Perceptions Of School Teachers Research Articles

Examining the Perceptions of Ghanaian Basic School (K-9) Teachers Towards Continuous Professional Development

Examining the Perceptions of Ghanaian Basic School (K-9) Teachers Towards Continuous Professional Development

The perceptions of high school teachers and students towards digital interest and literacy

The increased application of information and communication technology (ICT) in society promotes its use in education to align instructional content with students’ interests and future working lives. To achieve this, the human resources within education institutions must possess the ability to utilize technology and understand the students’ capabilities. This descriptive study was conducted to establish the profile of students’ and teachers’ interests and perceived digital literacy abilities in high schools and their equivalents. An online questionnaire was used to collect data from West Java, West Kalimantan, and Jakarta high schools. The gathered data were processed with a simple quantitative technique. The data analysis collected by the questionnaire indicates that the respondents have a relatively high perception of digital literacy levels (encompassing operational, information, communication, strategic, and creative abilities), with some relatively low aspects, such as expressing opinions and creating things with ICT. Furthermore, it was also found that respondents exhibit a strong interest in using digital devices for learning, with video games, video processing programs, and graphic design software occupying the three least used digital media in schools but most desired by the respondents for integration.

클라우드 기반 1인 1디바이스의 교육적 활용 효과 - 교사의 인식 변화를 중심으로 -

클라우드 기반 1인 1디바이스의 교육적 활용 효과 - 교사의 인식 변화를 중심으로 -

Transformation of 21st Century Science Skills: Perceptions of Secondary School Teachers

The purpose of this qualitative study is to investigate science teachers’ perceptions of 21st-century skills, i.e., communication, collaboration, critical thinking, and creativity, called 4 C’s skills. This study employed a case study where participants were purposively selected in lower Dir Khyber Pakhtunkhwa, Pakistan. A semi-structured interview was used for gathering data. Participants perceived the use of 4C skills for the effective teaching-learning process and the need for collaborative teamwork for the effective teaching-learning process. The data analysis proved the need to acquire 21st-century skills for teachers to be effective teachers, meet the needs of modern education, and be able to resolve issues skillfully that occur inside the classroom or outside the classroom. Further analysis of data revealed that the teachers are aware and perceive the usage of technological devices such as computers and the internet for education purposes as the need of the modern day. Fostering 21st-century beliefs by science teachers is an important goal for professional development, but care should be sought to emphasize broad teaching practices, including self-regulatory learning. Science teachers should develop creative, critical, analytical, problem-solving solving, and Metacognitive skills and should become broad-minded to constructivist teaching conceptions.

Indicators of knowledge, usefulness, and use of ICT among primary schoolteachers

This paper presents a study on the perceptions of primary school teachers regarding their knowledge, usefulness, and use of Information and Communication Technologies (ICT) in education. Likewise, the relationship between sex, age, working time and the educational center in which it is found with the perceptions about ICT is obtained. To answer these questions, a battery of 14 categorical closed questions is designed, divided into four blocks: socio-demographic information; knowledge of ICT; usefulness of ICT; and use of ICT. In the context of measuring the knowledge, usefulness and use of ICT in education, the novelty of this work relies on the design of an indicator for each of the ICT-related blocks following the methodology of Human Development Indicators created by the United Nations Development Program. In this research, 119 teachers from Spanish primary schools were chosen as the study sample to answer the questions’ battery. The results show a direct relationship between knowledge, usefulness, and use, although not significant. Although teachers are aware of the usefulness of ICT, and the Covid-19 pandemic has increased the use of technological tools for planning teaching in blended or distance learning lessons, this does not mean teachers have a greater knowledge of ICT. In addition, the findings indicate a greater knowledge by teachers in public schools, which contrasts with the finding that teachers in grant-assisted schools make the most use of ICT and find it the most useful. Finally, it is also suggested that the study's methodology and approach could be applied to other contexts or countries.

