Female Secondary School Teachers Research Articles

중등학교 여교사의 은퇴 후 삶에 대한 현상학적 분석

Objectives This study attempted to analyze the phenomenological themes of female secondary school teachers' post-retirement life experiences and the meaning and essence of their lives after retirement. Methods For this purpose, among the qualitative research methods, the interpretative phenomenological analysis suggested by Smith et al. (2009) was applied, and the individual themes that appeared in the experiences of the research participants and their common themes were gathered. Data analysis was performed by the six-step procedure suggested by Smith et al. (2009). The data were constructed by conducting 1:1 in-depth interviews with the study participants. Results As a result of analyzing the data, 9 themes were derived for each research participant, and a total of 27 major themes were pattern-matched and presented as a collection of 9 themes. Thematic gatherings include encounters with the larger world, family expectations for mother’s role, social envy for economic stability, newcomers to life school, awareness and return of social debt, yoke of teacher status, resumption of unfinished educational vision, becoming a good example in terms of a social status of teachers, enrichment education. Conclusions The researcher interpreted 9 common themes, and it was concluded that the research participants were initially confused and uncomfortable after retirement, but they reconstructed the meaning of their existence as a debtor and led to their own education. Based on the results of this study, concrete suggestions were made along with discussions that could support the quality of life of retired female teachers.

Education and Training as a Tools for Sustainable Development among Secondary School Teachers in Southwest Nigeria

The educational methodologies that might be used to manage education and in-service training among secondary school teachers in southwest Nigeria were mentioned in the paper. The degree of in-service training and academic qualifications of secondary school teachers in Southwest Nigeria were investigated, as well as male and female teachers' impressions of in-service training and re-training by the government. The study employed survey-style descriptive research. In southwest Nigeria, the population was made up entirely of teachers. The study's sample included 200 teachers who were chosen using a multistage sampling approach that included both simple random sampling and stratified random sampling techniques. The study found that secondary school teachers in southwest Nigeria have a low level of in-service training and a high level of academic qualifications and that there is no significant difference in perceptions of in-service training and academic qualifications between male and female secondary school teachers in southwest Nigeria. It was suggested that the government step up their efforts to organize in-service training for secondary school teachers, such as conferences, seminars, and workshops, in order to impart the necessary knowledge to students in order to achieve sustainable development goals. Additionally, necessary types of machinery should be put in place to improve the performance of the ministry of education and local education authorities in order to upgrade teachers and enhance their performance. In conclusion, there is a lack of teacher training and retraining in southwest Nigeria, as well as a high level of academic qualifications among secondary school teachers.

The Psychological and Environmental Variables related to Intellectual Extremism from the Perspective of Secondary School Teachers and Students

The study aimed to identify the most important psychological and environmental variables related to intellectual extremism from the perspective of secondary school students and their teachers in Afif Governorate, Saudi Arabia. The sample of the study consisted of (350) secondary school students (200 males and 150 females) and (252) male and female secondary school teachers from Afif Governorate, in the academic year 1440/1441 H. The researcher used the descriptive method, as well as the scale of psychological and environmental variables towards intellectual extremism in secondary school prepared by him. The results of the study showed that there are no significant statistical differences in the psychological and environmental variables in its four dimensions that are associated with intellectual extremism among secondary school students from the point of view of the teachers due to the gender (male teacher- female teacher) and specialization variables except for the cognitive dimension in relation to the scientific specialization, and it showed statistically significant differences with regard to the more than ten years’ experience variable except with the environmental effects.

Teachers' Professional Identity and Burnout among Chinese Female School Teachers: Mediating Roles of Work Engagement and Psychological Capital.

Burnout is a serious phenomenon among female kindergarten, primary, and secondary school teachers in China. Previous research has shown that professional identity negatively predicts burnout. However, little is known about the mediating mechanisms underlying this relationship. This study examined the relationship between professional identity and burnout and the mediating roles of work engagement and psychology using a sample of Chinese teachers. A total of 2220 female teachers participated (kindergarten: 16.9%; primary school: 56.7%; secondary school: 26.4%). They answered four questionnaires measuring their professional identity, work engagement, psychological capital, and burnout. PROCESS macro (SPSS 21.0) was used to conduct mediation analyses of work engagement and psychological capital in the relationship between professional identity and burnout. Working simultaneously, work engagement, and psychological capital partially mediated the aforementioned relationship, which could reduce burnout. Working sequentially completely mediated the relationship between professional identity and burnout, and hence, the latter was the lowest. Specific implications are discussed, such as the improvement of professional identity and psychological capital.

