School Premises Research Articles

Perilaku Menyimpang Siswa dan Upaya Guru PPKn dalam Mengatasinya

This research endeavors to elucidate the root causes of deviant behavior exhibited by students enrolled at SMP Negeri 30 Padang. Employing a qualitative approach with a descriptive framework, data collection entailed purposive sampling through interviews, observations, and document analysis. The findings of this investigation reveal various manifestations of deviant behavior among students at SMP Negeri 30 Padang, encompassing the consumption of explicit content, smoking within the school premises, and engaging in bullying activities. The contributory factors identified include familial influences, peer associations, and community dynamics. In addressing students' deviant behavior, Pancasila and Citizenship Education teachers adopt a multifaceted approach. They employ preventative measures by actively supporting students in extracurricular activities within the school environment. Additionally, they employ repressive strategies, offering guidance and issuing warnings to students, and, finally, curative measures involving the provision of counseling services for necessary intervention and rehabilitation. This study provides valuable insights into the complexities of deviant behavior among students and offers potential avenues for its mitigation within the school context.

S14-3 Finnish On the Move Programme Family: Finnish Schools on the Move

Abstract Purpose Finnish On the Move Programme promotes a physically active lifestyle throughout the lifespan for different demographic groups. It is financed by the Ministry of Education and Culture. One of the programmes of this entity is Finnish Schools on the Move, which is a research-based programme for promoting physical activity in schools. Project description Schools on the Move programme has been developed in Finland since 2010 and has grown from a pilot of 45 schools into a programme that covers more than 90 per cent of Finnish schools in basic education. In ten years, we have managed to increase the awareness of the importance of physical activity in Finland. More than 90 per cent of all comprehensive schools in Finland are Schools on the Move. As a result, the school culture has become more physically active: a positive change has been observed in the organisation of activities and school premises, movement has been added to lessons and more attention has been paid to less active pupils. Based on national level physical activity surveys the proportion of 11-15-years olds meeting the physical activity recommendation has slightly increased from 18% to 29% in girls and from 30% to 35% for boys between 2010 and 2018. (Finland’s Report Card 2022. Physical Activity for Children and Youth). The Schools on the Move programme has been part of the implementation of the government programme in Finland since 2010. Between 2015 and 2019 it was one of the Government’s key projects in knowledge and education. Conclusions The objective of the programme is to increase physical activity among school-age children by making the operating culture at schools more active in various ways. Linking research and monitoring with the implementation of the programme, the strong bottom-up ideology of the school-oriented approach and the extensive cooperation networks, as well as strong commitment from the government and state funding, have been central success areas in the implementation of the programme.

Особенности усвоения знаний по химии в средней школе: методические и социальные проблемы

In the process of teaching chemistry in secondary general education schools, students in a number of cases face difficulties in independently solving practical problems in chemistry, resulting in problems in the formation of skills and abilities of students. The article shows the possibilities of using various methods in solving applied problems in chemistry as an independent work of students. With the systematic implementation of experiments in chemistry, students develop motivation and increase their cognitive activity. First of all, we are talking about the experiment, as an integral part of the process of teaching this subject. It has been determined that chemistry has broad educational connections with pre- and post-requisites, with practice, and therefore creates great opportunities for the formation of the necessary knowledge and skills in students. Azerbaijan schools have accumulated some experience in this direction, but reforms are required, both in the general organization of the educational process, and changes in the socio-economic conditions of the work of school teams, in the standard of living of families, in the general trends of the country’s social policy aimed at solving social problems, related to the reintegration of citizens-forced migrants in the country and other processes of modern development. Some work has been done in this direction: extensive curricula have been created for all classes studying chemistry, school premises are being renovated, the assortment of school chemical laboratories is being updated, interdisciplinary communications are expanding through the organization of various Olympiads, as well as participation in international competitions in chemistry. At the same time, the reliance on innovative approaches associated with modern information technologies is clearly insufficient. Reforms are required in the system of higher education for the professional training of school teachers of chemistry.