The Perception of Secondary School Teachers on the Availability of Counseling Services for Students With Learning Disabilities

The current research aimed to assess the status of counseling services offered to students with Learning Disabilities (SLDs) in Macca as perceived by their teachers. The research methodology employed was descriptive. The sample consisted of 330 teachers (174 males and 156 females) who work in the government schools in Macca during the 2021 academic year. The data was collected using a questionnaire that covered three areas: 1) Psychological counseling services (PCS) consisting of 12 items, 2) Social counseling services (SCS) consisting of 10 items, and 3) Educational counseling services (ECS) consisting of 9 items. The questionnaire was validated and its reliability was established.
 The findings revealed that the counseling requirements of secondary school students with Learning Disabilities (SLDs) in Macca, as perceived by their teachers, had a moderate average mean of 2.83. Additionally, the educational counseling services dimension was the top priority with an average mean of 2.88 and a moderate level of consistency, followed by psychological counseling services with an average mean of 2.81 and a moderate level of consistency. Lastly, the social counseling services dimension had the lowest average mean of 2.80 and a moderate level of consistency.
 The results also indicated that there were no statistically significant differences in the responses about the availability of counseling services for secondary school students with Specific Learning Disabilities (SLDs) in Macca based on gender, academic background, work environment, years of experience, or the overall survey instrument. The study suggested establishing clear guidelines for counselors to effectively deliver the necessary counseling services for SLDs.

Perception of school teachers towards integrating ict in senior secondary school curriculum: aftermath of covid-19 pandemic


 The study is aimed at determining the perception of school teachers’ towards integrating ICT in senior secondary school curriculum content delivery, aftermath of Covid-19 pandemic. The study adopted a survey research. The Population of the study consisted of all 310 Senior Secondary School teachers (78 males and 132 females) in Owerri municipal Council of Imo state. The sampling technique used is purposive since the population is small. The researchers designed an assessment questionnaire which was used for data collection. It has a reliability co-efficient of 0.83 determined through cronbach alpha. The data collected was analyzed using mean and standard deviation in answering the research questions while the hypothesis was analyzed using independent t-test analysis tested at 0.05 level of significance. The result of the study showed that senior secondary school teachers have positive perception towards integrating ICT in senior secondary school curriculum content. It was therefore recommended among others that the government should speed up the expansion of its existing ICT and remote learning capacity in senior secondary school curriculum, especially for learners with disabilities who may need access to assistive technology. This is based on the fact that senior secondary school teachers have positive perception on the workability of ICT integrated curriculum in senior secondary school.

Driving School Teachers Perceptions of the Implementation of the Learning Independence Curriculum in the Central Ternate Paud Cluster

Abstract— This study aims to determine the Perceptions of Movers School Teachers Regarding the Implementation of Merdeka Belajar Curriculum in the Central Ternate PAUD Unit. This research is a descriptive qualitative research, with the research subjects being 6 PAUD teachers who have carried out the government program 'driving school' in Central Ternate. Data collection techniques in this study were carried out by observation, interviews, and documentation, with analysis techniques: data reduction, data display, and verification. The results of the research found that 1). Central Ternate PAUD driving school teachers have a positive perception and get a very good appreciation of the Merdeka Belajar curriculum. Teachers see this independent learning curriculum as an opportunity to provide diverse, creative, and interesting learning experiences for children. 2). There are several factors that become challenges, namely, first, the inadequate quality of the teacher's human resources, second, minimal learning facilities and resources or inadequate infrastructure.

Teacher Perceptions of the Implementation of Curriculum Thematic Learning in 2013 in Sarudik District, Central Tapanuli Regency, Academic Year 2022/2023

The problem in this study is how the teacher's perception of the implementation of thematic learning in the 2013 curriculum in Sarudik District, Central Tapanuli Regency. The purpose of this study was to determine the perceptions of elementary school teachers on thematic learning of the 2013 curriculum in Sarudik District, Central Tapanuli Regency. This research is quantitative descriptive. The population in this study were 96 SDN teachers in Sarudik District. The sample in this study used a purposive sampling technique with samples namely SD Negeri 154499 Sarudik 2, SD Negeri 158501 Sibuluan, SD Negeri 158496 Pondok Batu, SD Negeri 152987 Sipan, a total of 50 teachers. The research instrument used was a questionnaire and documentation. The results of this study indicate that the perceptions of elementary school teachers in the thematic learning of the 2013 curriculum in Sarudik District, Central Tapanuli Regency are classified as Good with an average answer score of 3.07.

