School Teachers In State Research Articles

Gender role shift: implications for balancing work and family responsibilities among female primary school teachers in Nigeria

ABSTRACT This cross-sectional survey of 1498 married female primary school teachers in Enugu state, Nigeria was used to investigate the association between work-family conflict and shifted gender roles. Gender role shift was measured as female breadwinning and shared house chores roles with husband/partner. Pre-validated work and family conflict scale, and a structured questionnaire were used for data collection. Cronbach’s alpha reliability coefficients of the instruments were 0.913 and 0.871 respectively. Data were analysed using IBM-SPSS version 23, using percentage and listwise binary logistic regression. The results showed that 37.2% of the women were family breadwinners and 18.2% reported that they shared house chores with their husbands/partners. Work-family conflict was found to be 21.6% prevalent. Being a breadwinner increased the odds (OR > 1.00) of work-family conflict, while shared responsibility for household chores decreased the odds (OR < 1.00) of work-family conflict. Breadwinners had higher odds (OR = 4.77; CI = 2.61 - 8.73) of work-family conflict than non-breadwinners. Women whose partners shared in-house chores were less likely (OR = 0.31; CI = 0.20- 0.51) to experience conflict. Gender role shift, therefore, has implications for work-family imbalances among women in the primary school teaching profession in Nigeria.

Bridging the Generational Gap between the Teachers and Students in the Utilization of Modern Technology in the Teaching Methods in Public Secondary Schools in Delta State

Purpose: The study focused on bridging the generational gap between the teachers and students in the utilization of modern technology in the teaching methods in secondary schools in Delta State. Two research questions were raised and two null hypotheses were formulated in the study. Methodology: The descriptive survey design was used. The population for this study comprised all public secondary school principals and teachers in Delta State. The sample for this study was 1533 and it is made up of 100 principals and 1433 teachers in Delta State public secondary schools selected from 12 Local Government Areas. Principals represented 50% while teachers represent 10% of the population. A self developed questionnaire was design titled “Bridging the Generational gap between the Teachers and Students in the Utilization of Modern Technology Questionnaire (BGTSUMTQ)”, validated and its reliability equally determined via a pilot study using test re-test reliability technique with a coefficient index of 0.96 was used. The research questions raised were answered using percentage for the study. The researcher employed descriptive statistic of mean scores and standard deviation to provide answers to the research questions while Pearson Product Moment Statistics was used to test the hypotheses at 0.05 level of significance. Findings: The findings revealed that there are factors that are associated with the utilization of modern technology in teaching methods in public secondary schools in Delta State. The use of technology in education is influenced by the following factors such as teacher factor, organizational factor, technological factor and student factor. It also showed that there are strategies to be adopted to improve teachers and students in the utilization of modern technology in teaching methods in public secondary schools in Delta State. Unique contribution to theory, practice and policy: Based on the findings, it therefore concluded that as a catalyst for massive change, technology has improved our existing understanding by assisting educators and students in making the most use of cutting-edge teaching techniques in Delta State public secondary schools.

Differentiated Learning: Teachers' Understanding of Sekolah Penggerak Program at Deli Serdang District North Sumatera

This research aims to describe the level of understanding of secondary school teachers in the Deli Serdang area regarding differentiated learning in the Independent Curriculum that applies in Indonesia. This research is quantitative survey research. Population: The subjects of this research were high school teachers in Deli Serdang Regency, totalling 366 people, with a sample of 216 people selected by random sampling. Data was collected through a survey using a closed questionnaire. The data analysis technique uses the Mann-Whitney test to see differences in teachers' understanding of differentiated learning in public and private schools participating in the Driving School Program. The research results show that the level of teacher understanding of differentiated learning in private schools is moderate, and the level of understanding of teachers in state schools is in the high category. Based on the Driving School Program, which does not differentiate between the status of public and private schools in funding and program assistance, differences in understanding occur due to several internal and external factors found in schools, such as principal leadership, teacher competency, and different teacher statuses in the two types of schools. In conclusion, the Mobilizing School Program provides the same treatment in public and private schools and has the same programs and assistance. However, teachers' understanding of learning varies, which certainly impacts the learning process and learning outcomes.

Values of the Vth Republic in Recruitment for Teaching Positions in Public Elementary Schools in France.

In times of various types of crises that modern France is struggling with, the attention of those shaping the state's ideological policy focused primarily on the border between education and religion. The secular nature of education, inherent in the concept of the Republic as a space for the implementation of freedom, equality and fraternity, has become an arena for the clash of opposing discourses. The question about the place of the values of the Fifth Republic in the recruitment process of current and future early childhood education teachers in state schools touches on French educational policy, showing its philosophy and the praxeological dimension of its conceptualization.

Attitude of Teachers Towards the Use of LMS for Teaching and Learning in Secondary Schools in Delta State

This research investigated teachers' perspectives on utilizing Learning Management Systems (LMS) for educational purposes in secondary schools in Delta State. The study was guided by one research question and a null hypothesis, employing a descriptive ex-post facto research design. The total population of the study consisted of 10,764 secondary school teachers in Delta State, with a sample size of 370 teachers selected using proportionate stratified and convenience sampling techniques. Data collection was done through a validated questionnaire endorsed by experts in Guidance and Counselling and Measurement and Evaluation fields. The instrument demonstrated high reliability with a Cronbach alpha coefficient of 0.84. The research question was addressed using mean and standard deviation analysis, while the hypothesis was tested using an independent samples t-test at a significance level of 0.05. Statistical analysis was conducted using the Statistical Package for Social Sciences (SPSS) version 26. Results indicated that teachers exhibited a positive attitude towards LMS use in teaching, and there was no significant difference in attitude between male and female teachers in Delta State's secondary schools. The study recommended that more training and support should be provided to teachers on how to use LMS effectively.

