Special Teachers Research Articles

Evaluation of the Special Program in the Arts (SPA) Curriculum: Basis for Program Enhancement

This descriptive study evaluated the implementation status of the Special Program in the Arts (SPA) program (Visual Arts, Music, Media Arts, Creative Writing, Theater Arts, and Dance) of DepEd secondary schools in Western Visayas in terms of faculty, subject offerings, facilities, library, infrastructure, laboratory, ICT facilities, administration, and internal stakeholders. The results of the evaluation were utilized to come up with an enhancement program for improvement. There were 848 respondents who were randomly selected that included students, teachers, parents, SPA school coordinators, and LGU officials specifically the chairperson of the committee on education. A researcher-made instrument, validated by panel of experts with a reliability coefficient of .89, was utilized to gather relevant data. Focus group discussion (FGD) was conducted to validate the quantitative data gathere. Descriptive statistics such as mean, standard deviation, frequency count, and percentage and Inferential statistics such ast-test and ANOVA (Analysis of Variance) were utilized with significance level set at .05 alpha. Results showed that the level of implementation of the Special Program in terms of input, process, output was “very high” while the rest were “high”. Significant differences were noted in the level of implementation of the special program in the arts curriculum as evaluated by the respondents. The problems included “Lack of laboratory rooms especially in music, dance and theater, “lack of reference materials”, and “lack of teacher specialists to handle the different art disciplines. The issues noted included “lack of support from the LGUs”, “expensive demand of the SPA program”, “curricular reforms brought about by the global and local changes”, and “educational challenges to be addressed like student and faculty turn over”. The challenges included “sustainability of the program in terms of its demands and standards,” and “internal and external affairs that go with the operation of the program”. The researcher advanced the strengthening of the program focusing on teachers’ needs to develop creative skills needed in the SPA program. The researcher also recommended that regular supervision and monitoring shall be done to achieve consistency and excellence in terms of program implementation.

보완대체의사소통(AAC) 중재를 위한 청소년용 어휘 선택 체크리스트 개발 및 임상적 유용성 고찰

Background and Objective: Although vocabulary selection is one of the important factors in the Augmentative Alternative Communication (AAC) intervention process, it is challenging to identify studies related to methods of specific vocabulary selection, or tools for adolescents. In this study, we examined the usability of the vocabulary selection process by collecting and analyzing speech in various community environments for adolescents, and then producing a vocabulary selection checklist. Method: A vocabulary selection checklist was developed based on the vocabulary collected in various community environments for six middle school students (three males and three females). The clinical usability was investigated by speech language pathologists, special teachers, and parents. The evaluation questions comprised nine categories (i.e., seven objective questions, two subjective questions) associated with appropriateness, ease, and usability of the vocabulary selection checklist, and a 5-point Likert scale was also used. Results: The overall question average score of investigation of clinical usability revealed an average of 4.0 points. This checklist evaluated with the special education teacher (4.1 point), parents (4.0 point), and speech language pathologist (3.8 point) can be used for the vocabulary selection process of AAC intervention. Conclusion: This study is meaningful in that it established a checklist to support the vocabulary selection process of adolescent AAC intervention clients, as well as suggested practical use.

자폐성장애인을 위한 사회적 상황이야기 AAC앱 개발: 지역사회 이용기술 중심으로

Background and Objective: The purpose of this study was to develop and evaluate a social situation story mobile application for students with autism disorders using AAC symbols to improve social communication function in a community environment. Method: For application development, we followed the basic model procedure of instructional design. First, we identified the application development needs for experts, analyzed the prior research and existing applications, and analyzed the required results. In consideration of the characteristics of the subject, the social situation stories of the four sub-environments of the local community were formulated according to three themes, and the keywords were re-reviewed together as AAC symbols. The application was developed based on Android, and eight special teachers were asked to use it for a trial. Their feedback on the quality level of the application was provided through the application usability evaluation. Results: The community social situation story application was evaluated close to “very good” in the areas of educational value, content implementation technology, content information and convenience. Conclusion: A part of the continuous update and support of the application for the effective use to the target audience will be discussed.

