Perceptions Of School Teachers Research Articles

Can self-efficacy mediate between knowledge of policy, school support and teacher attitudes towards inclusive education?

While research has focused on understanding teachers' attitudes towards the inclusion of children with special educational needs into general education classrooms, there are lacunae that have yet to be addressed. This study examined the association between perceived self-efficacy and attitudes towards inclusion among elementary school teachers. The study also examined the role of teachers' self-efficacy as a mediating variable between knowledge of inclusion policy, perception of school support and teachers' attitudes towards inclusion. Teachers (N = 352) working in general or special education schools completed questionnaires assessing attitudes towards inclusion, sense of self-efficacy, knowledge of current policy, and perception of support for inclusive practices. Higher perceived knowledge of inclusion policy and higher perceived school support of inclusion were both related to higher self-efficacy regarding inclusion, which, in turn, was related to more positive attitudes about inclusion. Our results suggest that point to being knowledgeable regarding local and national policy is important in order to increase feelings of self-efficacy regarding the implementation of effective educational practice. To enhance inclusion, local and national policy must be clearly communicated to teachers. Furthermore, leadership and a supportive school environment are conducive to successful inclusive education.

Metaphorical Perceptions of High School Teachers Regarding the Hidden Curriculum

The aim of this study is to reveal the perceptions of high school teachers about the concept of “hidden curriculum” through metaphors. The phenomenological research design was applied in this study. The study was carried out with the participation of 128 high school teachers. The study group was determined using a convenience sampling model. The study data were obtained by completing the blanks in the sentence ‘hidden curriculum is like …because...’. The participants were asked to write a metaphor about the hidden curriculum in the first blank and explain why they wrote this metaphor in the second blank. Content analysis was used to analyze the obtained data. Categories were constituted by classifying the metaphors according to their common characteristics. Metaphors of the participants regarding the hidden curriculum were gathered in the categories of “invisible factor”, “negative associations”, “guiding for school”, “school climate”, “an object”, “acting as a function”, “powerful authority”, “a part of daily life”, ‘’integral element of curriculum’’ and “building commitment”. The participants mostly used metaphors of ‘’invisible power’’, ‘’atmosphere of school’’, ‘’soul’’, ‘’virus’’, ‘’rainbow’’ ,’’guide’’,’’secret message’’,’’law’’ and ‘’custom’’. When the sentences of metaphors made were examined, it was determined that the participants had both positive and negative perceptions regarding the hidden curriculum.

Perceptions of secondary school teachers towards school expulsion of pregnant adolescents at Igunga District, Tanzania-a qualitative study.

Background:In Tanzania, adolescent pregnancy results in a denial of the girl's fundamental right to education. School expulsion of pregnant adolescents is a common practice exercised by teachers in this country for decades. This study aimed to explore the perceptions and feelings of secondary school teachers towards this practice.Methods:The study used a qualitative approach comprising focus groups and individual semistructured interviews with a purposive sample of sixteen teachers and nine headmasters (n = 25) from nine secondary schools of the rural Igunga district, in Tabora region, Tanzania. Data was collected in March to June 2017 and submitted to thematic analysis.Results:Though most participants were not satisfied with the practice, their role on the expulsion of pregnant students was perceived as mandatory by law and regulations. Main argument in favor was its deterrent effect, yet the review of schools’ registries did not sustain that perception. Stigma and fear of contamination added a relevant contribution to its implementation. Conflicting feelings among teachers were also disclosed.Conclusion:This study was of most value to understand current perceptions and feelings of those who exercise the practice of banning pregnant adolescents from school in Tanzania, while having identified some of the cultural and social believes acting as influential factors in its pervasiveness. International and national human rights organizations should increase their efforts and campaigns in order to strength social awareness of the benefit of females’ education to society as a whole and of adopting policies and practices in support of their equal right to education.

Self-Efficacy and Teaching Skills Perceptions of Primary School Teachers: A Predictive Study

The purpose of this research is to examine the correlation and predictive power between the 21st century teaching skills of primary school teachers and their 21st century skills efficacy perception levels. The cross-sectional survey design has been carried out in the research. As data collection tools, 21st Century Skills Efficacy Perception Scale and Utilization of 21st Century Teacher Skills Scale have been administered. The sample consists of 459 primary school teachers working in state and private primary schools in Izmir province and its central districts. Linear regression analysis and path analysis have been carried out in testing of the research hypothesis. The model established between 21st century skills efficacy perceptions and utilization of 21st century teacher skills has been concluded to be valid and significant. Additionally, it has been determined that the model has generally acceptable goodness of fit values. Results of the research indicate that utilization of 21st century teacher skills increase as does 21st century teacher skills efficacy perceptions. Accordingly, it is deemed to be beneficial that professional development programs for improving 21st century teacher skills are developed and implemented extensively in order to support utilization of such skills. Furthermore, it is considered that incentive practices for utilization of 21st century skills adopted by decision-makers can help primary education to meet requirements of the modern age.