Impact of Parental Aggression on Primary School Teachers’ Everyday School Life and Well-being

According to international research, parental aggression is observed in school premises, and it usually has a negative impact on schools’ climate and on actors’ social interactions. Parental aggression in school premises is a phenomenon not sufficiently studied in Greece. The aim of the present study was to fill the bibliography gap and to examine the impact of parental aggression on teachers’ everyday school life and well-being. Thus, a quantitative study was conducted, and an explanatory correlational design was used for the collection and analysis of the research data. Our target population was primary school teachers. 156 primary school teachers in Attica participated in our research by filling in an original questionnaire of closed-ended questions. According to the findings of the research, parental aggression is clearly observed in school premises. Parental aggression affects students, it influences the emotional state of teachers and has a negative impact on their everyday school life and well-being. Although aggression can be harmful to all teachers, specific individual characteristics of teachers (such as gender, age, working experience) can magnify certain impacts of aggression.

VoIP (Voice over Internet Protocol) Based on Asterisk Using Trixbox at SMKN 1 Bangkinang

The rapid advancement of informatics technology in the telecommunications sector has remarkably mitigated the challenges of distance and time, rendering them inconsequential in today`s dynamic landscape. Presently, long-distance conversations are effortlessly facilitated through telephone media, predominantly employing the Public Switch Telephone Network (PSTN) network technology. However, at SMKN 1 Bangkinang Kota, conventional communication practices persist, leading to inefficiencies, particularly in locating teachers, staff, and employees within the school premises. This search process, whether for determining their whereabouts or utilizing smartphones, often necessitates additional time and may incur expenses related to data quotas or credits. In response to these challenges, the primary objective of this research is to conceptualize and establish a VoIP communication system, strategically designed to alleviate operational expenditures associated with communication. The study is conducted within the framework of an existing internet network established on a local scale, involving the integration of wireless and LAN cable technologies. Notably, two distinct operating systems are evaluated, and their performance is compared to identify the optimal choice for serving as a VoIP server. Through this comparative analysis, the study seeks to determine the most suitable operating system that aligns seamlessly with the project's objectives. Central to the research is the successful deployment of a VoIP server utilizing the available local network infrastructure, a feat achieved through the implementation of the Trixbox Linux server. This innovative approach harnesses the existing network facilities to facilitate cost-free communication, effectively bypassing the need for additional expenses typically associated with conventional communication tools like smartphones and PCs. A notable aspect of the system is the pivotal role played by the VoIP server, particularly the Trixbox variant, in managing Session Initiation Protocol (SIP) calls emanating from the diverse client base registered on the Trixbox server. In summation, this research showcases the transformative potential of VoIP technology within educational institutions such as SMKN 1 Bangkinang Kota. By adopting innovative strategies like deploying the Trixbox Linux server, the study underscores the capability of VoIP to streamline communication processes, optimize resource utilization, and ultimately enhance operational efficiency.

Road safety hazards for children while commuting to school: Findings from a pilot study in Karachi, Pakistan

IntroductionRoad traffic injuries are a leading cause of mortality and morbidity among children. Travelling to and from school is a major risk exposure for children around the globe. ObjectiveThe purpose of this study was to assess road traffic injury hazards for school children during dropp-off or picked-up times. MethodsThis observational cross-sectional study included 94 public and private schools in Karachi, Pakistan. A structured observational tool was used to collect data on school demographics, the road traffic environment, infrastructure, injury hazards in vehicles used by school children, and child pedestrian injury risk and road use behaviors. ResultsA total of 860 observations of school children, drivers of vehicles transporting children, schools, and vehicles were recorded. Most schools (n = 83, 88%) did not have designated parking spaces around the school; only one public school had a parking area. Only one private school had a zebra crossing around the school premises. Very few schools (n = 13, 14%), mostly private (n = 12) had pedestrian sidewalks. Only 35 (18%) adult motorcyclists, out of 199, were wearing a helmet, and eight (6%), out of 145, car passengers were wearing seatbelts. Compressed natural gas (CNG) cylinders were installed in 83 (35%), out of 235, observed vehicles. The remaining 152 (65%) did not have CNG cylinders or they were not visible to our data collectors. In 55 (23%) observations, bus passengers stepped off the bus in the middle of the road. Most pedestrians (n = 266, 99.5%) did not use a Zebra crossing. More than a quarter (n = 74, 28%) of pedestrians looked left and right before crossing the road. ConclusionWhile traveling to school, either by walking or taking vehicular trips, children face many road traffic injury hazards in Karachi. Pedestrians and passengers exhibited risky behaviors while using roads. Further initiatives are advised from a public health viewpoint aiming at minimizing transport-related hazards.

