their classroom management styles and practices. The doctoral research from which this paper is drawn focused upon secondary school teachers and students in grades 9th and 10th. Using stratified sampling strategy, the data were gathered from 105 teachers from fifteen (15) girls' secondary schools in Peshawar. The study revealed that the classroom management styles and practices of the majority of the participating teachers aligned with the modern instructional approach. Nevertheless, the teachers' scores on the inventory indicated a greater implementation of student-centered classroom management styles and practices compared to teacher-centered practices. However, in an environment that prioritizes student-centered learning, learners should autonomously make decisions to become self-regulated learners. The cause of this phenomenon may be attributed to the overcrowded classrooms, with 77% of the participants reporting having more than 30 students in their classrooms. Educators in the modern day need to be extra careful to meet the demands of students all over the world in the twenty-first century. It is the responsibility of educators to prepare students for real-world challenges and inspire them to pursue further practical education. The study recommended that Teachers may undergo training to develop self-assurance and the capacity to maintain discipline, organize workshops in KP to build curriculum based on classroom management approaches, focusing on both theoretical and practical aspects, as per the respondents' comments.

Space, place and safety: user experiences of new school buildings

ABSTRACT Background This study investigated pupils’ and teachers’ experiences with newbuilt schools. The schools can be characterised as innovative learning environments, designed and built to support the development of a knowledge economy and the learning of twenty-first-century skills. The buildings had a flexible learning space layout and were equipped with modern technology and furniture to fit reformed teacher work practices and pupils’ learning. Purpose The study, which took place in Norway, sought to provide insights into pupils’ and teachers’ perceptions and experiences of their interplay with new physical school environments, following their move to newly built schools. We asked the following research question: How are pupils and teachers in primary and lower secondary school experiencing new school buildings? Method The study was conducted in four primary and secondary schools across Norway. Twelve groups of teachers and pupils (aged 10 to 16) took part in the research across these schools, which adopted a qualitative research design including photovoice – an approach where participants photographed spaces and interiors important to them and then used these to inform group dialogues. Reflexive thematic analysis was used to analyse transcriptions and other qualitative data. Findings Moving into new school buildings was generally a positive experience for study participants, although with some challenges. Participants’ experiences coalesced around three major themes: significant spaces and places; perceived qualities of spaces; and design principles and intentions of spaces and places. Each of these themes contained sub-themes, the most relevant of which were having break-out spaces, flexibility and safety. Break-out rooms offered flexibility to plan for varied education and shelter for sensitive talks. Crowded areas, such as cloakrooms, were perceived as unsafe, while classrooms and the health nurse’s area were perceived as safe. Conclusion While the experiences of teachers and pupils were mostly positive, new learning environments cannot alone operationalise the concept of twenty-first-century skills to create effective learners. There appears to be a mismatch between daily school users’ and planners/architects’ understandings of flexibility.

Reflective teaching practice and workplace actions in a Swedish compulsory school – complexity and challenges

ABSTRACT The aim of this article is to describe teachers’ and principal’s reflections on development needs in mathematics and science teaching in a Swedish lower secondary school, in grades 7–9 (13- to 15-year-olds). Furthermore, it is to enlighten and discuss the challenges in the transition between identified development needs, decisions on measures and implementation of them. Eight teachers and their principal participated. Data were collected through focus-group interviews and individual semi-structured interviews. The expressed development needs were at external and internal levels. The participants prioritized the needs at the internal level, within the school, with focus on aspects of assessment, student understanding, instructional strategies in mathematics and science as well as science curricula. Our findings indicated that changes in organization and leadership, a reduced motivation among teachers, deteriorated work environment and insufficient external support were barriers when deciding measures concerning development needs, and implementation of them. The study illustrates the complexity and challenges in efforts to develop a teaching practice in a Swedish context.

Teacher as a Trendsetter in Character Development of the Students: A Quantitative Study at Secondary School Level in District Charsadda, Khyber Pakhtunkhwa

Teachers perform an indispensable role in shaping the moral and ethical growth of students in an educational environment. The main aim of the study was to understand the role of teachers in character-building, identify effective practices, examine the challenges they face, assess the need for professional development, and analyze teachers' views on assessment and grading related to the character-building of the students at secondary school level of the Khyber Pakhtunkhwa. The research design of the current study was purely quantitative. The sample size of the study was comprised of 234 boys’ secondary school teachers (SSTs) who were selected based on Krejcie and Morgan (1970) sampling table from district Charsadda of Khyber Pakhtunkhwa. Data was collected through a simple random sampling technique using a Likert scale questionnaire of five students character-building attributes, each with six items rated from Strongly Agree to Strongly Disagree. The data was analyzed by using SPSS (Statistical Package for Social Sciences) software version 24 and all the results showed a strong need for teachers' training programs and continuing professional development to improve their ability to effectively promote character-building traits of the students. The study highlighted the importance of teachers’ practices as role models, mentors, and guides in promoting students' moral and ethical development. Practical recommendations were also given to teachers, principals, policymakers, and other stakeholders to support the overall development of students through character-building education.