High school teacher perceptions of implementation of evidence-based practices for classroom management

ABSTRACT Evidence-based practices for classroom management are well established and predominantly preventative in nature. However, use of reactive practices by teachers has been widely reported internationally, particularly in middle and high school settings. Teachers (N = 587) throughout government high schools in Queensland, Australia responded to a survey about their experiences and confidence with classroom management and their use of 14 evidence-based classroom management practices. Participating teachers reported being confident classroom managers and frequently using the majority of the presented practices. Practices related to teaching and reinforcing expected behaviours were reported to be more intermittently used. Contextual factors which help account for these findings are discussed.

Knowledge Management and Academic Performance in Indian Public Schools

Knowledge Management (KM) systems were implemented widely in corporate organizations for past three decades, but there is little research on KM in schools. The key objectives of this study are to identify the major components of School Knowledge Management and analyze the impact of KM in secondary education on academic performance, based on the perception of school teachers. The survey-based study is conducted in government schools of an Indian State. Exploratory Factor Analysis and Binary Logistic Regression methods are used to identify the KM factors and their impact on academic performance. This study identified the processes and enablers of school KM and its impact on academic performance. Academic performance, being mentioned as the primary outcome of School KM has not been empirically tested from a School KM perspective earlier. Knowledge creation, technology infrastructure and teacher’s competency are identified as KM variables that can significantly influence the Academic Performance and therefore the schools can initiate policies and methods to improve these vital factors.

Analysis of media literacy education performance patterns and perceptions of elementary, middle and high school teachers

Analysis of media literacy education performance patterns and perceptions of elementary, middle and high school teachers

Implementation of Online Learning for Children with Language Disorder During the COVID-19 Pandemic: A Case Study in Inclusive Primary Schools

Children with language disorder must receive special attention during online learning during a pandemic. This study aims to explore the perceptions of inclusive elementary school teachers on the implementation of online learning for children with language disorders during the COVID-19 pandemic. Data collection was carried out through surveys and semi-structured interviews with 38 inclusive primary school teachers spread across the South Jakarta area. Data analysis using thematic analysis of qualitative data. The results of the analysis found three main themes, namely, the selection of teaching media, learning methods, and learning assessments. The results of this study indicate that the success of online learning for children with language disorders depends on the involvement of teachers and parents in guiding students. Parents must be actively involved in supporting and guiding children during the learning process at home, while teachers must be creative and innovative in creating fun learning for children, especially children with language disorders. This research can also be a reference for future researchers to develop a learning model that is appropriate for implementation during the pandemic period.Keywords: language disorder, online learning, COVID-19

Challenges of school going adolescents: Perception of Secondary School Teachers in Lunglei

Challenges of school going adolescents: Perception of Secondary School Teachers in Lunglei

Managing Classroom: School Teacher's Perceptions about Techniques and their Effectiveness for Student's Learning

Managing classrooms is the central component of effective teaching and learning practices and, therefore, has always been the concern of teachers. The literature demonstrated that classroom management techniques are generally oriented either towards discipline or towards engaging students with learning. Teachers generally perceive classroom management techniques with an orientation either towards one or both, and these perceptions are likely to guide them about the way they manage their classrooms. In this context, the main intent of this research was to identify techniques that school teachers perceive as classroom management techniques (along with their orientation) and to examine the effectiveness of those techniques for supporting students’ learning. This research further examines gender differences among teachers related to these questions. This research used descriptive survey research design. The teachers in 190 elementary schools of district Dera Ghazi Khan served as population. Using cluster and stratified random sampling techniques, a sample of 406 elementary school teachers was selected. Of these 406teachers, 128 were female, and 278 were male. A questionnaire, adopted from Asiyai (2011), was employed as a research tool. The reliability of the tool was computed through Cronbach-Alpha coefficient, and validity was ensured by aligning items with research questions. It was found that teacher sightly believe that although both discipline- and engagement-oriented aspects of management can be perceived as classroom management techniques, both are also effective for students' learning

ICT Professional Development Workshops and Classroom Implementation Challenges: Perceptions of Secondary School Teachers in Trinidad and Tobago