Injury hazard assessment in schools: Findings from a pilot study in Karachi, Pakistan

IntroductionInjuries are a major public health concern and one of the leading causes of death and disability worldwide. Childhood injuries contribute to a major proportion of this burden. ObjectiveTo identify injury hazards within school premises and playgrounds in Karachi, Pakistan. MethodsThis observational cross-sectional study took place in 107 public and private schools of Karachi, Pakistan using a self-structured standard injury risk assessment tool. This tool was developed after an extensive literature review, expert consultation, and field visits to a few local schools. Data related to school demographics, administrative data and injury hazards within the school boundaries were collected in schools offering education from nursery to secondary grades (through 10th grade, matriculation). Descriptive analysis were calculated. ResultsOut of 107 schools, only 12 were recording school-related injuries. A quarter (25%) of schools had some type of disaster drill exercises and built-in fire exits. Fire alarms were placed in 10 schools (9%), all of which were private. In 16 schools (15%), students had access to rooftop doors. There were multiple injury hazards in the school playgrounds. More than half of the schools had hazardous playground surfaces, such as slippery, concrete and uneven ground. Over 80% of schools were not supervising the children during playtime and did not have a separate play area for children under 6 years old. In 38 schools (22%), there were multiple injury hazards in the play rides, such as broken equipment, rusted parts, and sharp edges. Moreover, nine schools (7%) had loose nuts, bolts, edges, belts, steps, or rails in their play rides. Inside, almost a quarter (24%, n = 76) of schools did not have proper insulation of electric wires. Protruded metal nails, which could be high risk for prick and cut injuries, were observed in 20% of the observed furniture. ConclusionIn conclusion, there are multiple injury hazards in the private and public schools of Karachi, Pakistan.

Language Ideologies and the Use of Mother Tongues as the Medium of Instruction and Learning in Junior Primary Schools: A Case Study of Parents and Teachers in a Namibian School

In the Namibian education system, teaching in the junior primary is supposed to be done in the learners’ mother tongue. However, there is always controversy on adopting a language to be used as a medium of instruction (MoI) due to the multi-ethnic and multilingualism of the Namibian society. To make matters worse, parents equally cast doubt on enrolling their children in schools that uses mother tongue as an MoI. Framed within the qualitative case-study orientation, this research investigated: parents’ and teachers’ language ideologies and beliefs; the factors that informed the embodied and expressed language ideologies and beliefs of parents’ and teachers’; and how these dominant language ideologies and belief systems informed parents’ and teachers’ choice of language of instruction and the general implementation of the language policy in a Namibian school. The study found that both parents and teachers harbored monolingual ideological belief systems that did not only construct and perpetuate an “English-only” language zone but also banished all mother tongue languages from the school premises. Not only do the findings point to the hegemonic positioning of the English language in the minds of parents, teachers, and school principals as the only language that can lead to success, but its violation was punishable in a derogatory manner. The study concludes that, among others, parents, teachers, and school principals’ language ideologies and beliefs were shaped and informed by the prevailing English language hegemony. The liberal and duality stance of the Namibian language policy, and its decentralization, partly resulted in parents, teachers, and school principals’ neglect of the multilingualism and heterogeneity that the very same policy purports to advocate. The study recommends raising parents’ and teachers’ awareness of embracing the heteroglossia of language practices and for the ministry of education to consider a more inclusive language policy.