Analysis of Special Teachers' Perception and Status of SW Education for Students with Disabilities

본 연구는 특수교육 현장에서의 효과적인 SW교육 실행 방안 수립을 위해 장애학생대상 SW교육을 진행하는 특수교사들의 SW교육에 대한 인식 및 특수학교 SW교육 현황을 실질적으로 파악하는 것에 목적이 있다. 이에 문헌 및 선행연구를 참고하여 구조화된 설문지를 구성하였고, 온라인 설문방식을 통해 전국 168개의 특수학교에 재직 중인 특수교사를 대상으로 설문지를 배포하였으며, 총 205명의 특수교사가 조사에 응답했다. 연구의 조사결과 첫째, 특수교사들의 SW교육 인식 수준은 대체로 긍정적인 것으로 나타났으나, 특수학교 SW교육 교과과정 관련 지침 및 세부 정보에 대한 이해는 다소 부족한 것으로 나타났다. 둘째, 장애학생 SW교육 현황과 관련해서는 특수학교별 실행되는 수준 및 인프라 구성의 편차가 크며, 현재까지 체계적인 교육 및 운영체계가 정립되지 않은 것으로 나타났다. 셋째, 특수교사의 SW교육 관련 도구에 대한 인지도 및 활용, 접근성의 경우 일반학교 교사에 비해 상당히 낮은 수준임을 확인할 수 있었다. 마지막으로 장애학생을 대상으로 효과적인 SW교육 실행을 위해서는 장애학생 특성을 고려한 맞춤형 SW교육 도구 개발 및 SW교육 관련 교원연수 등을 통한 교습자의 역량 강화가 필수요소인 것으로 나타났다. 이러한 결과를 바탕으로 본 연구에서는 장애학생을 위한 SW교육이 효과적으로 시행될 수 있도록 정책적⋅실천적 시사점을 제시하였다.

The Effectiveness of Video “6 Steps Hands Wash” to Improve the Capability Hand Washing for Children with Intellectual Disability

This study aims to determine the effectiveness of the "6 - step hand washing" video media to improve the ability to wash hands properly in children with intellectual disability. A student in grade 7th with mild intelectual disability participated in this A1 – B1 – A2 single subject study design. Subject obtained the mean level increased from 30.67 in the phase baseline – 1 (A1) to 54.5 in the intervention phase (B) and 59.33 in the phase baseline – 2 (A2). Changes in the data level experienced an increase in the score, namely from the phase baseline – 1 (A1) to the intervention phase (B) is increased by +18, while in the intervention phase (B) to the phase baseline – 2 (A2) is increased by +2. Data overlap in an analysis of the condition of 0%, which means the video media "hand washing 6 steps" to improve the ability to effectively wash hands properly on the child intellectual disability mild category. There is a need to replicate the study design to increase the external validity and generalization results. The strategies described in the present study may also be useful for special teachers who teach individual with intellectual disability to gain a proper hand washing skills in various context (e.g., home, schools, and public areas).Keywords: video, hand washing, children with intellectual disability

PENGINTEGRASIAN BUDAYA LOKAL BESEMAH KEDALAM MATERI SASTRA DI STKIP MUHAMMADIYAH PAGARALAM

This research is a Research & Development which aims at investigating the development of instructional materials based on local wisdom. The materials developed were designed from the result of the students’ need analysis and teacher specialist’ interview at STKIP Muhammadiyah Pagaralam in Introduction to Literature subject and validated by experts. The research data were collected from student’s questionnaire, specialist’s interview and experts’ validation. Regarding the data of the students’ questionnaire which consisted of 35 students, it was found that most of the students were interested in literature but they found problems such as; the language of the texts, unfamiliar literary texts, difficult in appreciating the texts and lack of skill in writing literary text. However, according to them local wisdom was very important to be developed beside to preserve and enrich students’ knowledge about the culture of the local area also to help students comprehend the materials as well. Besides, students also needed bigger text and more work sheets in the modul. This finding was also in line with the lecturer specialist’s interview which was described qualitatively in which it explained that local wisdom can be such a good alternative literary materials in teaching learning process to help students comprehend the texts used. Based on expert validation, local wisdom materials also gave an extra point in the materials developed. Expert validation stated that from the whole aspects of validation, the development of the materials met very good criteria and met the students’ need.

