Secondary School Teachers Research Articles

Examining challenges and strategies in implementing STEM education in Malaysian secondary schools: perspectives of teachers and students

This study examines the obstacles hindering the complete integration of STEM education in secondary schools, considering perspectives from both teachers and students, and proposing effective strategies. Employing a quantitative survey approach, the research involves 30 STEM teachers and 70 secondary school students. Findings demonstrate a consensus among participants, emphasizing issues such as inadequate teaching equipment and facilities as significant barriers to comprehensive STEM implementation. Educators favor technology-integrated teaching methods, while students show enthusiasm for incorporating these tools into their learning. Proposed effective strategies include enhancing internet accessibility and infrastructure. The study underscores the importance of engaging diverse stakeholders—teachers, parents, societal actors, and governmental bodies—to fully understand challenges and promote successful STEM integration in secondary education.

Level of gratification among Secondary School Teachers from Private Institutions by Gender and Years of Service in Tiruppur City

This research sought to examine the degree of gratification among educators in private schools. The significance of educators in our community cannot be overstated, as the caliber of education largely hinges on the caliber of these teachers. Educators are the foundation of a student's learning journey and are tasked with significant roles within educational institutions. Nonetheless, educators juggle numerous duties, which can lead to considerable stress and burden. As a result, this stress negatively impacts their job satisfaction. Thus, this study aimed to evaluate the level of gratification among Secondary School Teachers from Private Schools, considering factors such as gender and years of experience, as demographic variables. The investigation was conducted on 50 Secondary School Teachers from Tiruppur District in Tamil Nadu, India. The findings indicate a notable difference in job satisfaction among teachers based on gender and years of experience.

Transforming Teaching Practices Through Comprehensive Clinical Supervision in Secondary Schools

The teachers do not agree that the principal's supervision is more bureaucratic and autocratic, emphasizing hierarchy. The fact is that 44% of teachers do not like the supervision carried out in the classroom by either the principal or his deputy, and 58.8% of secondary school teachers disagree with teaching observations. This is urgent to research because there is a difference between theory and reality. This research aimed to evaluate the effect of clinical supervision on the teaching performance of teachers in secondary schools. Quantitative research method using a combination of teaching and learning observation instruments that have been adapted from all schools in assessing. The subjects were 38 secondary school teachers. Data collection techniques using observation instruments. The instrument was developed from indicators used as a tool to measure teacher performance. The instrument is given a score from point 1 to point 5. Analysis technique using SPSS Version 25.0 with measurements based on Learning Plans, induction tools, material delivery, questioning techniques, student involvement, reinforcement, training, and student assignments, checking training and student assignments, closing learning, and classroom management before and after clinical supervision. The results and findings of this research help teachers in schools to know the strengths and weaknesses when teaching is delivered in class. Clinical supervision also helps teachers improve the teaching and learning process more effectively so that teaching can improve student mastery. Clinical supervision can also be used as a guide for high school students to improve their knowledge.

Prevalence of internet addiction and its association with quality of sleep among secondary and higher secondary school students of Jamnagar Gujarat during COVID-19.

The internet is a vital part of present-day society. Internet use for education has increased in recent years. During the COVID pandemic, schools were closed and education was delivered through online methods, which led to a further increase in internet use, especially in adolescents, leading to internet addiction in some. To estimate the prevalence of internet addiction and poor quality of sleep in adolescent students of Jamnagar. This cross-sectional study was carried out between January 2022 to March 2022 and included 1778 adolescent students of Jamnagar, Gujarat. The internet addiction test was used to measure the level of internet addiction, and the short Pittsburgh sleep quality index was used to measure the quality of sleep. Data analysis was conducted using the Chi-square test, Mann-Whitney U test, and multiple logistic regression techniques. In our study, 17.8% of participants had mild internet addiction, 3.2% of participants had moderate-to-severe internet addiction, and 79% of participants were average internet users. Associated variables with internet addiction were male gender, residence at home, duration of internet usage in years, daily hours spent online, and monthly expenditure on internet recharge. Furthermore, 27.2% of participants had poor quality of sleep. Female gender, secondary school education, residence at the hostel, and internet addiction were predictors of poor quality of sleep. Students were found to have a high prevalence of internet addiction. The internet usage increased amid the COVID-19 pandemic. Internet addiction was significantly associated with poor quality of sleep in adolescents.