Predicting the factors related to cervical cancer screening in secondary school female teachers in Shahrekord: Application of PEN-3 model factors about cervical cancer screening in female teachers

Background and aims: Cervical cancer is one of the most common cancers in women. Cervical cancer screening is one of the essential measures for preventing this disease, and its purpose is to detect lesions in the premalignant stage and reduce the risk of death from this cancer. This study aimed to predict the factors related to cervical cancer screening in secondary school teachers using the PEN-3 model in Shahrekord, southwest Iran. Methods: This descriptive-analytical study was conducted on secondary school female teachers in the academic year 2019-2020. The samples were 228 individuals who were selected by convenience random sampling. The research tools were a demographic information checklist, uterine screening performance information, and a questionnaire based on PEN-3 model constructs (perceptual, enabling, and reinforcing factors). Data analysis was done using SPSS version 22. Results: Regarding cervical cancer screening (Pap smear test), 59.82% of the teachers had a history of undergoing Pap smear tests, of which 35.43% had performed the test regularly. Pearson’s correlation coefficient showed a direct and significant correlation between PEN-3 model constructs (perceptual, enabling, and reinforcing factors) and a history of cervical cancer screening (P<0.001). In the regression analysis of demographic variables and PEN-3 model constructs, the predictive value of these variables for cervical cancer screening was obtained at 0.57%. Conclusion: Based on the findings of the study and given the role of PEN-3 model constructs (perceptual factors, enabling factors, and reinforcing elements) in predicting cervical cancer screening behavior, comprehensive planning for intervention and use of this educational model and gaining knowledge about the cultural and socioeconomic factors for cervical cancer screening seems useful.

Does Gender Difference Exist on the Teaching Creativity Level of Male and Female Secondary School English Teachers in District Bannu?

The main focus of the current study was to investigate the creativity level, teaching effectiveness level and gender difference in creativity level of secondary school teachers in district Bannu. The researcher used two instruments i.e. English Language Teachers’ Creativity Scale (ELT-CS) and Teaching Effectiveness Questionnaires. Random sampling followed by proportion allocation was used to collect the data. Since the data regarding teachers’ creativity and teaching effectiveness was collected from their students, so 363 students were randomly selected from 23 female and 40 male secondary schools. Mean, Standard Deviation and Independent Sample t-test were used analyzing the data. The results of the study concluded that female secondary school teachers were more creative than male secondary school teachers. Those teachers, whose creativity level was high, were more creative than those whose creativity level was low. It was suggested that teachers should be motivated to improve their creativity level in all aspects so that their teaching and their students learning could improve and educational objective could be met. For the first time, the researcher attempted to determine the level of creativity among secondary school teachers in district Bannu, and got empirical data to prove the importance of creativity for teaching effectiveness.

Occupational stress level of higher secondary school teachers in Mizoram

Teachers of higher secondary school stage look after adolescents and young adults. It is a tough and challenging task for the teachers to deal with students who are of this age group. The main aim of the present study is to find out the occupational stress level of higher secondary school teachers in Mizoram and to compare the occupational stress level of male and female teachers of higher secondary school in Mizoram. 320 higher secondary school teachers were selected by proportionate random sampling from four (4) districts of Mizoram. A standardized tool ‘Teacher’s Occupational Stress Scale’ developed by Sharma & Kaur (2015) was used for the test. The finding revealed that there is a significant difference between the occupational stress of male and female higher secondary school teachers in Mizoram.

The Degree of Awareness of Arabic language Female Secondary School Teachers in Jordan about Cyber Security from their Point of View and its Relationship with Some Variables

Objectives: To identify the degree of awareness of
 Arabic language female secondary school teachers in Jordan of cyber security from their Point of View and its relationship with the variables of academic qualification, teaching experience, and geographical region.
 Methodology: The study used the descriptive method. A questionnaire of (30) items was prepared, and the study sample consisted of (330) teachers who were chosen the way stratified random manner from secondary school Arabic language teachers in Jordan in its three Geographical regions (South, Central, and North) in the first semester of the 2021/2022 school year.
 Results: The degree of awareness was at a high level. Further, there were significant differences at the level (α = 0.05) in the estimates of the study sample due to the academic qualification and in favor of graduate studies. Furthermore, there were no differences at the level (α = 0.05) in their estimates due to the teaching experience and the geographical region.
 Conclusion: Establishing training centers affiliated to the Jordanian Ministry of Education to train Arabic language teachers to move from the stage of awareness to the stage of application and practice; in order to reduce the increasing number of electronic crimes in Jordan.