Management of Learning for Children with Special Needs an Early Age

This article aims to describe the concept and implementation of the management of learning for children of early age with special needs. This study systematically describes the facts found in the field and compare the conditions at both institutions verbal or sentence. Object in this research is the process of managing learning for children with special needs, early age to be a child. The process includes planning, learning, organizing, learning implementation, and supervision. methods of data collection using observation, interview and documentation. Managing learning in early childhood Bloom which combines between the child regular with children with special needs require a different management in early childhood education generally. Learning to accommodate children with different characteristics and barriers to the development of different. The results showed the presence of management learning for early childhood needs, namely in the planning of learning begins with the initial assessment to identify the peculiarities of the child to be tailored to the needs of the Program, Individual Learning in children as well as develop a curriculum that is used as a learning reference. Organizing by placing the supervising teacher or special teacher who has competence in the handling of the CREW in accordance with the division of the group of children's learning. The implementation of learning using learning model that is specified each institution, the implementation of learning activities include the opener, the core and the cover, Evaluation and assessment reports carried out to determine the development achieved in the learning process. Differences and similarities of both institutions are located on the concept and implementation in each of the management functions of learning for children with special needs. Recommendation addressed to the head of school, teachers and parents with the aim that the learning can be done well.

THE INFLUENCE OF THE LATEST SOCIETY CHALLENGES ON DIFFERENT INSTRUCTIONAL PROGRAMS FOR SPECIAL EDUCATION TEACHER TRAINING IN THE USA

The aim of this work was to study the impact of the latest challenges of the globalized society on special education teacher training in the United States and Ukraine. For the needs of our research current instructional programs 13.1013 – Education/Teaching of Individuals with Autism and 13.1008 –Education/TeachingofIndividualswithOrthopedicandOtherPhysicalHealthImpairments that are used for the US educators’ preparation were proposed as examples. The global onset of the COVID-19 pandemic has changed the common lifestyle for the majority people. Constant uncertainty, social distancing, enormous off-schedule work and distance learning in the face of changing external constraints create an atmosphere of nervous tension that undoubtedly affects all people, but people with disabilities can be observed as especially vulnerable to these and other challenges. The researchers report symptoms of anxiety and depression among young people, feeling of having been left out of the society. There is no doubt in the necessity to support vulnerable students' mental health normalization mostly by psychologists and teachers. In order to adapt to innovations, educators should unite in professional pedagogical associations and become "agents of change". With the reference to the recommendations of the Council for Exceptional Children and scientific researches, the paper describes the list of professional skills a special teacher needs to obtain in the current conditions. Due to distance learning conditions teachers of students with autism should be able to take into account factors of social interaction and possible behaviours and communication that can affect the effectiveness of educational activities online. Together with proper arranging of classroom furniture and assigning seats, teachers of students withorthopedicandotherphysicalhealthimpairments should gain the skills of effective online communication, tailoring instructional methods, using technical and non-technical educational tools, and recognizing physical condition of a student for proper combining different academical tasks and physical exercises.

Harnessing the potential of recently retired physics teachers to mentor new physics teachers

Three new physics teachers graduating from a university provider of initial teacher education in England were paired with a recently retired physics subject specialist teacher in order to provide informal mentoring during their first year of teaching. The aim of this was to explore if a mentoring intervention of this kind could support teacher knowledge growth of the new physics teachers and influence their retention in the teaching profession. Qualitative data from the study suggests that substantive content of the mentoring discussions that took place addressed issues of general pedagogy and pedagogical content knowledge. The retired teacher mentors were enthusiastic and able to act as mentors. Suggestions emerge for ways of facilitating the mentoring.

Self-efficacy beliefs among non-specialist teachers in primary English education

Abstract Although the teaching of English to primary school children has been rapidly growing in many English-as-a-foreign-language (EFL) countries around the world, a shortage of specialist teachers remains a persistent challenge. Consequently, non-specialists, such as homeroom teachers initially trained as generalists, are more often required to teach English. The present study, focusing on 304 non-specialist teachers serving in Japan’s public primary schools, was designed to explore their perceived self-efficacy for teaching English, and to examine the impact of teacher characteristics (i.e., their perceived English proficiency, English-teaching experience, and appraisals of collaboration with native English-speaking teachers) on their level of self-efficacy. A multiple regression analysis revealed that the collaboration variable was more influential than the proficiency variable and that there was no significant relationship between teachers’ self-efficacy and teaching experience. Moreover, integration of these results and teachers’ comments in the open-ended question suggested that they functioned most effectively in student engagement by playing roles unique to non-specialist teachers and that they perceived team teaching to be more beneficial in classroom management than solo teaching. Implications for in-service training are discussed to support non-specialist teachers in primary English education.