Challenges in secondary school education: profile of physics students' critical thinking skills

For students to be able to compete and overcome challenges in the future, critical thinking is essential. The study’s descriptive methodology aims to describe the students’ critical thinking abilities. Every high school in a South Sulawesi district made up the research population. Based on school accreditation, with the use of a proportionate stratified random sampling technique, 150 students were chosen to comprise the research sample. The test instrument used is an essay distributed online. The indicators for the description questions are interpretation, analysis, and interpretation thinking skills. According to the study’s findings, students’ critical thinking abilities in static fluid material have an average score in the medium category of 73.09. In terms of school accreditation, students' physics critical thinking abilities average 73.87 for schools with A accreditation, 72.43 for schools with B accreditation, and 68.47 for schools with C accreditation. The percentage of each indicator of critical thinking skills is 34.58 in inference, 33.70 in analysis, and 31.71 in interpretation. It is anticipated that this study will give a broad picture of students’ critical thinking competencies for teachers to choose and implement the most suitable stimulus to aid students in developing their critical thinking abilities.

Exploring Science Teachers’ Beliefs and Practices of ICT Integration in Secondary School Teaching

Exploring Science Teachers’ Beliefs and Practices of ICT Integration in Secondary School Teaching

Professional Learning in the International Baccalaureate Diploma Programme

The four International Baccalaureate (IB) programmes provide an inquiry- and concept-driven approach to teaching and learning in primary and secondary schools around the world. This educational philosophy is often different to teachers’ previous training and experience, yet little research has been done into how continuing professional development addresses the challenge of understanding and implementing the IB programmes. This phenomenological study explored the professional learning experiences of seven experienced IB Diploma Programme teachers working in different international schools. The findings provide a rich narrative of the teachers’ lived experience to show that, while official IB workshops are helpful in developing understanding of certain aspects of the Diploma Programme, ongoing, job-embedded learning is also required for deep understanding and effective implementation of the IB educational philosophy. This study shows how the theory of social constructivism provides a foundation for exploring a range of formal and informal learning options for teachers and schools to develop individual and collective understanding and implementation of the IB educational philosophy.

NATURE IN NIZAMI GANJAVI’S CREATIVITY

The works of the genius Azerbaijani poet Nizami Ganjavi are still relevant today due to the richness of the ideas and content. In the article, it was investigated Nizami Ganjavi’s creative attitude towards nature, scientific justification of natural phenomena, connection of natural phenomena with the mood of the characters, etc. examples of his works were given/ Also, there have been shown the possibilities of using Nizami Ganjavi’s works in the teaching of scence lessons taught in secondary general education schools.

A Mixed Methods Approach to Understanding the Public Health Impact of a School-Based Citizen Science Program to Reduce Arsenic in Private Well Water.

Exposure to arsenic (As) in well water is a well-documented public health issue for Maine and New Hampshire, as well as for other states in the United States and abroad. Arsenic contamination of well water in these locations is primarily attributed to metasedimentary bedrock that leaches As into groundwater. However, As can also enter groundwater reserves from soils contaminated by the historical use of arsenical pesticides. Approximately half of the households in Maine and New Hampshire rely on private wells, many of which have elevated As. Arsenic exposure has been associated with an increased risk of cancer, cardiovascular disease, reduced infection resistance, and lower intelligence quotient in children. Despite these known health impacts, well water testing and treatment are not universal. We have approached the problem of low well water testing rates in Maine and New Hampshire communities by developing the All About Arsenic (AAA) project, which engages secondary school teachers and students as citizen scientists in collecting well water samples for analysis of As and other toxic metals and supports their outreach efforts to their communities. We assessed this project's public health impact by analyzing student data relative to existing well water quality datasets in both states. In addition, we surveyed private well owners who contributed well water samples to the project to determine the actions taken to mitigate As in well water. Students collected 3,070 drinking water samples for metals testing, and 752 exceeded New Hampshire's As standard of . The AAA data has more than doubled the amount of information available to public health agencies about well water quality in multiple municipalities across both states. Students also collected information about well types and treatment systems. Their data reveal that some homeowners did not know what type of wells they had or whether they had filtration systems. Those with filtration systems were often unaware of the type of system, what the system was filtering for, or whether the system was designed to remove As. Through interviews with pilot survey participants, we learned that some had begun mitigating their exposure to As and other toxic metals in response to test results from the AAA project. A school-based approach to collecting and analyzing private well water samples can successfully reach communities with low testing rates for toxic elements, such as As and other metals. Importantly, information generated through the program can impact household decision-making, and students can influence local and state policymaking by sharing information in their communities. https://doi.org/10.1289/EHP13421.