‘It sort of goes hand in hand the academic and the social’: teachers’ experiences working with the inclusion of immigrant students in mainstream lower secondary school classes in Norway

ABSTRACT Schools today are multicultural organisations that are expected to promote equitable education for all students, and where teachers play a significant role in promoting inclusion. Students from immigrant backgrounds must negotiate new cultures and languages in addition to striving for inclusion. Teachers’ experiences may contribute valuable new knowledge regarding inclusion in education, especially during adolescence, which is a vulnerable time. This study investigated Norwegian lower secondary school teachers’ (N = 7) experiences of inclusion when working with immigrant students who had been transferred from introductory classes into mainstream classrooms. Results of the qualitative content analysis indicated that teachers use strategies such as facilitation of academic participation to create social attractiveness to promote academic and social inclusion. Further research is required to determine how immigrant students’ social and emotional functioning might best be supported in addition to language acquisition, and teachers require enhanced approaches to actively promoting inclusion in lower secondary school.

Inclusive physical education in secondary schools: a bibliometric analysis of publications from 2000 to 2024

Introduction Inclusive physical education has gained attention globally due to its importance in fostering equity and participation for all students. However, research on this topic, particularly in secondary schools, remains limited. Objective This study investigates the field of inclusive physical education in secondary schools using a bibliometric analysis based on data from the Scopus database. Methodology A total of 129 articles were selected through keyword searches analyzed with the Publish or Perish software to extract relevant data, alongside VOSviewer for visualizing and interpreting results. The findings reveal that research on inclusive physical education in secondary schools remains relatively underexplored, with only 129 publications identified between 2000 and 2024. Results The analysis uncovered ten primary keyword clusters: including (1) Attitudes, (2) Health, (3) Secondary Schools, (4) Education, (5) Physical Education, (6) Inclusion, (7) Disabilities, (8) Self-efficacy, (9) Participation, and (10) Physical Impairments. These clusters provides a comprehensive overview of the field’s thematic areas and trends. Discussion The study concludes that significant gaps persist in the literature, emphasizing the need for further exploration to enhance understanding and practice in this field. Conclusions Recommendations include extending research to inclusive physical education at the elementary level and focusing on methods to improve the skills and participation of children with disabilities within inclusive settings.

An Autobiographical Narrative Inquiry into a Public Secondary School Teacher's Experience of IB Teacher Training: Embracing a New Teacher Identity

An Autobiographical Narrative Inquiry into a Public Secondary School Teacher's Experience of IB Teacher Training: Embracing a New Teacher Identity

The effects of volunteering on loneliness among lonely older adults: the HEAL-HOA dual randomised controlled trial.