Utility and Professional Attitudes toward Assistive Technology in UAE Special Needs Centers

The attitude of teachers about the use of technology is critical. As a result, when teachers have a constructive outlook toward a new type of assistive technology, they are more likely to make meaningful efforts to successfully integrate it into the teaching-learning process. The way assistive technology is used in the teaching and learning environment is heavily influenced by a special education teacher’s attitude. Therefore, the study explored the availability of assistive technology and explored the attitudes of professional of special education towards the use of assistive technologies in special needs centers of United Arab Emirates (UAE). Questionnaires were distributed and 100 responses were received from special education professionals. No statistically significant differences were observed in the attitudes of special education teachers and therapists with respect to their experiences, profession, gender, academic qualification, or locality. Assistive technologies were mostly used in different areas of special education including computer access, spelling, learning, recreation, environmental control, vision and hearing, writing, communication, mathematics, mobility, and positioning and seating. There is a constructive impact on the learning process of the children with special needs considering the expertise of specialist teachers and therapists on assistive technology linked to positive educational outcomes of students with special needs.

MANAJEMEN PENDIDIKAN INKLUSIF DI SEKOLAH DASAR GUNUNG SARI DALAM KOTA CIREBON

The purpose of this paper was to describe the management of inclusive education in state primary school Gunung Sari Dalam. This was descriptive qualitative research. Data collection techniques are in-depth observation, in-depth interviews and documentation. Testing the validity of the data used source and method triangulation. The analysis was carried out through data collection, data reduction, data display, and data conclusion. The finding was the management of inclusive education at Elementary School Gunung Sari Dalam was carried out in accordance with the appropriate stages. Student management began with planning for new student admissions. The implementation was through the inclusion stage, the identification and assessment of the school, however, did not involve experts. The school used a modified 2013 curriculum. The learning process management was begun by analyzing the learning objectives. The teacher also adapted learning and evaluation to the conditions of students. In addition, teacher management was begun by list of teacher needs, recruitment and selection according to special educational backgrounds. The division of special teacher work rested on agreement and coordination. Facilities and infrastructure management was carried out through planning based on a needs analysis and procurement.

Scientific-methodical activity of the pedagogues of the Special Piano Department of the State Conservatory of Chisinau during the years 1950–1970

The article describes the methodological and scientific works of the Special Piano department teachers from the Chisinau State Conservatory, created in the period 1950–1970s. The most common type of unpublished articles are reviews of colleagues’ concerts, reports, abstracts, essays and musical collections. The most serious scientific plans of the teachers were related to the genre of the dissertation. In the 1960s. the scientific and methodological articles of teachers of the department of Special Piano begin to appear. The most significant part of them is formed by music collections, composed of the music of Moldovan composers. T. Voitsekhovskaya and A. Dailis compiled and edited musical aids for students of different ages. The uniqueness of these scientific and methodological opuses is due to the specifics of the material under study – the subject of a special piano, the subtleties of which are familiar to authors, pianists-teachers and performers from their direct professional activities. The named scientific publications opened the way for further research of pianists, who became especially numerous at the turn of the XX–XXI centuries.

SPECIAL KINDERGARTENS: DOES THE RISK OF BURNOUT DEPEND ON THE PROFESSION?

The aim of the study was to determine the prevalence of burnout syndrome and analyse professional contexts u professional workers of special kindergartens. Research tool: online survey in the range of 11 + 21 items, the first part of own construction, second part a standardized Burnout Measure questionnaire. Basic sample: there were 6 special kindergartens within Hradec KrĂĄlovĂŠ region in January 2021, the basic sample consisted of 51 professional workers. The questionnaire was filled by in a total of N=33 professional workers of special kindergarten schools (returned 64,7 %), special teachers Nsp = 18, teacher´s assistants Nap = 15, at the age of 18 up to 65 years, with a length of practice 1 up to > 20 years. With one exception, all respondents are women. The results show, that 2/3 of respondents are at a level of complete or partial mental health, ¼ of respondents are at a level of mild burnout risk and only 6 % of respondents show the presence of mental exhaustion syndrome and is in a condition that requires a treatment. Furthermore, the results show, that there is a statistically proved difference between the level of burnout syndrome and a profession (W=150, p<0,05), teacher´s assistants are more endangered (on a five-level scale of they reach meanap = 2,6±1,05, versus meanssp = 1,9±0,67), they are independent at the level of experience (W = 108, p=0,341). The correlation coefficient points out at a statistically significant close relation between the level of burnout syndrome and the respondent´s age (rho = 0,403, p<0,05), however, is independent on the length of the field´s practice (rho = 0,135, p=0,452). Because teacher´s assistants are younger on average, age can be a moderator of a relation between the profession and the level of burnout syndrome. The results show, that in special kindergartens there must be the risk of burnout syndrome considered, paradoxically in mainly younger and starting teacher´s assistant and to provide sufficient support for beginning professionals, especially during the adaptation phase.