The Ministry of Education (MoE) of The Republic of Trinidad and Tobago has recently embarked on another teacher training program to equip secondary school teachers with the necessary competencies for ICT infusion in their physical classrooms. This study aims to investigate the impact and usefulness of that program, and challenges that the teachers have been facing in its implementation. Thirteen interviews (eight one-on-one and five focused group) were conducted from forty trained teachers. The findings showed that almost all the teachers were quite content and even ecstatic about the workshops and were willing to use the acquired knowledge and skills. Those who were able to use the knowledge and skills attained in the workshops reported improved students’ interest, classroom interaction, and academic performance. However, many expressed disappointments due to the multiple obstacles at their schools which prevented them from fully and effectively using the knowledge and skills from the workshops. They specifically reported insufficient number of computers, poor and inapt ICT environment and most importantly, unreliable internet access and connectivity. This study identifies three important elements in the successful implementation of any ICT in education program: willingness (mainly of administrators, teachers and students), training (especially for the teachers) and infrastructure (physical, hardware and software). Although, there was an overwhelming willingness from the teachers (even excitement) and adequate training, issues with infrastructure appear to be preventing the policy from yielding desired results. In order to ensure that the current policy brings the desired results, the MoE must not only provide effective professional development training for teachers, but also furnish schools with the necessary ICT resources and infrastructure. Only then, the MoE may revolutionize the education system through ICT.
 Keywords: ICT in education, professional development, teacher training, 21st century skills, Trinidad

Perception of secondary school teachers regarding the effectiveness of interactive smart-board technology

Like other countries, also in Pakistan, the interactive smart board technology is the innovation of 21st century and is being used in several schools as an advanced teaching tool. The focus of study was examined the attitudes of teacher and students towards the ways using Smart-boards in teaching and learning environment. All the teachers of public schools in Punjab who using the Smart-board were the population of the study. Data were collected from 100 trained teachers of District Toba Tek Singh through questionnaire and analyzed in the form frequency, percentage, mean, mode, standard deviation t-test and Chi-square test through Statistical Package of Social Sciences (SPSS) version 23. The results revealed from the study perceived that Interactive Smart-boards was found most effective tool in the teaching and learning process. The utilization of Interactive Smart-board perceived more helpful to present the contents in easier way, increase motivation level of students, reduce the workload, utilization of time more efficiently and make the classroom more planned and organized. The study recommend that to make effective smart-board technology need proper training program in all public schools.

Prevalence and Risk Factors for Musculoskeletal Pain and Coping Strategies in School Teachers

<strong>Introduction:</strong> School teachers have high prevalence of work related musculoskeletal disorders which decrease productivity at work due to sick leave and absenteeism. In India, more traditional methods of teaching are used as compared to other countries, and this difference encouraged us to determine prevalence of musculoskeletal pain, risk factors and coping strategies adopted by teachers. <strong>Methods:</strong> A self-administered Questionnaire was distributed to 810 particcipants. 567 responses were received out of which 30 questionnaires were incomplete. The self-administered Questionnaire included 31 questions under 5 categories: General Profile, Occupational profile, Health/Musculoskeletal pain profile, Perceived risk factors and Coping Strategies. Descriptive statistics of mean and standard deviation, frequency were calculated for continuous and categorical variables respectively. Binary logistic regression analysis was performed to determine the association of musculoskeletal symptoms with demograpic factors and working conditions. <strong>Results:</strong> 112 (20.9%) reported having musculoskeletal pain. Low back (48.2%) was commonly affected. 50.9% had chronic pain and 71.4% reported pain interfered with occupational routine. 48.2% reported with sleep disturbances. Commonly percieved factor was standing for prolonged periods (76.8%). Risk factor analysis using logistic regression model on cause of pain showed statistical significance (χ2 (27)=77.169, p<0.005). Females were 3.952 times more likely to exhibit pain than males (OR 3.952, 95% CI 1.694- 9.217). Commonly reported coping strategy was visiting a Physiotherapist (44.6%). While 33% coped up with pain using prescribed analgesics, none of them opted to rest. Despite high prevalence and severity, only 17% had frequented absenteism to work by taking sick leave.<strong> Discussion:</strong> Prevalence rate of musculoskeletal pain was found to be higher among school teachers as per the results of this present study. Prevalence and risk factor perceptions of school teachers as reported in this study can be of significance in understanding and addressing these factors and appropriate measures to prevent and overcome them can be devised based on these results. Since the risk factors for musculoskeletal symptoms can be multifactorial in nature, the results of this present study need to be correlated with all possible mechanisms related to this population and further studies to determine the effectiveness of appropriate ergonomic modifications should be taken into consideration.