Previous randomised controlled trials have largely relied on self-reported volunteer work to assess the effects of volunteering and have rarely provided structured volunteering activities during the intervention period. The present study aimed to investigate the effects of social volunteering work over 12months on loneliness among older adults during the COVID-19 pandemic. A dual randomised controlled trial was done in Hong Kong to investigate the long-term effects of telephone-delivered psychosocial interventions by older Chinese volunteers who were screened as lonely, for older adult recipients who had low income, lived alone, felt lonely, and were digitally excluded. Participants were included if they were aged 50-70years; had provided consent to be trained and serve as a volunteer for at least 2h per week for 6months; had at least 3years of secondary school education; had no severe self-reported physical, mental, or cognitive health problems; were not working full or part-time; had engaged in formal volunteering fewer than four times within the past year; and were lonely (ie, had a score of at least 6on the three-item UCLA Loneliness Scale). Participants were allocated into either the volunteering or control group (psychoeducation programme) using a random number method. The details of group allocation were concealed as the research assistant responsible for randomisation was different to the research assistants responsible for recruitment and assessments (who were masked to the condition). Following a 6-week training, the volunteers delivered a psychosocial intervention to older intervention recipients for 6months. The primary outcome was loneliness measured with the 20-item UCLA Loneliness Scale and the De Jong Gierveld (DJG) Loneliness Scales at 6months and 12months. Assessments were performed before training (baseline; T1), at 6months (T2), and at 12months after training (T3). The intention-to-treat principle was used to compare the effects of volunteering between the two groups. The trial was registered in the Clinical Trials Registry of the University of Hong Kong Clinical Trials Centre (HKUCTR-2929). This trial has completed. Between May 3, 2021, and Oct 6, 2022, a total of 375individuals were recruited to the trial, including 84males (22%) and 291females (78%). 185were randomly assigned to the volunteering group (56 to deliver a mindfulness intervention, 65to deliver a behavioural activation intervention, and 64to deliver a befriending intervention) and 190were assigned to the control group. 311 (83%) of 375participants were 60years or older (median 64years [SD4·86]). Participants in the volunteering group reported a significantly lower level of loneliness at T2 (dppc2 ranged from -0·41to -0·70) compared with T1 than participants in the control condition. There was a significant decrease in loneliness measured using the UCLA Loneliness Scale at T2 in the volunteering group but such a decline was not shown in the control group (condition × time interaction, estimate 0·19 [95% CI 0·08to 0·29], p=0·00058, dppc2=-0·41). Similarly, when measured with the DJG Loneliness Scale, there was a significantly greater decrease in loneliness in the volunteering group compared with the control group at T2, including a medium to large effect size on total DJGscores (estimate 1·34 [95% CI 0·83to 1·84], p<0·0001, dppc2=-0·70) and a medium effect size on emotional (estimate 0·63 [0·35to 0·90], p<0·0001, dppc2=-0·59) and social subscales (estimate 0·71 [95% CI 0·37to 1·05], p<0·0001, dppc2=-0·58). Although most of the positive effects of volunteering were not sustained at T3, the volunteers who continued to volunteer for more than 2h per week at T3 reported lower levels of loneliness than those who did not maintain volunteering. This randomised controlled trial demonstrates the beneficial effect of volunteering on reducing lonelinessin older adults who feel lonely, and that this benefit can be maintained through continued participation in voluntary work. Future intervention programmes should strengthen older adults' commitment to volunteer. Research Grants Committee of the Hong Kong Special Administrative Region, China.

Educators’ intention to use tangible and graphical experimentation with Arduino and Micro:bit

Nowadays, the educational process is enriched with technological tools such as Arduino and Micro:bit. These tools offer both tangible and graphical interaction, however, widespread adoption by educators faces limitations. Many educators hesitate to utilize them, primarily due to lacking training. Therefore, this study examines educators’ behavioral intentions to use Arduino and Micro:bit to enhance teaching and learning. Sixty-one primary and secondary school educators participated without prior knowledge of electronic circuits or programming. The examination aimed to assess: (a) educators’ preferences between tangible and virtual experimentation, and (b) factors influencing educators’ behavioral intention to use Arduino and Micro:bit. The statistical analysis encompassed a range of methods, including factor analysis, and linear regression. The findings indicated a preference among educators for implementing Arduino circuits through simulation, while no preference differences were observed between simulation and a real board for the Micro:bit. Additionally, linear regressions revealed that Arduino and Micro:bit follow different paths leading to the behavioral intention to use. Specifically, with Arduino, the intention to use is primarily influenced by users’ perceived usefulness. Conversely, in the case of Micro:bit, the intention to use is mainly driven by users’ attitudes towards its use. Hence, enhancing educators’ perceived usefulness and ease of use of Arduino Uno and Micro:bit is essential for fostering their intention to integrate these tools into their teaching practices.

Organizational Commitment, Personality Domains, and Self- Regulations: A Structural Equation Model on Work Engagement among Public Secondary School Teachers

Organizational Commitment, Personality Domains, and Self- Regulations: A Structural Equation Model on Work Engagement among Public Secondary School Teachers

Because of Love, I Won't Leave: Harmonious Passion and Turnover Intention Among Primary and Secondary School Teachers

Because of Love, I Won't Leave: Harmonious Passion and Turnover Intention Among Primary and Secondary School Teachers

Examining Teaching Motivation and Classroom Practices of Public Secondary School Teachers in Ulanga Tanzania: A Self-Determination Analysis

Examining Teaching Motivation and Classroom Practices of Public Secondary School Teachers in Ulanga Tanzania: A Self-Determination Analysis

Advancing Digital Teaching Literacy: The M-PRAE Model for Large-Scale Enhancement of Primary and Secondary School Teachers

Advancing Digital Teaching Literacy: The M-PRAE Model for Large-Scale Enhancement of Primary and Secondary School Teachers

To Explore the Effective Courses and Teaching Methods of Mental Health Education in Primary and Secondary Schools

To Explore the Effective Courses and Teaching Methods of Mental Health Education in Primary and Secondary Schools

Chemical bonding in Swedish upper secondary school education: a force-based teaching model for enhanced understanding