스마트기기 활용 수업과 AI교육에 관한 초등교원 인식 조사

This study aimed to investigate and analyze the perceptions of elementary school teachers regarding the use of smart devices in classrooms and AI education, in order to identify stable strategies for the successful implementation of AI education. The study surveyed and analyzed the satisfaction levels of smart device-based classroom activities, as well as the perceived usefulness, acceptance, and interest in AI education. Additionally, the study aimed to examine the influence of satisfaction levels with smart device-based classroom activities on the perceived usefulness, acceptance, and interest in AI education. A sample of 107 elementary school teachers affiliated with the K Education Office was selected, and an online survey was developed and utilized as the research tool. The collected data were analyzed using SPSS 25.0 software.
 The research findings are as follows: Firstly, the teachers expressed high satisfaction with smart device-based classroom activities. Secondly, there was generally a high level of perceived usefulness, acceptance, and interest in AI education. Thirdly, it was observed that higher satisfaction with smart device-based classroom activities was associated with higher levels of perceived usefulness, acceptance, and interest in AI education. Therefore, it can be inferred that positive perceptions of smart device-based classroom activities are linked to positive perceptions of AI education.
 The implications of the study suggest that in order to foster positive perceptions of AI education among teachers, efforts should be made to enhance satisfaction levels with smart device-based classroom activities. Furthermore, it is recommended to provide training programs and teaching materials that help teachers recognize the usefulness of AI education and encourage them to actively embrace and increase their interest in it.
 However, it is important to note that this study was limited to elementary school teachers affiliated with the K Education Office. Therefore, future research should expand its scope to include not only teachers but also students and parents in order to obtain a broader understanding of their perceptions. Additionally, conducting longitudinal studies to investigate whether positive perceptions of AI education actually translate into practical acceptance is also suggested for future research.

Information and Communication Technologies in Primary Education: Teachers’ Perceptions in Greece

Innovative learning methods including the increasing use of Information and Communication Technologies (ICT) applications are transforming the contemporary educational process. Teachers’ perceptions of ICT, self-efficacy on computers and demographics are some of the factors that have been found to impact the use of ICT in the educational process. The aim of the present research is to analyze the perceptions of primary school teachers about ICT and how they affect their use in the educational process, through the case of Greece. To do so, primary research was carried out. Data from 285 valid questionnaires were statistically analyzed using descriptive statistics, principal components analysis, correlation and regression analysis. The main results were in accordance with the relevant literature, indicating the impact of teachers’ self-efficacy, perceptions and demographics on ICT use in the educational process. These results provide useful insights for the achievement of a successful implementation of ICT in education.

Mobile Augmented Reality in Biological Education: Perceptions of Austrian Secondary School Teachers

Today's teachers play a critical role in preparing students for the integration of educational technologies, such as augmented reality (AR), into their lessons. It is thought that AR implementation improves collaboration, motivation, and learning outcomes. Considering this, this study aims to determine the teachers’ perceptions of the benefits and obstacles of employing mobile AR applications (mAR) in their biology education, along with suggestions for practice, app developers, and policymakers. Therefore, a mixed-methods study was used to examine Austrian secondary school biology teachers’ opinions. A questionnaire containing open-ended and closed-ended questions was distributed to 35 teachers. Descriptive statistics were employed to process quantitative data, whereas grounded theory was utilized to process qualitative data. According to the findings, biology teachers likely utilize mAR apps to teach about human anatomy or to identify living things (e.g., plant determination). According to the teachers, mAR can improve students’ learning outcomes, motivation, and collaboration, and further their enthusiasm for learning biology. The main obstacles that teachers encounter whilst integrating mAR into their lessons are lack of technical devices, Internet issues, inconsistency with the curriculum, and questionable scientific accuracy of information. Despite the promising results, additional future studies with larger sample sizes are needed.