Exploring the Perceptions of Secondary School Teachers on Teaching Licenses in Sindh: A Qualitative Study

The teaching license plays an imperative role in the professional development of teachers. Teaching licenses are vital in upholding the quality of education by ensuring that teachers meet established standards of competence and professionalism. It aims to assess teachers' knowledge, skills, and abilities required for effective teaching. Several researchers have concluded that teaching with a license is the only way to enhance teaching quality. those developed nationscated that developed nations, having quality education and robust educational systems, have strict criteria for teaching licenses before entering the teaching profession. The objective of this study was to explore the perception of secondary school teachers at public schools in Karachi on the first time the teaching license policy in Sindh was introduced. This research used a qualitative approach, and the data was collected from teachers through semi-structured interviews. The research design was phenomenology. The study used purposive sampling, and the sample size was based on 15 secondary school teachers from three public schools in Karachi. The data gathered through the interviews was thematically analyzed. The themes represent positive perceptions of teachers on teaching licenses. This research showed that teachers perceived teaching licenses as a positive initiative to empower teachers and the teaching profession, which are expected to improve teachers' competencies, skills, and practices in the classroom that will ultimately contribute to quality education and achieving student learning outcomes.

인공지능교육 활성화 준비 요소에 대한 초중등 교사의 인식

Purpose: The purpose of this study is to analyze teachers' perceptions of what should be prepared for the activation of A.I. education, so that A.I. education can produce substantive educational results and be established as a future-oriented teaching and learning environment in schools. Methods: A qualitative analysis was carried out of 196 discussion messages freely posted on an online bulletin board by 46 primary and secondary school teachers in a graduate course, ‘Artificial Intelligence and New Media’, in response to the discussion topic: ‘Discuss what needs to be in place to facilitate the teaching of artificial intelligence in schools’. Results: The areas of readiness for the promotion of AI education were presented as teachers, students, school environment, curriculum and teaching and learning, and government policies and support, and sub-components were identified. In the area of teachers, the study included supporting teachers to improve their competence in AI education, raising teachers' interest in AI education and changing their perceptions; in the area of students, the study included implementing comprehensive digital literacy education, and strengthening competencies for the future society; in the area of school environment, the research included constructing and managing infrastructure necessary for AI education and improving the working environment of teachers; in the area of curriculum and teaching and learning, it included developing and disseminating curricula, providing teaching models, materials and successful cases for AI education, and shifting to learner-centered teaching and assessment; in the area of government policy, the study included preparing a comprehensive AI education policy, protecting user information and rights, and specifying ethical standards. Conclusion: This study comprehensively derived the preparation factors for AI education as perceived by teachers, which play a key role in activating AI education in schools. The key areas and factors for activating AI education can be used as a reference for establishing AI education policies and provide useful information for exploring effective ways to use AI in school education.

Evaluation Of The Cooperations Of Human Resources In The Fight Against Drug Abuse In Secondary Education Schools According To Stakeholders’ Opinions

Evaluation Of The Cooperations Of Human Resources In The Fight Against Drug Abuse In Secondary Education Schools According To Stakeholders’ Opinions

Young people at a crossroads: Climate solidarity through intergenerational storytelling