Influence of Teacher-Targeted Bullying Behaviour on Teachers in Selected Schools in South Africa

South African schools seem to be experiencing an increase in incidents of teacher-targeted bullying (TTB). Previous studies conducted in South Africa and abroad have proved that teacher-targeted bullying is a serious challenge in schools and needs immediate intervention. This study explored the influence of learners’ bullying behaviour on teachers in selected schools in Ehlanzeni District. A semi-rural area in Mpumalanga Province, South Africa. A qualitative approach was applied in this investigation, and a sample of six teachers was purposefully selected from three high schools. The data collected from a questionnaire, was analysed using thematic analysis. Findings revealed that teachers have experienced verbal bullying, physical bullying, psychological bullying, cyberbullying, and sexual bullying, in incidents which normally take place in the classroom or elsewhere on the school premises. These experiences reportedly evoked disturbing emotions, affected teachers’ lives at school, their personal lives, and undermined their professional standing. Findings further indicated that there are no strategic interventions put in place by schools or the Department of Basic Education to assist teachers who are victims of teacher-targeted bullying. It can be concluded that TTB poses a significant threat to teachers’ mental health, physical health, performance and to the teaching profession as a whole. If the Department of Education does not introduce intervention strategies to try and resolve this issue, there may be an increase in the number of teachers resigning from their jobs, which will escalate the crisis.

Physical Activity Levels And Junk Food Intake Among School Going Adolescents In A North Indian City

Introduction: Physical activity and diet go hand in hand for the maintenance of good health. This becomes even more important in school-going adolescent students as they are readily exposed to a wide variety of junk food items inside or around their school premises and lead increasingly sedentary lifestyles as they progress through their academics. Aim and Objective: Toassess the junk food intake and physical activity level among school-going adolescents. Material and Method: This cross-sectional study was conducted among 800 school-based adolescents aged 12 to 14 years at AMU High Schools, Aligarh. Students were asked about their physical activity and dietary habits by disseminating a self-reported questionnaire. The data were analyzed in SPSS version 20.0. Results: The majority of the adolescents had a moderate level of physical activity (53%), while 23% of the students had high and 24% had low physical activity levels. On the analysis of the students’ dietary habits, it was found that a staggering 70.75% of students had more than the recommended intake of junk food items. The association between physical activity and junk food intake was found to be significant. Conclusion: More emphasis should be given to limiting junk food intake, increasing healthy food intake, and motivating the students to be more physically active. This can be done by encouraging the family as well as teachers at the school level and creating more spaces for children to be physically active at the community level.

Assessment of Disaster Preparedness and Related Knowledge Among Senior High Students in Del Pilar National High School, Cabadbaran City, Agusan Del Norte, Philippines

The Philippine Disaster Risk Reduction and Management (DRRM) are put into practice by the Department of Education (DepEd). It aimed to increase students’ degree of resilience to natural disasters by integrating Disaster Risk Reduction Management (DRRM) into the curricula and other educational programs. This study was conducted to assess the disaster preparedness and related knowledge among Senior High School students of Del Pilar National High School in Cabadbaran City. A total of 120 respondents from Grades 11 and Grade 12 were subjected to the study. An adapted and modified survey questionnaire was utilized to collect the data. A five-point Likert scale was used to evaluate the responses. The results obtained high disaster preparedness (WM- 3.88) and disaster-related-knowledge indicators (WM- 3.53) with its verbal interpretation of Prepared. This indicates a helpful indicator that the students in the study area were equipped with disaster management. While a significant correlation P< 0.0001 between age to disaster preparedness and related knowledge has been obtained. This indicates a strong relationship that age is an important factor in influencing disaster management. Further, results obtained from a high level of participants showed related knowledge, preparedness, and awareness of disasters associated with the use of effective, safe, and standardized methods. Employing the study emphasizes readiness, and resiliency while assessing the knowledge among the students in responding to the disaster. Thus, it presented information for students to improve and sustain their level of disaster preparedness to ensure safety on the school premises.

Preliminary assessment of the psychometric properties of the Polish version of the Questionnaire to Assess Affective and Cognitive Empathy (QAACE) in Children.