Relationship between Classroom Environment and Moral Values of Secondary School Students

The present study aimed to investigate the relationship between the classroom environment of schools and the moral values of secondary school students. Specifically, the study focused on exploring the perceptions of secondary school teachers regarding the classroom environment and the levels of moral values exhibited by students. A sample of 1288 secondary school teachers was selected for the study, representing ten districts within the Khyber Pakhtunkhwa province. To ensure comprehensive representation, the sample included 200 secondary school teachers from each district. The selection of teachers was carried out using a non-random approach, with 100 teachers chosen from rural areas and 100 teachers from urban areas within each district. This sampling strategy aimed to capture a diverse range of perspectives on the classroom environment and its impact on students' moral values. In order to examine the relationship between the classroom environment and students' moral values, a correlation analysis was conducted. The results of the analysis revealed a significant positive relationship between the classroom environment and the moral values of students. This finding suggests that the classroom environment plays a significant role in shaping and influencing the development of students' moral values. The recommendations derived from the study offer practical implications for educators and policymakers to enhance the classroom environment and facilitate the cultivation of positive moral values among students.

진로선택과목 운영과 성취평가 반영에 대한 고교교사 인식 연구

This study aimed to find out the perceptions of high school teachers about the factors influencing the selection of caree-related subject in order to seek guidance on career elective courses in high school and how to utilize college entrance exams. A questionnaire survey and individual FGI questionnaires were conducted to find out about the perception of the operation of career elective courses and the recognition of evaluation methods, and to collect opinions. Career option courses should be systematically prepared to provide students with opportunities to complete various elective courses according to their career path and aptitude, guaranteeing students the right to choose their courses and realizing customized education so that they can be connected to their majors. In order to operate this, high schools must open and operate various subjects according to the demand of students, evaluate them, and provide them as evaluation materials for college entrance exams. In addition, since universities can be used as evaluation data for selection and recruitment in connection with high school education, information on the university's curriculum must also be shared. This study was conducted from the perspective of high school teachers, and it is necessary to explore the factors influencing career choice course selection from various perspectives in future research.

Primary School Teachers' Beliefs on Students' Socio-Emotional Development

The social (communicative competence, mastering social norms) and emotional (responsibility, self-control, and self-development) development of students is one of the tasks of the modern school, which is presented in sections such as "Personal" and "Meta-skills" educational results of the Federal State Educational Standard at all levels of general education. In modern research, the concept of ‘social-emotional skills’ (SES) is commonly used to define this area. The development of SES takes place both at school and outside; regarding school, it is the teacher who is the leading conductor of the development of SES. Therefore, the purpose of the article is to explore the perceptions of elementary school teachers about SES and the system of practices for the development of SES at the elementary school. Thus, qualitative (Research 1) and quantitative (Research 2) research were carried out. In Research 1, two focus groups were conducted with 13 primary school teachers. Based on the results of this phase, a "Questionnaire on Teachers' Perceptions of SES" was developed and used in Research 2 on a sample of primary school teachers (N = 144). The results indicate that teachers emphasize the importance of some SES (achieving and setting goals, working with others) for school adaptation and future success both at school and in life, despite the lack of a systematic approach to the development of SES.
 

Teaching listening in middle schools: perceptions of practice

Abstract This qualitative case study first examined middle school teacher perceptions of practice regarding L2 listening instruction and, from these, proposes guidelines to favour L2 listening development. Novice middle-school teachers from Chile (n = 14) were guided within semi-structured interviews to reflect on their own L2 listening teaching practices in public and semi-private school classrooms. Verbal reports were transcribed and analysed using thematic analysis techniques and underwent systematic interrogation of qualitative data. The results show an overemphasis on teacher preference for task completion to the detriment of developing listening strategies. We present results and provide guidelines for teachers to integrate features of a metacognitive instruction approach to listening.

RECONNOITERING TEACHERS' PERCEPTION ABOUT INCLUSIVE EDUCATION AT QUETTA CITY BALUCHISTAN

The purpose of present study is to find out the perceptions of primary school teachers on inclusive education based on various variables and demographic characteristics. A quantitative study has been done to collect the data from 300 sample of public primary school teachers from Quetta district through convenient sampling technique . Data was entered in SPSS with coding process and data was analyzed through descriptive and inferential analysis to determine the teachers perceptions about inclusive education based on various variables and demographic characteristics. The findings of the study shows that the teachers respond positively for inclusive education hence, it requires more knowledge and trainings to make inclusion conducive . In addition, regular schools should be improved by bringing attitudinal and structural changes so the child can be friendly treated and accommodated with special needs in the general classrooms.