Vocal fatigue perceived in remote working by teachers of different school grades during COVID-19 pandemic

ObjectiveTeachers have an increased prevalence of voice disorders. The present study aimed to investigate the impact of remote teaching on perceived voice fatigue among Italian teachers of all grades during the lockdown due to the COVID-19 pandemic. Methods The participants were 195 female teachers (Mage=48.77; SDage=9.61) in primary, secondary, and high schools. They completed the Vocal Fatigue Index (VFI) through an online survey. The tool includes 19 items grouped into three dimensions: tiredness of voice and avoidance of voice use (TA); physical discomfort (PD); and improvement of symptoms with rest (IS). The participants reported their perceived voice fatigue during remote teaching. They were also asked to provide data about voice fatigue as perceived in previous classroom teaching. The data were analyzed through two sets of independent one-way ANOVAs, with voice fatigue subscales as criterion variables and school grade as a between-subjects factor. ResultsThe teachers involved in the study reported higher voice fatigue scores than vocally healthy adults from the general population. Primary school teachers showed higher voice fatigue during remote teaching than both secondary and high school teachers, specifically for the TA and PD dimensions, whereas no difference emerged for IS. The VFI scores of primary school teachers were similar to those of dysphonic individuals. ConclusionThe results of the study confirm that primary school teachers are more vulnerable to developing voice disorders and suggest the need for specific vocal health interventions in case of prolonged remote work.

Breast self-examination practice and predictors among female secondary school teachers in Addis Ababa, Ethiopia: using the health belief model

BackgroundBreast cancer is the most frequently diagnosed reproductive organ cancer among women in Ethiopia. Even though breast self-examination (BSE) is shown to be the least expensive, less time-consuming, and non-invasive screening method, the practice of breast self-examination in Ethiopia is poor. Therefore this study aimed to assess breast self-examination practice and predictors among female secondary school teachers using the Health Belief Model.Materials and methodsAn institution-based, cross-sectional study was conducted among 589 female secondary school teachers in Addis Ababa, Ethiopia. A self-administered questionnaire containing socio-demographic characteristics, sources of information, knowledge, perception on breast self-examination, and BSE practice was prepared based on the Champion's revised Health Belief Model and used as a data collection instrument. Multi-variable binary logistic regression was employed to identify the predictors of breast self-examination practice with significance set at p < 0.05 by controlling possible confounders.ResultBreast self-examination was practiced by 43.6% of female secondary school teachers. Television and radio were the commonest sources of information about breast cancer and breast self-examination. Personal history of breast problem (AOR 3.27, 95% CI 1.13–9.45), teaching experience (AOR 2.46, 95% CI 1.33–4.56), knowledge (AOR 1.06, 95% CI 1.01–1.12) and perceived self-efficacy (AOR 1.07, 95% CI 1.01–1.12) were significantly associated with BSE practice.ConclusionThe practice of breast self-examination was found to be low. Perceived self-efficacy, personal history of breast problems, and the knowledge level of female teachers were factors associated with the practice of BSE. This suggests the need for educational programs to enhance knowledge regarding breast cancer and improve the practice of breast self-examination.

Occupational Stress and Burnout among Secondary School Teachers in Sokoto Metropolis – Nigeria: How Does Coping Strategies Matter?