This article reports the Polish adaptation of the Questionnaire to Assess Affective and Cognitive Empathy (QAACE) by Zoll and Enz - a multidimensional self-report questionnaire used to measure empathy in children aged 8-14. The QAACE is based on a two-factor cognitive-emotional model of empathy. It has a number of international adaptations and offers a convenient Polish-language tool for use with young children and adolescents. The sample consisted of 677 children aged 8-13. The survey was conducted on school premises, during classes, by an appropriately prepared researcher. Confirmatory factor analysis revealed a good fitting measurement model representing the original underlying factor structure of the QAACE among Polish children. The reliability of the questionnaire as measured by Cronbach's α and McDonald's ω was good. The reliability of the scale as assessed by the test-retest method (after four weeks) was .80. We assessed the validity of the tool by analyzing the correlation of empathy with love and sadism. General empathy, as well as cognitive and affective empathy, is positively related to love. The hypothesis that sadism is significantly related to empathy was also partially confirmed. General empathy and affective empathy are negatively correlated with sadism, while there was no relationship between sadism and cognitive empathy. The questionnaire is the first widely available tool of this type to examine empathy and its components appropriate for children and adolescents in Poland. The questionnaire can be a useful screening test for detecting children's level of empathy.

Learners' perspectives on the prevention and management of pregnancy school dropout: a Namibian case.

Namibia has had a problem with the high rate of learner pregnancy and school dropout for many years, despite implementing education sector policy on preventing and managing learner pregnancy. This study aimed to explore the perspectives of school-going learners in Namibia regarding the factors contributing to learner pregnancy and school dropout and propose interventions to address them. This qualitative research employed interpretative phenomenological data analysis, with seventeen individual and ten focus group interviews involving 63 school-going learners: adolescents, pregnant learners, and learner parents. Emerging factors driving learner pregnancy and school dropout in rural Namibian schools include older men and cattle herders preying on young girls, long school holidays, the proximity of alcohol sites near school premises, and age restrictions after maternity leave. The learners proposed interventions include prohibiting learners' access to alcohol establishments, strengthening collaborations between stakeholders, sensitizing girls and cattle herders, and ongoing advocacy efforts. Findings indicate community hostility, lack of infrastructure and resources, and learner unawareness. It is essential to mitigate community hostility and raise awareness. Incorporating the perspectives of learners in policy interventions remains crucial for effectively addressing the high rates of learner pregnancy and school dropout in rural Namibian schools.

Wash Deployment and Geo-helminth Ova Dispersion in Primary Schools in Akure North and Owo Local Government Areas, Ondo State, Nigeria

Soil-Transmitted Helminths (geo-helminths) are intestinal parasites causing human infections that are soil-borne. The study assessed the level of soil contamination with geo-helminths ova and also evaluated the level of compliance to WASH policies in some selected public and private schools in Akure North and Owo Local Government Areas of Ondo state, respectively. The study was conducted in the major districts of the two towns.
 Methods
 Soil samples were collected from three (3) different locations within each school premise: Toilet areas, classroom and playground. Assessment sheets were used to evaluate data on indicators of compliance to WASH interventions. Modified Baemann’s culture technique was used in the extraction of geo-helminths larvae and sedimentation techniques were used in the concentration and isolation of geo-helminths eggs. The significant difference in soil contamination between public and private schools was obtained using statistical analysis.
 Result
 Of the 162 soil samples examined from each local government area, Akure North had the highest number of contaminated samples, n=116 (71.61%), while Owo local government had the least, n =88 (54.32%). Four (4) different geo-helminth species were identified; Hookworm, Ascaris lumbricoides, Strongyloides stercoralis, and Trichuris trichiura. The most occurring parasites seen in Akure North were hookworm larvae (67.83%), Strongyloides stercoralis (67.83%), hookworm ova (11.25%) and ova of Ascaris lumbricoides (7.56%). Likewise, Hookworm larvae had the highest level of occurrence (51.67%), while Trichuris trichiura was the least occurring (0.77%) in Owo local government area. Public schools had the higher parasite count 668/780 (85.64%), while private schools had the lesser parasite count, 112 /780 (14.36%).
 Conclusion
 The study revealed poor deployment of WASH in the schools, and children were predisposed to geo-helminths infections due to the high level of contamination, particularly in the public schools.