AbstractSchool‐based teaching on climate change rarely draws on diverse experiences and knowledge about climate change that circulate in migrant homes and communities. We set out to consider experiences of climate change education (CCE) in schools in Manchester, UK, and Melbourne, Australia, among migrant‐background students. We interviewed young people aged 14 to 18 and educators in multicultural secondary schools about climate change education. We then trained and supported young people to interview their parents. Here, we show how those interviews built young researchers’ appreciation of family stories. Those accounts revealed aspects of parents’ lives growing up that provided a platform from which families could discuss the changing relevance of climate change in their countries of origin and present locations. From those shared insights emerged critical, contextually informed understandings of climate change. Given those outcomes, we argue that intergenerational and cross‐cultural storytelling, when brought into dialogue with scientific knowledge, can support climate change educators. They can then draw upon a range of knowledges and responses to climate change wider than that, which currently exists in most classrooms. We conclude by suggesting that among diverse learner cohorts, what then becomes possible is work to build a greater sense of agency and capacity for empathy with respect to climate change.

The Present Situation Analysis and Optimization Measures of Kindergarten Labor Education from the Perspective of Returning to Life

This study is guided by the Opinions of the Central Committee of the Communist Party of China and the State Council on Comprehensively Strengthening Labor Education in Primary and Secondary Schools in the New Era, combined with the relevant requirements of the Guidelines for Kindergarten Education (Trial), from the perspective of returning to life. The status quo of kindergarten labor education was analyzed in depth. Through systematic review and practical observation, it is found that there are some problems in the implementation of kindergarten labor education, which are mainly manifested in the lack of policy basis, the lack of professional teachers, the imperfect curriculum system, and the low support of parents. This study believes that labor is an integral part of life. Labor education should return to life, guide children to understand the world with its practicality, foundation, and comprehensiveness, form a positive labor quality, improve aesthetic ability, and lay a good foundation for the connection between preschool children. Based on this, this paper puts forward the strategy of optimizing kindergarten labor education, including integrating kindergarten labor education into life to cultivate childrens labor habits, combining family life to expand childrens labor experience, and connecting community life to enhance labor cognition, so as to provide operable ideas and suggestions for the development of kindergarten labor education.

Development of Game Content for Multicultural Education in Elementary and Secondary Schools : Focused on 'Local Stone Explorers'

Development of Game Content for Multicultural Education in Elementary and Secondary Schools : Focused on 'Local Stone Explorers'

Adopting Pedagogical Content Knowledge Principles in Secondary School Chemistry Teaching: An Insight from Tanzania

Tanzania is currently shifting from content-based to competence-based curriculum implementation, aligning with modern-day and global demands. Despite extensive research on enhancing science teaching methods, some gaps in understanding how these innovations diffuse into practice. This study aimed at assessing the local conditions and contexts which supported the adoption of pedagogical content knowledge principles in teaching secondary school chemistry in Tanzania. The study focuses on introducing pedagogical content knowledge (PCK) principles into secondary school chemistry education. This study was conducted from June to December 2022. Three Ordinary level secondary school chemistry modules were developed and used to empower 15 in-service secondary school teachers from 15 secondary schools across 6 regions of mainland Tanzania. A mixed approach, incorporating case study and quasi-experimental designs, along with the use of an Online Community of Practice (CoP) and the Higher-Order Thinking with Inclusion and Equity (HOTIE) framework, was employed to gain a deeper understanding of the innovation transfer. Data were collected and analyzed based on Moore and Benbasat’s [1] framework. Findings indicated positive impact in voluntariness, relative advantage, compatibility, ease of use, result demonstrability and visibility. However, findings revealed that inclusivity and equity issues were not sufficiently addressed. Participating teachers voluntarily engaged in the program and found the PCK approach compatible with their needs and experiences. The study concludes that the innovation holds promise for broader implementation, highlighting its potential scalability within Tanzania’s education system and elsewhere particularly in the developing countries. The study recommends more researches on use of PCK with inclusivity and equity.

Utilisation of audiovisual aids in the teaching and learning of business studies in secondary schools in Lagos State, Nigeria

The paper examined the utilisation of audiovisual aids in teaching and learning business studies in junior secondary schools in the Ojo local government area of Lagos State, Nigeria. The study adopted a descriptive research design of survey type. A sample of 60 teachers was selected purposively. data collected were analysed using descriptive statistics to answer research questions, while a t-test was used to analyse the hypotheses. The finding revealed a significant difference between teachers’ qualifications, gender, and availability of audiovisual aids and their use by business studies teachers in secondary schools in Lagos State. Based on the findings, it was recommended, among others, that the government give more priority to the enhancement of teachers' job performance through adequate provision of audiovisual instructional aids, and principals should supervise teachers in the classroom to ensure compliance with the use of available audiovisual instructional aids.

