School Teachers In Relation Research Articles

A Study of Mental Ability of Secondary School Teachers in Relation to Their General Awareness, Attitude and Teaching Aptitude

The study pertains to investigating 'A Study of Mental Ability of Secondary School Teachers in Relation to Their General Awareness, Attitude and Teaching Aptitude'. The authors in this study find out the relationship of mental ability, general awareness, teaching attitude and teaching aptitude. The data was collected through teacher’s general awareness scale, teacher’s mental ability scale, teacher’s teaching aptitude scale and teacher’s attitude scale. These tools were administered on 600 secondary and senior secondary school teachers from 55 schools of Hanumangarh and Sri Ganganager districts of Rajasthan. The sample is from Government and non-Government schools of urban and rural areas. It was noted that (i) There is no significant difference in mental ability on the basis of sex, type of institution area and age. (ii)There is no significant difference in the general awareness on the basis of sex, area and age but non-government teachers have more general awareness than government teachers. (iii)The teaching attitude and aptitude varies according to sex and age but types of institution and area have no effect on it. Male teachers have high teaching attitude but low aptitude than females. The teachers above 40 years have higher teaching aptitude and attitude than teachers below 40 years. (iv)There is a positive and significant correlation between variables mental ability and general awareness and mental ability and teaching aptitude irrespective of age, sex and type of institution. (v)There is no significant correlation between teaching attitude and mental ability with reference to sex but there is positive and significant correlation with respect to age and type of institution.

Leadership behaviors of school principals in relation to teacher job satisfaction in north Cyprus

This study determines leadership behaviors of public school principals as perceived by public school teachers in relation to teacher job satisfaction in Northern Cyprus. Teachers’ perceptions of their school principals’ leadership behavior was measured by the Leadership Behavior Description Questionnaire (LBDQ). Teachers’ expressed job satisfaction level was measured by the Mohrman-Cooke-Mohrman Job Satisfaction Scales (MCMJSS). A Linear Regression analysis proved a significantly positive relationship between school principals’ perceived ‘consideration’ behavior and teachers’ expressed job satisfaction. However, there was no significant relationship between school principals’ perceived ‘initiation of structure’ behavior and expressed teachers job satisfaction levels.

Cortisol dysregulation in school teachers in relation to burnout, vital exhaustion, and effort–reward-imbalance

We analyzed whether burnout and vital exhaustion or job-related chronic stress is associated with hypothalamic-pituitary–adrenal (HPA) axis dysregulation in school teachers (N=135; 25–63 years; mean age 46.1±9.20 years). Participants collected seven saliva samples (0, 30, 45, and 60min after awakening, 11a.m., 3p.m., 8p.m.) on 2 working days, 1 leisure day, and after pre-medication with 0.25mg dexamethasone (very low-dose dexamethasone suppression test) to assess basal cortisol day profiles and HPA axis negative feedback sensitivity. No associations were found between basal cortisol activity and burnout (Maslach burnout inventory, teacher burnout scale), vital exhaustion (Appels vital exhaustion questionnaire), or any component of Siegrist's effort–reward-imbalance model. However, after dexamethasone higher burnout and vital exhaustion and lower reward were significantly related to stronger cortisol suppression, pointing to altered HPA axis negative feedback sensitivity. Though, all teachers were working and in a good health status, burnout/exhaustion as well as facets of the ERI model appear to be associated with subtle dysregulation, manifested as heightened HPA axis negative feedback although not in basal cortisol day profiles.

Changing use and knowledge of fluoride toothpaste by schoolchildren, parents and schoolteachers in Beijing, China

To assess the oral hygiene practices, current use of and knowledge about fluoride toothpaste among schoolchildren, parents, and schoolteachers; to describe the attitudes of parents and schoolteachers in relation to improving schoolchildren's oral health. Cross-sectional study. 1,557 schoolchildren, 1,132 parents, and 352 schoolteachers were recruited by multistage stratified sampling procedure in a district of Beijing, China. Self-completed questionnaire. The percentage of schoolchildren, parents, and schoolteachers who actually used fluoride toothpaste was 88%, 86%, and 87%, respectively, and 74-78% of the respondent groups brushed their teeth twice a day or more. 64% of schoolchildren, 73% of parents, and 74% of schoolteachers confirmed the caries preventive effect of fluoride toothpaste. Toothpaste recommended by oral health professional organisations was preferred by respondents - particularly by schoolchildren - when purchasing toothpaste (86%). 93% of parents and 56% of schoolteachers recognised their important role in promoting children's oral health; however, their lack of knowledge seemed to be a major obstacle in fulfilling this role. The use of fluoride toothpaste in Beijing appears to have increased during the past decade. In addition to mass communication comprehensive school-based oral health programmes are needed to continuously promote the use of fluoride toothpaste among schoolchildren.