Awareness of Toxic and Harmful School Plants and their Prevention and Protection for Learners Against Plant-Causing Emergencies

The school greening program supports the inculcation among learners with the love of nature since it cultivates among them the significance of plants in making the learning space beautiful and healthy. However, people cannot just bring any beautiful ornamental plants as they please especially to a school campus. Plants ideally possess defense mechanisms to protect themselves from harm. Hence, they develop thorns, spikes, and scents to ward off any potential predators. A piece of knowledge about this plant defense mechanism as well as plants’ toxicity should be instilled among the adults in the learning space, particularly the teachers. Thus, this paper intends to ascertain the level of awareness of public school teachers on toxic and harmful plants commonly found in the classroom or school premises and determine the level of prevention and protection for learners against plant-causing emergencies. Results reveal that the teachers’ awareness particularly on making the learning space safe may have something to do with first aid application in case of emergencies and protecting children. The more the teachers aim to provide a wholesome and safe space for the learners, the more they try to learn and apply first aid as their way of protecting their learners. It is recommended that the school should provide first aid kits with antihistamines and teachers should be provided by the concerned agencies list of plants that may potentially be toxic or harmful to the schoolchildren. Furthermore, school gardening activities must be done with great precautions.

Income Generating Activities and Its Contribution to Financial Performance of Public Secondary Schools in Nyamira County, Kenya

This study intended to document the contribution of IGAs to the financial performance of the public secondary schools in Nyamira County. The introduction of Free Secondary Education brought massive financial calamities, and most schools are operating negatively in relation to cost. The objectives were to examine the type of IGAs engaged in public secondary schools in Nyamira County and to ascertain the factors influencing the performance of income-generating Activities in public secondary schools in Nyamira County. This research used Resource Dependence Theory. The study embraced a descriptive research design. Target population was 5 County education officers, 147 principals, 1076 teachers, and 37,070 students in Nyamira County. The researcher purposefully sampled 5 County Education Officers. Simple random sampling was embraced to get 15 Principals, 108 teachers, and finally 240 students. A total of 368 respondents took part in this investigation. Interview schedules and research questionnaires were used to gather data. Piloting of the instrument was done. The data were gathered through editing, coding, tabulating, and then analyzed, and SPSS 23 was applied. Quantitative data were displayed by descriptive statistics like tables. The qualitative data were presented in narrations. The research revealed that income-generating activities contribute immensely to the financial performance of learning institutions in Nyamira County. The research revealed that participation in IGAs is done in many schools with activities like crop cultivation, livestock rearing, school bus hiring, renting school premises, and agro-forestry. Numerous factors, such as the size of the project, school liquidity, inadequate finances, politics, supervision, operating costs, management capacity, and level of development in learning institutions, influenced income-generating activities in schools. The study recommends that a policy framework on income-generating activities to engage in should be formulated, regular training to equip teachers with skills to manage income-generating activities, proper record keeping should be embraced to ensure there is accountability in learning institutions, the ministry of education should encourage schools to partner with different agencies and sponsors to finance in this county and beyond.

Utilisation of ICT Tools for School Governance amid COVID-19 Crisis in South Africa