This study investigated occupational stress and burnout among senior secondary school teachers in Sokoto metropolis and their coping strategies. The population of the study consisted of all public senior secondary school Teachers in Sokoto metropolis, totaling (1, 216). One hundred and ninety-six (196) respondents were selected based on Krejcie and Morgan table of determining sampling size from eight (8) secondary schools. Descriptive design was used for the study. Three adopted instruments titled; Teacher Stress Scale by Liman (2016) to measure teachers’ stress, Maslach Burnout Inventory-Educator Survey (MBI-ES) by Maslach, Jackson and Schwab (1986) to measure teachers’ burnout, the Cope Inventory by Carver, Sheier and Weintraub (1989) to measure teachers’ coping strategies, were used to collect data for this research. Three hypotheses were tested and t-test was used for data analysis. The findings of the study shows that there is significance difference in occupational stress of male and female senior secondary school teachers in Sokoto metropolis but, there is no significant difference in burnout and coping strategies of male and female senior secondary school teachers in Sokoto metropolis. Conclusively, the findings of this research study shows that male teachers experience more stress than female teachers. The stress experienced by secondary school teachers can lead to reduced productivity and burnout. Nonetheless, stress coping strategies should be inaugurated to assist teachers reduced their stress. Some recommendations made include there is need to help teachers resolve occupational stress. This can be achieved through seminars, workshops, and sensitization programs.

Deviation from Recommended Curriculum and Efforts to Bridge the Gap Between Suggested and Taught Curricula

This informative study aims to clarify the discrepancy amongst recommended and taught curriculum, as well as serve as a roadmap for educational agencies, curriculum creators, and teachers to determine the reasons for the gap and potential ways to close it. In this article, challenges faced by teachers in implementing the recommended curriculum will be discussed, as well as how effectively the difference between the recommended and taught curriculum are addressed. Six female secondary school teachers were the target demographic, and they were chosen from a private school in Karachi where they are working as coordinators. On-line interviews were used to gather primary data. Participants were asked questions using a semi-structured questionnaire. The results are intended to support the hypothesis that there is a difference amongst suggested and taught curriculum, and that teachers face significant challenges in implementing the recommended curriculum, which is more of a paper exercise than it should be.

A Study on the Organizational Commitment of Teachers and their Classroom Performance

This study investigates the influence of the organizational commitment of male and female secondary school teachers on student outcomes in Khyber Pakhtunkhwa. The objectives were to determine instructors' commitment levels towards their employers' organizations and their own professional development. The study to find the correlation between teachers' organizational commitment and students' learning outcomes, as well as the impact of demographic factors (age, gender, etc.) on commitment levels.The study population consisted of male and female educators from government secondary schools in Khyber Pakhtunkhwa. A total of 480 teachers, including 280 males and 280 females, were randomly selected from four all-male and all-female schools. The findings revealed significant differences in organizational commitment between male and female teachers.The study suggests that male and female principals should attend organizational behaviour courses, investigate the reasons for lower organizational commitment among male teachers, and hire more highly qualified teachers for secondary schools.

Impact of Employee Engagement and Work Culture on Transformational Leadership of Female Teachers of Secondary Schools: A Mediating Role of Work-Life Balance

Purpose: As more and more organizations are adopting transformational leadership practices, there has been an increased focus on employee engagement and work culture in both the academic and practitioner communities in recent years. Specifically, this study examines the effects of employee engagement and work culture on transformational leadership among female secondary school teachers of Pakistan in terms of their work life balance.&#x0D; Design/Methodology/Approach: To collect data from the 196 female teachers of secondary schools in Pakistan, a questionnaire was distributed using a convenient sampling technique. In order to analyze the collected data from the designated sample of the target population, an inferential statistical technique known as Structural Equation Modelling - Partial Least Squares (SEM-PLS) was employed. &#x0D; Findings: Based on the findings of the study, employee engagement and work culture have a positive correlation with transformational leadership. The correlation between employee engagement and work culture with transformational leadership was also significantly mediated by work life balance. &#x0D; Implications/Originality/Value: When professionals practice work life balance, employees' transformational leadership begins to rise in secondary educational institutions. The study will be of substantial assistance and benefit to policymakers and administrators of secondary schools, as well as researchers in Pakistan. Consequently, they will be able to adjust their programs and policies in order to meet the professional needs of female teachers in regard to employee engagement, work culture, and work life balance.