This study investigates if a force-based teaching approach, based on quantum mechanical principles and developed in a lesson study, would enhance the understanding of chemical bonding among upper secondary school students. The teaching approach was based on research on the teaching and learning of chemical bonding. The study included first-year students in upper secondary school in a pretest–intervention–posttest design. During four lessons the students were introduced to the underlying forces leading to the formation of all chemical bonds, specifically focusing on ionic- and covalent bonds. The first lesson, which included a presentation of coulombic interaction as a common basis of bond formation, was developed and improved through a lesson study. The lesson was revised based on feedback from 75 students describing why chemical bondings occur. After the four-lesson series about chemical bonding, a total of 67 of the 75 enrolled students had completed both a pre- and a posttest. The students’ answers to the tests were analyzed based on Bernstein's theory of vertical hierarchical and vertical horizontal discourse. The results of the posttests show that 60% of the students demonstrated solely or predominantly vertical hierarchical knowledge structure. These results indicate that most of the students could understand the force-based approach of chemical bonding by using a general theory, spanning over a wide range of the natural science field, with an abstract and specialized language. Moreover, the students who internalized a hierarchichal knowledge discourse about chemical bonding earned higher final grades in the upper secondary school chemistry when compared to students using a horizontal knowledge discourse, indicating that a force-based approach might facilitate a deeper understanding of other subareas within chemistry. In chemistry education research, the effect of using a force-based approach to teach chemical bonding has not previously been widely tested among upper secondary school students. This study responds to the need to test alternative teaching models to facilitate students’ understanding of chemical bonding.

HUMAN RESOURCES MANAGEMENT AND TEACHERS’ JOB PERFORMANCE IN PUBLIC SECONDARY SCHOOLS IN OYO STATE: PLANNING AND POLICY IMPLICATIONS

This paper aims to analyse the impact of human resource management factors (motivation, training, and promotion) on the work performance of teachers in public secondary schools in Oyo state. The survey encompassed a population of 19,564 educators who were employed in 617 public secondary schools located in Oyo State. The study included multi-stage and simple random sampling procedures. The study sample comprised 978 individuals, which accounted for 5% of the entire population of instructors in the public secondary schools within the state. The study utilised a descriptive survey methodology and employed multiple regressions. One research question was formulated and analysed using the mean, while two research hypotheses were formed and assessed by regression analysis at a significance level of 0.05. The data was collected using two specific instruments: the Teachers' Human Resources Management Questionnaire (THRMQ) and the Teachers' Job Performance Scale (TJPS). The internal consistency reliability of the items was assessed by administering them to a group of 20 principals and 20 teachers who were not included in the actual study. The data was analysed using Cronbach Alpha Statistics, resulting in reliability coefficients of 0.86 and 0.90 for two different instruments. The results indicated that the job performance of teachers in public secondary schools in Oyo state was at a high level. Additionally, there was a noteworthy and combined impact of Human Resources Management factors such as motivation, training, and promotion on teachers' work performance. The study concluded that teachers should receive sponsorship and support for training in order to enhance their job performance. Additionally, principals should motivate teachers through financial rewards, recognition, and appreciation for outstanding performance to increase job productivity. Timely promotion of teachers, accompanied by financial benefits, should also be implemented. Furthermore, policies governing Human Resources Management should be enforced in all public secondary schools.

THE VALUE OF COMMUNITY–UNIVERSITY PARTNERSHIPS IN GHANA: IMPLEMENTING CULTURALLY RESPONSIVE DEMENTIA EDUCATION

Abstract Alzheimer’s disease and related dementias have not been given much attention in sub-Saharan Africa. Although the prevalence of dementia in Ghana is not yet established, those who present cognitive impairment are often stigmatized, discriminated against, or physically harmed by community members. The mistreatment may be due to a lack of dementia knowledge and awareness in Ghana. Recognizing the critical need to increase dementia knowledge and awareness in Ghana, Alzheimer’s Ghana (Ghana), AlterDementia (US), and researchers from the University of Georgia and Emory University (US) partnered to develop and implement a culturally adapted and relevant dementia education intervention. Through a series of collaborative sessions, both organizations and researchers co-created educational materials and intervention strategies addressing dementia awareness and knowledge. Education sessions consisted of a dementia overview, brain health overview, community testimonies, local resources, question and answer session, and closing remarks. Community-based participatory research principles were used to engage public officials, faith-based organizations, television personalities, healthcare professionals, secondary school educators, and researchers in Ghana to facilitate nine dementia education sessions, spanning 15-90 minutes, to over 800 participants across four regions of Ghana. Surveys and field notes were used to collect demographic and dementia knowledge and awareness data. Preliminary findings suggest promising avenues for improving dementia knowledge and reducing stigma. This work underscores the value of community-university partnerships to culturally adapt evidence-based interventions to advance ongoing community initiatives addressing dementia.