The Perception of Primary School Teachers Regarding the Pharmacotherapy of Attention Deficit Hyperactivity Disorder.

Attention Deficit Hyperactivity Disorder (ADHD) is raising concerns across health systems, affecting about 5% of the school-age population. Therapy usually involves psychostimulants, which are prone to adverse drug reactions (ADRs). Teachers have many contact hours with children and can easily detect behavioral changes upon the beginning of medication. However, few studies have focused on the role of teachers in the management of ADHD children and detection of ADRs. The present work aimed to characterize the perception of primary school teachers regarding the impact of ADHD therapeutics. A questionnaire was constructed focused on teachers’ training regarding ADHD and its therapy; experience with students with ADHD; changes upon beginning of medication; and observation of ADRs. A total of 107 completed questionnaires were obtained. The results indicate that more than 40% of the inquired teachers have received training in ADHD, but in most cases, the theme of therapeutics was absent from that training. The vast majority of teachers (91.6%) have had students with ADHD and observed mood alterations associated with medications. More than 60% of the teachers answered that they are aware of the ADRs and of these, 24% have already detected them in their students. The teachers reported the observed ADRs to parents in 93% of the cases and to doctors in 28% of the cases. In conclusion, the results show the need to reinforce teachers’ training in ADHD and its therapeutics.

A Study on Job Satisfaction Level of School Teachers in Ramanathapuram Town

In the present study, based on my survey of perception of school teachers in private schools in Ramanathapuram district. On the basis of the response of 100 respondents. The study aims to measure the level of job satisfaction, job involvement and organizational climate of school teachers in private schools in Ramanathapuram town. The Results are demonstrating a substantial association between school working conditions and teacher job satisfaction. More specifically, teacher workload, teacher cooperation and teacher perceptions of student discipline in school were the factors most closely related to teacher job satisfaction. As to teacher characteristics, female teachers, teachers with more exposure to professional development and more efficacious teachers tended to have higher levels of job satisfaction. In addition, it was found that the relationship between the extent of teacher cooperation and job satisfaction was more pronounced for male teachers, while student discipline was more important for job satisfaction of teachers with lower self-efficacy beliefs.

Remote teaching & digital platform during pandemic Teacher education and teacher competence effects among teachers & principles in Malaysia

The purpose of this research is analyzing the opportunities and challenges of emergency remote teaching based on experiences of the COVID-19 emergency among teachers and principals of Malaysian schools. This study explores the perceptions of school teachers of online learning in a program developed in Malaysian school called School from Home during the COVID-19 Pandemic. A qualitative research method was undertaken in two steps.
 
 In the first step, a thematic analysis a qualitative method was used based on a two-step process. The first step consisted a Qualitative study which involved 4 school principals from Grade A and Grade B schools which is selected from four state which is Selangor, Johor, Kedah and Kelantan. In the second step (a Malaysian case study), The results from the interview discussion represented the basis for the second step, in which starting from the main issues that emerged from the online discussion among researches, professors and also Higher Education Offices from Ministry of Education and State Education Officers. The analysis reveals several technological, pedagogical and social challenges. The technological challenges are mainly related to the unreliability of Internet connections and many students’ lack of necessary electronic devices. (Chandler. D, 2017)
 
 The pedagogical challenges are principally associated with teachers’ and learners’ lack of digital skills, the lack of structured content versus the abundance of online resources, learners’ lack of interactivity and motivation and teachers’ lack of social and cognitive presence (the ability to construct meaning through sustained communication within a community of inquiry) (Gordon, 2020) The social challenges are mainly related to the lack of human interaction between teachers and students as well as among the latter, the lack of physical spaces at home to receive lessons and the lack of support of parents who are frequently working remotely in the same spaces. Based on the lessons learned from this worldwide emergency, challenges and proposals for action to face these same challenges, which should be and sometimes have been implemented, are provided.

Exploring Perceptions of School Principals and Teachers towards Mobbing Behaviours