Peningkatan Kompetensi Guru Sekolah Inklusi melalui Pendampingan Terstruktur (Perencanaan, Tindakan & Pengamatan, dan Refleksi)

Teachers are an important factor in optimizing inclusive education in certain educational units. In addition to classroom teachers, special teachers are also needed who have broad insight and skills in implementing inclusive learning in the classroom. In addition, parental involvement in children's education is a driving and determining factor in the development of inclusive education. Starting from making decisions regarding school placement, to collaboration between the education unit and parents who have children with special needs. With limited understanding and acceptance of the existence of ABK, teachers need skills in learning for ABK. Educational backgrounds that do not provide provisions for special education cause almost all teachers to face problems in dealing with children with special needs. This Community Service Program is one solution in an effort to provide the skills needed by inclusive school teachers at Ma'arif Prison in the form of handling children with special needs and indirectly as a form of improving the quality of learning in the classroom. The results of the pre-test and post-test showed a significant increase in competence in the aspects of awareness, knowledge, and skills of the trainee teachers. The average pre-test score was 54.67, while the post-test average score was 80.56. These results indicate that there is an increase in the understanding of the Ma'arif LP teachers regarding the service framework for inclusive students or with special needs which consists of early detection, consultation, collaboration and counseling. During the mentoring, the participants gave positive feedback on the activities and hoped that further activities would be applicable in relation to the implementation of inclusive education in educational units.

DESCRIPTIVE STUDY OF THE COMPETENCE OF SPECIAL GUIDANCE TEACHERS FOR INCLUSIVE SCHOOLS IN SURAKARTA


 Inclusive education is education that allows learners with mental or physical disabilities the equal opportunity to learn alongside peers their age in regular schools. Inclusive education tries to minimize negative perceptions toward children with disabilities. A special guidance teacher's role is significant in maximizing children's academic and non-academic development. The purpose of this study is to determine how to optimize the role and responsibilities of special guidance teachers in inclusion schools, to ascertain the impact that the absence of special guidance teachers has on inclusion schools, and to ascertain the school's efforts to overcome the effects of the unavailability of special guidance teachers in inclusion schools. The descriptive qualitative method was used in this study. The study gathered data from principals, special guidance teachers, and classroom teachers. Interviews, observations, documentation, and questionnaires are used to collect data. The findings of this study indicate that special guidance teachers (GPK) continue to exercise authority in the same way that other teachers do, namely by standing in the classroom and instructing children with special needs. Special guidance teachers educate in the same way as classroom teachers, and some even shift to classroom teaching as a result of the school's teacher shortage. The impact on schools caused by the lack of special guidance teachers in inclusion education is the inability to meet the needs of ABK (children with special needs), especially special needs programs; ABK (children with special needs) is seen as a disruptor in the smooth implementation of educational programs; classroom teachers are unable to accommodate the needs of ABK in the classroom; school policy to accept both regular students and ABK (children with special needs) with mild level disabilities. While ABK with a moderate to severe level of resistance is directed at Special Needs Schools (SLB). To address the lack of GPK, efforts are undertaken to appoint honoree GPK and to collaborate with the nearest SLB to bring in visiting teachers.
 
 
 
 
 
 Keywords: Special Guidance Teachers, Inclusive Schools, Children with Special Needs

Examining specialist teachers’ conceptualisations of their roles in supporting learners with vision impairment: a comparative analysis of Turkey and England using Bronfenbrenner’s ecological systems theory

ABSTRACT This paper investigates how specialist teachers of learners with vision impairment (i.e. teachers who have had specific and/or additional teacher training in the area of vision impairment education) in Turkey and England conceptualise their roles in supporting learners with vision impairment (VI) using Bronfenbrenner’s ecological systems theory as a conceptual lens. Through comparative analysis of the findings of interviews with thirty specialist teachers of learners with VI in Turkey (n 17) and England (n 13), the paper identifies similar and different aspects of the teachers’ conceptualisations of their roles with the learner and with other agents around the learner. The findings mainly suggest that the concept of promoting/developing independence is commonly understood as concerning teaching independent living skills to learners, including mobility and self-care skills within mostly the school setting in Turkey. In contrast, that role was conceptualised in a broader context in England, such as developing independent living, independent learning and self-advocacy skills, involving other agents around the learner within and between home and school settings. Given the similarities and differences between the perspectives of specialist teachers on their multi-layered roles in two countries, the paper provides greater understanding of the specialist role of those teachers. It also offers a methodology to others who wish to explore and emphasise the distinctive roles of specialist teachers in their own settings.