Prospective elementary school teachers perceptions on the use of technology in natural science learning

Technology nowadays has undergone continuous innovation, and its use has grown considerably in society. One form of integration of technology into learning is through natural science learning. Studies on perception of prospective elementary school teachers on the use of technology in natural science learning is still under-research. Thus, this research aims to unravel perceptions and preparations of prospective elementary school teachers for the use of technology in natural science learning and how such perceptions and preparations can influence how natural science learning will be implemented in the future. This research used a descriptive method, and data collection was carried out via a questionnaire. The subjects of research were students of the 5th semester and higher during the odd semester of the academic year 2022/2023 of PGSD Study Program at Universitas Negeri as prospective elementary school teachers. It can be concluded that the prospective elementary school teachers have a good perception of the use of technology in natural science learning. The perceptions discussed include knowledge about technology, knowledge about learning science, experience using technology in learning, the factor of the necessity of using technology in learning science, the benefits of technology in learning science, and types of technology that are appropriate for learning science.

The Perceptions of Junior High School Teachers in West Nias Regency towards the Implementation Independent Curriculum in 2023

The article was to find out how enthusiastic Pendidikan Jasmani Olahraga dan Kesehatan (PJOK) teachers in West Nias district about the process of implementing learning using the independent curriculum in 2023. The researchers used survey approach in quantitative descriptive investigations. The data collection method used questionnaire, and the data analysis used descriptive statistics with percentages. Quota sampling was used to determine the population in this study, which totaled 40 PJOK teachers in West Nias District. The number of samples was based on the number of people visited by the researchers of 40 PJOK teachers in West Nias District. The instrument used a reliability level of 0.975 which is relatively high. The result showed that the teachers with keywords have moderate perceptions of the implementation of independent curriculum learning in West Nias Regency in 2023. The results of distributing questionnaires at the SMP level in West Nias Regency have a percentage of 5% or 2 teachers have categories very positive, the percentage of 3% or 1 teacher has a positive category, the percentage of 80% or 32 teachers has a moderate category, the percentage of 12% or 5 teachers has a negative category and the percentage of 0% or 0 teachers has a very negative category. This indicates that the opinion of PJOK teachers regarding the implementation of learning using the independent curriculum at the West Nias District Middle School level in 2023 is in the moderate category, this can be seen from the highest percentage results which state that the percentage of 80% or 32 teachers is in the moderate category. Keywords: Perceptions of junior high school teachers, independent curriculum implementation

AN EVALUATION OF CHANGE MANAGEMENT COMPETENCIES OF BASIC EDUCATION SCHOOL ADMINISTRATORS (THE CASE OF AKDENIZ DISTRICT, MERSIN)

This research aims to determine the competency levels of school administrators serving in public basic education schools in change management in terms of determining the need for change in school, preparing the school for the change process, implementing change in school, and evaluating the change, according to the perceptions of school administrators and teachers. In addition, the study aims to determine whether the perceptions of participants in each dimension differ by gender, age, and seniority variables. The research population consists of teachers and administrators working in basic education schools affiliated with the Ministry of National Education in the Akdeniz District of Mersin Province. The study population includes 90 basic education schools (primary and secondary schools). In these basic education schools, there are 1280 teachers and 195 school administrators (principals and vice principals). The number of teachers included in the sample representing them was 222, and the number of administrators was 101. A Questionnaire for Evaluating School Administrators’ Change Management Competencies, developed by the researcher, was administered to the research participants. The collected were analyzed using the SPSS program. To determine whether the competency levels of school administrators in change management differed by position and gender based on the participants’ perceptions, t-tests were applied, and to determine whether they differed by seniority and age, ANOVA tests were employed. The research findings indicated that according to the perceptions of public basic education school administrators, the administrators demonstrated high competencies in change management in the dimensions of determining the need for change in school, preparing the school for the change process, implementing the change in school, and evaluating the change. According to teachers’ perceptions, the administrators had high competency in all dimensions of change management.