The Policy Context of Music in English Primary Schools: How Politics Didn't Help Music

This article discusses the influence of political discourse on the context of English primary school teachers in relation to National Curriculum music. A teacher's classroom context is defined by the layered policies of school and Local Education Authority, which are in turn derived from national government policy. The 1988 Education Reform Act and its attendant monitoring systems clearly link teachers in their classrooms to the imperatives of national policies, which have their source in contemporary social discourse. The paper describes the genesis, birth and early years of National Curriculum music in primary schools (English Key Stages 1 and 2). It suggests that the ascendancy of the political discourse of accountability and an economically-justified standards agenda have not helped the cause of classroom curricular music.

Profiling Primary School Teachers in Relation to Art Teaching

AbstractThis paper contributes to the on‐going debate about specialisation and teaching art in primary schools. Moreover it provides a starting point for further research and the design of in‐service training that responds to the different needs and attitudes of primary school teachers in relation to teaching art. This is done by investigating several profiles of teachers who teach art in primary schools in Cyprus. It describes five profiles of teachers, which emerged from analysing data from pupils (questionnaire and interview data) and teachers (interview data) and thus brings a fresh insight to the learning‐teaching situation. There are two profiles of art specialist teachers, named as artist‐teacher and specialist‐teacher, and three profiles of non‐art specialist teachers, named as enthusiastic, disappointed, and indifferent non‐specialist. The most effective teacher in the pupils' eyes is the specialist‐teacher, who integrates more successfully than the others their subject matter knowledge, pedagogical knowledge, knowledge of learners and knowledge of the environmental conditions.

A Gender Perspective on the Work and Lives of Women Primary School Teachers

The study presented deals with the work and lives of women primary school teachers in relation to gender order in school and society. The study is based on interviews with 20 experienced women teachers. The results are presented as six themes. (i) Consequences of a teachers' sex in their daily work. At a general level, they understand their professional role as gender neutral, but at the same time they express the importance of their sex in their daily work. (ii) Mother and teacher - teacher and mother, experiences of motherhood and of teaching as work and the meaning of a professional attitude. (iii) Balancing the demands of private life and work life where both spheres are characterised by rationality of responsibility and ethics of care, aspects related to gender. (iv) On socio-emotional work, connected to women in the gender order of society. The teachers describe these dimensions as energy sapping and time consuming, but also as most important for work satisfaction and personal motivation. (v) Informal collegial interaction, a source of emotional support as well as development of professional knowledge. (vi) Power, authority and status. Low status views of the teacher and teaching are described in terms of 'women's work'. In an individual perspective, the woman teacher is in a contradictory situation with regard to positional authority. Their emotional work promotes creation of a relational authority. To the teachers themselves gender seems not to be a very important issue, but gender regimes in schools follow the same pattern as in society. Women teachers seem to be in a position where they reproduce, rather than change, traditional gender patterns.

The European information needs of secondary school teachers in Scotland: recent developments in the provision of information to schools and colleges

European Union (EU) education policy encourages the integration of a European dimension across the curriculum to prepare young people for participation in the EU. This article discusses the findings of a survey investigating the European information needs of secondary school teachers in relation to the teaching of the European dimension. Interviews were undertaken with a small sample of teachers and school librarians in selected schools of Aberdeen City and Aberdeenshire. The article discusses three main issues: inconsistency in the implementation of the European dimension at school level, ambivalent perception of what it actually means, and need for appropriate resources to enable teachers to include the European dimension in their teaching. The European Commission Representation Office in the UK has responded to the needs of the school sector by establishing a network of European Resources Centres for Schools and Colleges. Further research is required to assess the impact of these developments.

Judgement of the Teacher: the Norwood Report and internal examinations

ABSTRACT This paper discusses the intervention of the Norwood Report of 1943 in the debate over secondary school examinations. It emphasises the role of the report in supporting the active involvement of teachers in ‘internal’ examinations, as opposed to external examinations administered by examination boards. It relates this debate to its wider social and political contexts. It also suggests a longer‐term historical framework involving contestation between different interests and ideologies for control over examinations, the ‘professionalism’ of secondary school teachers in relation to their own sphere of activity, and notions such as ‘accountability’ and the ‘market’. The contribution of this historical episode to a ‘social history of education policy’ relevant to unresolved issues and tensions of the 1990s is also discussed.

The Development and Validation of Several Measures of Confidence and Self-Image in Relation to Science for Two Samples of Preservice Elementary School Teachers

Instruments were developed to measure the confidence and self-image of preservice elementary school teachers in relation to both biology and physical science. High reliability and convergent and discriminant validity were displayed by the instruments, both in the initial test development stage and in subsequent confirmatory studies.

ANALYSIS OF THE SITUATION OF INFORMATICS TEACHER TRAINING UNDER THE CONDITIONS OF INTRODUCTION OF TEACHING CREDIT-MODULE SYSTEM

The article deals with the process and results of the primary stage of pedagogical experiment on introduction of the methodical system of base professional informatics teacher training. Normative documents which regulate the informatics teacher training are considered. The results of questioning the Higher school teachers in relation to a ground, description, recreation and practical introduction of the teaching credit-module technologies are described. The analysis of the situation of formed system of informative-technological competences of the informatics teachers is carried out.