Teaching and learning activities in South African schools are a focus of several research on the use of Information and Communications Technology (ICT) resources during the COVID-19 crisis. However, more studies are required to examine how the school principals and the parent-members of the School Governing Bodies (SGBs) used the ICT tools to undertake communication on school governance activities during the COVID-19 lockdown. In the wake of the COVID-19 crisis in South African schools, this study examined the use of ICT technologies for decision-making communications relating to issues of school governance between the principals and the SGBs. Utilising a quantitative research methodology, information was gathered from 126 school principals who were chosen at random from the Buffalo City Municipality (BCM) in East London, South Africa. The data analysis method employed was descriptive statistics. The findings showed that the majority of SGB parent members had basic ICT skills, could read and write, used ICT tools like smartphones, voice calls, and SMS messaging, which enabled them to interact with school principals and take part in decision-making related to school governance activities during the COVID-19 crisis. The participants described some of the difficulties associated with their choice of ICT tools, including broken smart phones, a lack of expertise with WhatsApp and Telegram, and slow message answers. The study concludes that the SGBs need to align their school policies with the Fourth Industrial Revolution (4IR) and adopt more ICT platforms for effective communications, governance, teaching, and learning activities in the new normal. It also recommends that, school principals and other SGB members still need to be trained and retrained for the use of ICT tools for efficient virtual or online participation in meetings; and there is also a need to equip SGB members with digital devices such as tablets, laptops, smartphones, and internet data subscriptions to encourage their participation in meetings from homes, offices or any other locations outside of school premises.

Strategies to Cope with Teachers’ Stress During and After the COVID-19 Pandemic: A South Africa Case Study

This article focuses on how teachers are coping with stress in their schools during and after COVID-19. Teachers’ work by nature is stressful having to deal with various aspects such as ensuring that lesson notes are completed, students are performing as they should, and handling paperwork. This is combined with the lack of necessary resources to work efficiently. In their line of duty, teachers also face the dilemma of handling problematic behaviours of certain learners and there is a lot of work that must be done to protect teachers. The study adopted an interpretivism paradigm using the Social Cognitive Theory in which thematically analysed data was collected through interviews from 15 purposely selected participants from Chris Hani East Education in South Africa (CHEDE). The analysis of data revealed that learners are using drugs, which leads to a change in their behaviour at school, something that negatively affects the learning process and the teachers themselves. It also emerged from the data analysis that teachers have a lot of paperwork to deal with, with insufficient resources, teachers can use, especially during the time of COVID-19. This study found that teachers used WhatsApp groups, church services, and family support to cope with stress during COVID-19. The article recommends that the Department of Basic Education employs security measures to handle safety and protect students and teachers from the effect of illicit drug usage on the premises of schools which increases the stress levels of teachers. New programmes and policies must be formulated to equip students with enough knowledge about the danger of using drugs. The Department of Basic Education must also supply all schools with devices that can be used by teachers for online teaching and learning to facilitate learning. Keywords: Teachers’ Stress, Stressors, Anxiety, Burnout, Alarm, and Frustration

Promotion of traditional knowledge systems of herbal medicines among school students through development of herbal gardens in school premises

Identification and utilisation of medicinal plants is one of the most important aspects of traditional health management systems. India is bestowed with a rich diversity of medicinal plants and traditional knowledge systems. Due to the modernization and our changing systems, the uses of traditional medicines have been disappearing. To revive the rich traditional health care practises with the recognition of valuable herbs, awareness and education at the school level are focused throughout the country. Based on the high recognition of species in the Indian systems of medicine, easy propagation, and adaptabilities of species in tropical and subtropical climates, 20 (twenty) plant species have been selected which may be found suitable for the development of herbal gardens in school premises. The botanical identity, traditional uses, propagation techniques and plantation pattern is discussed.

Challenges and Effectiveness of Nurturing Programs among Seventh-day Adventist Secondary Schools in Southern Tanzania Union Mission

This study was about challenges and effectiveness of nurturing programs among Seventh-day Adventist secondary schools in Southern Tanzania Union Mission through the descriptive research design. A sample of 284 students and 57 school staff participated through interview and questionnaire. Data analysis was done through the thematic approach. Challenges that schools faced in implementing nurturing programs include lack facilities for spiritual programs. Corporal punishment was a hindrance for teachers to nurture students as it was difficult for teacher to sit down with emotionally wounded students and implement nurturing programs. Despite the outlined challenges, the implementation of nurturing programs was somewhat effective as students reported the existence of a number of spiritual, social and character development nurturing programs. The study recommends that school owners should equip the schools with adequate facilities like spiritual books and chapel buildings and provide staff houses so that teachers may live within school premises and find time to provide nurturing programs after class hours. Schools should be commended for the existing nurturing programs and staff members should be encouraged to continue providing various nurturing programs.