Bu çalışmanın amacı, okul müdürlerinin ve öğretmenlerin yıldırma davranışlarına yönelik algılarındaki benzerlikleri ve farklılıklarını ortaya koymaktır. Nitel araştırma desenlerinden fenomenoloji deseninin kullanıldığı çalışmada katılımcılar, 30 okul müdürü ve 30 öğretmenden oluşmaktadır. Yapılan görüşmelerle ulaşılan veriler, içerik analizi ile çözümlenmiştir. Araştırmasonuçlarında, okul müdürlerinin ve öğretmenlerin tamamının yıldırma kavramına yönelik bilgi sahibi oldukları, okul müdürlerinin ve öğretmenlerin okullarda yıldırma davranışlarıyla karşılaştıkları, bu durumu daha çok psikolojik baskı olarak ifade ettikleri ve okul müdürlerinin yıldırmayı genellikle çok yönlü bir süreç olarak; öğretmenlerinse daha çok amir kaynaklı bir süreç olarak algıladıkları ortaya koyulmuştur. Ayrıca, okul müdürleri ve öğretmenler yıldırmanın stres, öfke, huzursuzluk ve psikolojik sorunlar gibi bireye yönelik olumsuz etkilerinin olduğu ve mağdurların sessiz kalarak yıldırmaya boyun eğdiği konusunda ortak bir algıya sahiptir. Hem okul müdürleri hem de öğretmenler, yıldırma sürecine maruz kalan bir bireyi fark ettiklerinde sessiz kalmayacaklarına, yıldırma sürecine müdahil olacaklarına ve mağdurun yanında yer alacaklarına yönelik ortak bir algı ortaya koymuştur. Okul müdürlerine göre okullarda yaşanılan yıldırma davranışlarının en temel nedeni empati ve iletişim eksikliğiyken; öğretmenlerin birçoğuna göre ise liyakat eksikliğidir. Yıldırmanın kurumsal etkileri değerlendirilirken okul müdürleri daha çok kurum kimliği açısından; öğretmeler ise daha çok özel ve bireysel açıdan algılar ortaya koymuştur. Okul müdürlerinin çoğu, yıldırma karşısında hukuki yollara başvurmayı yıldırma ile mücadele stratejisi olarak görmekte; öğretmenlerin yarısı ise yıldırma karşısında kaçınma, görmezden gelme stratejisini izlemektedir. Araştırmanın sonunda yıldırma davranışlarının ve okul müdürlerinin ve öğretmenlerin algı farklarının okul ortamında azaltılmasına yönelik öneriler sunulmuştur.

Implementation of ICT as a Teaching Tool for Language and Literacy in Primary Schools in Mauritius: Teachers’ Perspectives

This study focuses on the implementation of ICT as a teaching tool for language and literacy in primary schools in Mauritius. It examines perceptions of primary school teachers of Grades 5 and 6 classes about the benefits, drawbacks and challenges of using ICT tools to enhance the teaching and learning of languages and literacy. The survey research design based on the quantitative research method was used to collect data from 100 primary schools in the district of Moka. The random sampling technique was used. The study indicates that teachers have an average level of perceptions of the drawbacks and challenges that they face in implementing ICT tools in their teaching, but they have a quite high level of perceptions of the benefits of using such tools. The most important finding is that they consider it difficult to use ICT tools in overcrowded classes that are common in Mauritian primary schools and that they are not well trained to use ICT tools to teach effectively and efficiently. It is recommended that, in the context of the new education reform called the Nine Year Basic Continuous Education, the Ministry of Education should review the teacher-pupil ratio and employ teaching assistants or support teachers to facilitate the effective use and implementation of ICT tools to accelerate its strategy towards the digitalization of education in the country.

Do Teachers Find Dashboards Trustworthy, Actionable and Useful? A Vignette Study Using a Logs and Audio Dashboard

Monitoring and guiding multiple groups of students in face-to-face collaborative work is a demanding task which could possibly be alleviated with the use of a technological assistant in the form of learning analytics. However, it is still unclear whether teachers would indeed trust, understand, and use such analytics in their classroom practice and how they would interact with such an assistant. The present research aimed to find out what the perception of in-service secondary school teachers is when provided with a dashboard based on audio and digital trace data when monitoring a collaborative learning activity. In a vignette study, we presented twenty-one in-service teachers with videos from an authentic collaborative activity, together with visualizations of simple collaboration analytics of those activities. The teachers perceived the dashboards as providers of useful information for their everyday work. In addition to assisting in monitoring collaboration, the involved teachers imagined using it for picking out students in need, getting information about the individual contribution of each collaborator, or even as a basis for assessment. Our results highlight the need for guiding dashboards as only providing new information to teachers did not compel them to intervene and additionally, a guiding dashboard could possibly help less experienced teachers with data-informed assessment.

Perception of School Teachers Towards Continuous and Comprehensive Evaluation

The present study seeks to examine the Perception of school teachers towards Continuous and Comprehensive Evaluation at school level. The study was conducted on the teachers of school level. From the analysis of the result, it was found that majority of school teachers aware of CCE. Almost all the school teachers thought that CCE is appropriate for teaching-learning process and CCE is very effective for slow children. CCE is helpful for improving our education system and all round development of students’ is possible with CCE.