Preparation, policy, and workplace challenges of dance teaching artists in P-12 schools: perspectives from the field

The primary aims of this qualitative interpretive inquiry were to gain better understanding of dance teaching artists’ preparation and preparedness, workplace challenges, and the role and impact of policy and regulations in P-12 schools. A secondary aim focused upon identifying school environments that support effective and purposeful dance teaching artistry. The collective knowledge and experiences of six expert informants provide important insights and critical questions about dance teaching artist status and marginalization, bureaucratic challenges, and obstacles in developing relevant postsecondary programs that value teaching, pedagogy and community engagement alongside artistic practice, technique, and performance. Findings suggest an adept teaching artist adapts to shifting environmental conditions of the school and its administration. A flexible teaching artist carefully devises and revises lesson plans, objectives, and goals in relation to each particular group of students. A receptive teaching artist skillfully hones their pedagogy and teaching methods in alignment with curriculum and curricular goals. A sensitive teaching artist translates and fulfills the needs of the school and the student communities they serve with a strong desire to collaborate with classroom teachers and dance specialist teachers.

Outdoor Program Based Counseling to Improve Interpersonal Relationship between Special Teachers and Parents of Children with Special Needs in Inclusive School

This study aims to see whether the Outdoor Program Based Counseling method effectively improves interpersonal relationships between Special Assistant Teachers and Parents of Children with Special Needs. This research is quantitative research with an experimental method. Subjects in the study were divided into a control group and an experimental group. Subjects in the experimental group were 28 people. The data obtained in this study used a scale, observation, and interviews which were used as complementary data. The statistical analysis results using the Mann Whitney technique, the significance value obtained is p = 0.004, which means it is smaller than 0.05 (0.004 <0.05). From this value, it can be concluded that the Outdoor Based Counseling Program effectively improves the interpersonal relationships of special assistant teachers and parents of children with special needs in inclusive school. From the calculation of effect size, it can be concluded that the effect of Outdoor Based Counseling Program activities on improving interpersonal relationships has a moderate effect. This situation can be caused by several influencing factors such as the influence of the physical environment and nature on the activities carried out, the characteristics of the trainer or facilitator, the grasping power of the debriefing process, as well as attitude towards activities and awareness of their role as parents or teachers .

EXAMINATION OF THE RELATIONSHIP BETWEEN PHYSICAL ACTIVITY LEVELS AND LIFE QUALITIES OF TEACHERS WHO TEACH IN SECONDARY EDUCATION INSTITUTIONS

&lt;p&gt;Aim of this research is to compare the relationship between the physical activity levels and quality of life of teachers working in secondary education institutions. A total of 331 secondary school teachers, including 205 men and 126 women from various branches, participated in our study in Batman province and secondary education institutions. The teachers who participated in the research were descriptive such as gender, age range, branch, chronic disease, and what if this disease was present. “International Physical Activity Questionnaire Short Form” for determining information and physical activity levels and “Nottingham Health Profile” questionnaires were applied for their quality of life. The statistical analysis of the data was done by using SPSS 20.0 program, and non- parametric tests such as Kruskal-Wallis, Mann Whitney U Test and Spearman Cholera test were used because the data were not normally distributed. 6.6% of secondary education teachers who participated in the study had a chronic illness, physical activity level according to gender, quality of life according to age groups, physical skill level of special talent teacher compared to other branch teacher and significant differences in quality of life (p &amp;lt;0.05). There were no significant differences in other parameters and in the relationship between physical activity level and life satisfaction (p&amp;gt; 0.05). As a result of the research, it has been concluded that the level of physical activity affects the level of physical activity of the gender and special education teachers and the other branch teachers, the quality of life is affected by the age group, and there is no significant relationship between the level of secondary school teachers' physical activity.&lt;/p&gt;&lt;p&gt; &lt;/p&gt;&lt;p&gt;&lt;strong&gt; Article visualizations:&lt;/strong&gt;&lt;/p&gt;&lt;p&gt;&lt;img src="/-counters-/edu_01/0974/a.php" alt="Hit counter" /&gt;&lt;/p&gt;