Perceived Servant Leadership Style of Principals Correlates with Job Satisfaction of Secondary School Teachers in Pakistan

Servant leadership is a type of leadership that encourages people to work together. A leader intends to help the institution’s personnel favorably. The school leader interacts with teachers and administrative staff as a collegial friend rather than a boss and tries to make things as easy as possible for them. The major goal of this study was to see if there was a correlation between servant leadership and job satisfaction among secondary school teachers in Pakistani settings. The study’s participants were male and female public sector secondary school teachers from the districts of Lahore and Kasur, of Punjab province, Pakistan. The sample was chosen using a stratified random sampling technique. A total of 510 teachers participated in the study as a sample. In this study, adapted questionnaires with responses measured on a five-point Likert type scale was used. Both variables, perceived servant leadership style of principals and work satisfaction of teachers showed a strong association. Further sub-factors correlations showed significant results. It is proposed that school principals adopt servant leadership style as it would be more beneficial for them to ease and comfort the school employees that might improve the institutional performance.

Stress, Marital Challenges and Coping Strategies of Female Married Secondary School Teachers in Sokoto Metropolis, Sokoto State, Nigeria

Stress, Marital Challenges and Coping Strategies of Female Married Secondary School Teachers in Sokoto Metropolis, Sokoto State, Nigeria

Exploring the Relationship Between Teachers Well Being and Professional Commitment

This article focuses on exploring the relationship between teachers well being and professional commitment. The investigator employed quantitative descriptive study and data was taken from 200 (50 male and 50 female) secondary school teachers from government schools and (50 male and 50 female) from private schools through scales of well being (1) and professional commitment scale (2) from Punjab state. The results found a positive and significant correlation of well being with the professional commitment of secondary school teachers. The study also indicates that well being and professional commitment of male and female teachers of both government and private secondary schools exhibit positive and significant correlation. The study further suggests that government should frame such policies and programs that foster the professional growth as well as commitment among teachers.

Female Teacher Workload, Problem, and Social Competence: A Study on Secondary School Teachers

Heavy workload has become a problem of many female teachers in the world. Finding out how workload has impacted teachers’ job effectiveness worth searching. The respondents of the research were were 78 secondary school female teachers in Tanah Datar Regency. The data of the research were collected through a google-form. The data were analyzed through Descriptive Statistics. The study results show that female teachers are over-burdened with their tasks at school and at home, face many problems like having negative feeling to themselves, having no leisure time, lacking of social responsibility and participation in school activities and house work, being not optimal in job performance, being exhausted, feeling lack of energy, getting problem in time management, doing social withdrawal, and having lower social competence after the issuance of the new regulation. Therefore, it is recommended that the new government regulation of teacher workload be quitted in order that better education quality is achieved.

Factors Associated With Health-Related Quality of Life Among Female Secondary Schools Teachers.

Determining the health-related quality of life (HRQoL) of secondary school teachers and its relationship with various factors will provide a basis for improving their quality of life and benefit society. To this end, this article endeavors to determine the factors associated with HRQoL among female secondary school teachers in Selangor, Malaysia. This was a cross-sectional study of 888 female secondary school teachers in Selangor, Malaysia. We used a self-reported questionnaire to collect data, and linear regression analysis was used to determine the factors associated between physical component summary (PCS) and mental component summary (MCS) of HRQoL. Age, body mass index (BMI), symptoms of depression and anxiety, and reporting low back pain were significantly associated with PCS. Meanwhile, age, symptoms of depression, and resilience level were significantly associated with MCS. These findings will benefit workplaces in planning strategies and initiatives to improve HRQoL among female secondary school teachers in Malaysia.

The degree of availability of e-learning skills for geography teachers and female teachers in secondary schools in Anbar province center from their point of view

The aim of the research is to identify the degree of availability of e-learning skills for male and female geography teachers in secondary schools in the center of Anbar Governorate from their point of view. 50) schools, and the researcher relied on the study of: (Hanawi and Rawan, 2019), and (Suhail and Mutasem, 2014) to prepare a research tool and it consisted in its final form of (25) paragraphs, with quintuple alternatives, and the appropriate statistical means were used, namely: arithmetic mean and deviation The standard and t-test for two independent samples, the researcher concluded that the degree of availability of e-learning skills for teachers of geography in secondary schools from their point of view was (high), and there is no difference for the gender variable (teachers) in the degree of availability of e-learning skills, and there is a difference Between male and female teachers in the degree of availability of e-learning skills according to the academic achievement variable (bachelor-graduate studies) and in favor of higher studies, and in light of the research result, the researcher recommended the necessity of training geography teachers and female teachers in secondary schools on the skills of e-learning. e-learning.