War and Peace Literacy of Social Studies Teacher Candidates: A Metaphorical Research

The aim of this study is to reveal the literacy levels and metaphors of Social Studies teacher candidates regarding the concepts of war and peace taught in secondary school. The research may be important in terms of revealing how Social Studies teacher candidates interpret the concepts of war and peace and how they perceive these concepts metaphorically. Phenomenology, one of the qualitative research designs, was used in the research. The study group of the research consists of 60 teacher candidates studying in the 4th year of the Social Studies Teaching undergraduate program of two state universities. In the research, it was determined what meanings Social Studies teacher candidates attributed to the concepts of war and peace. The collected metaphors were classified according to the metaphors used by teacher candidates. In addition, the resulting metaphors were grouped around certain common themes. Accordingly, the prospective teachers who participated in the research created 33 metaphors regarding the concept of war and 30 metaphors regarding the concept of peace. According to the research results, the most frequently repeated war metaphor is “massacre”, followed by metaphors such as “murder”, “apocalypse”, “grim reaper” and “virus”. The most frequently repeated peace metaphor is “breathing”, followed by Metaphors such as “peace”, “friendship”, “mother” and “obligation” were followed. Metaphors related to the concepts of war and peace were grouped under two categories: “positive” and “negative”. While metaphors about war were concentrated in the “negative” category, metaphors about peace were observed to be concentrated in the “positive” category. When the participants’ reasons for the decision to go to war were examined, the most recurring answers were “if the future and security of the country is in danger” and “to guarantee peace”. It has been determined that Social Studies teacher candidates who are new to the profession view war as a negative concept and peace as a positive concept. On the other hand, the fact that they create simple and easy justifications for deciding on war can be interpreted as their failure to internalize peace sufficiently.

Exploring the Use of Reflective Practices among Teachers of English in Nigerian Secondary Schools

Reflective practice has been reported to be effective in enhancing teaching and learning. However, many teachers of English in Nigeria are not aware of it. Thus, this study investigates the awareness and implementation of reflective practices among English language teachers in Nigerian secondary schools. A cross-sectional survey research design was adopted and 77 teachers were selected to participate in the study. Data for the study were collected using a questionnaire and semi-structured interviews. The study discovered that most of the respondents have a low level of engagement in reflective practice in their teaching activities. The findings also suggest a lack of awareness of reflective practices among the majority of respondents. Additionally, the study discovered that even those with some awareness of reflective practices rarely followed established steps for incorporating reflection into their teaching. This indicates a significant gap between theoretical knowledge and practice. Thus, the study makes recommendations for professional development programs to familiarize educators with the concept of reflective teaching and its potential impact on instructional effectiveness.

Overcoming Challenges: Implementing the CEFR in Thai Secondary School English Classrooms

In 2016, the Thai Ministry of Education (MOE) introduced the Common European Framework of Reference for Languages (CEFR) (Council of Europe, 2001) as a guideline for teachers in primary and secondary schools. The CEFR is a six-point scale (A1-C2) that describes a language learner’s proficiency. This study investigated how Thai EFL teachers implement the CEFR in the classroom. The participants were 300 Thai EFL teachers from public secondary schools in Northeastern Thailand, each with at least three years of teaching experience. Convenience sampling was used to select participants. Quantitative data were collected through a seven-point Likert scale questionnaire. In contrast, qualitative data were obtained from semi-structured interviews with 10 participants, purposefully chosen based on their willingness indicated in the survey questionnaire. Descriptive statistics, percentages, and standard deviation were used to analyse the quantitative data, while the qualitative data were coded into CEFR domains. The quantitative results showed that Thai EFL teachers moderately implement the CEFR in their classrooms. The study highlighted a significant need for better CEFR implementation in language teaching. The qualitative findings corroborated those teachers moderately applied the CEFR. The overall findings suggest that teachers and curriculum developers need more CEFR training, and further research is recommended.