Navigating the Digital Shift: Unveiling the TPACK Landscape among EFL Educators in Indonesia

Background: Enhancing English language learning activities can be achieved by integrating Technological Pedagogical Content Knowledge (TPACK). However, not all EFL teachers, particularly those participating in Indonesia's Teacher Professional Education Program (PPG), effectively harness TPACK to optimize their teaching methods. This study aims to explore TPACK proficiency among EFL teachers, emphasizing the disparities influenced by gender and school status, to guide targeted professional development strategies. Methodology: This study, conducted in 2023, was carried out by English Language Education study program lecturers who teach in the PPG. It employed a mixed-method study to investigate TPACK mastery among 285 EFL teachers. A comprehensive research questionnaire was developed and administered to assess TPACK proficiency, focusing on gender and school status as potential differentiators. Findings:The study delves into integrating TPACK dimensions in EFL teaching, revealing gender-neutral proficiency levels but significant disparities based on school status. While male and female teachers exhibited similar TPACK mastery, state school teachers demonstrated higher proficiency, indicating the influence of school context. Tailored professional development initiatives are crucial to address these disparities and foster effective technology integration in ELT, necessitating collaborative efforts among stakeholders to overcome challenges and promote innovative pedagogical practices conducive to modern learning environments. Conclusion:This study illuminates EFL teachers' TPACK mastery and obstacles and prospects. While ICT integration is difficult, the TPACK framework offers potential ways to create engaging learning environments. Successful implementation requires overcoming instructional challenges and maintaining stakeholder support. To maximize teaching and learning, educators must adapt their methods to technology. Originality: The study fills a knowledge gap by examining EFL teachers' TPACK proficiency, providing insights into gender and school status differences, and insights on challenges and opportunities. Given the prevalent use of technology in education, it is imperative to assess TPACK among professionally employed EFL teachers

DIFFERENCES IN THE WORK ETHIC OF TEACHERS WHO TEACH IN STATE SCHOOLS AND TEACHERS IN PRIVATE SCHOOLS AT SMA N 2 LENGAYANG AND SMK TECHNOLOGY LENGAYANG

This study aims to see how the work ethic of teachers who teach in state schools differs from teachers in private schools at SMA N 2 Lengayang and SMK Technology Lengayang. This study uses quantitative methods with a comparative quantitative design. The population in this study is teachers in state schools and teachers in private schools. The sampling technique in this study used a purposive sampling technique. This study has a sample of 60 teachers with details of 30 samples coming from SMA N 2 Lengayang and 30 samples from SMK Technology Lengayang. The instrument used in this study is the work ethic scale developed by Ngalia (2011) with a total of 27 items. This instrument is based on aspects of the work ethic from Cherrington (1980) which has 3 aspects including: work as a moral obligation, high work discipline, and pride in the results of work. Analysis result using independent sample t-test. The results of the data analysis test show that Ho is rejected and Ha is accepted with a significance value (2-tailed) of 0,048 &lt; 0,05 which means that there is a difference in the work ethic of teachers who teach in state schools and teachers in private schools, where teachers in private schools have a higher work ethic.

DIFFERENCES IN THE WORK ETHIC OF TEACHERS WHO TEACH IN STATE SCHOOLS AND TEACHERS IN PRIVATE SCHOOLS AT SMA N 2 LENGAYANG AND SMK TECHNOLOGY LENGAYANG

This study aims to see how the work ethic of teachers who teach in state schools differs from teachers in private schools at SMA N 2 Lengayang and SMK Technology Lengayang. This study uses quantitative methods with a comparative quantitative design. The population in this study is teachers in state schools and teachers in private schools. The sampling technique in this study used a purposive sampling technique. This study has a sample of 60 teachers with details of 30 samples coming from SMA N 2 Lengayang and 30 samples from SMK Technology Lengayang. The instrument used in this study is the work ethic scale developed by Ngalia (2011) with a total of 27 items. This instrument is based on aspects of the work ethic from Cherrington (1980) which has 3 aspects including: work as a moral obligation, high work discipline, and pride in the results of work. Analysis result using independent sample t-test. The results of the data analysis test show that Ho is rejected and Ha is accepted with a significance value (2-tailed) of 0,048 &lt; 0,05 which means that there is a difference in the work ethic of teachers who teach in state schools and teachers in private schools, where teachers in private schools have a higher work ethic.

How did the COVID-19 pandemic affect the anxiety of teachers at work?

ABSTRACT This paper explores teachers’ anxiety about work at 75 timepoints between October 2019 and July 2022, covering the period before, during and towards the end of the COVID-19 pandemic in England. We find the work-related anxiety of headteachers increased substantially throughout the pandemic – much more so than amongst more junior staff. Female teachers experienced a greater impact than men, particularly amongst those with young children. Differences were also observed in work-related anxiety between independent and state schoolteachers, though only during the first lockdown. We illustrate how providing onsite instruction, live online lessons and working longer hours were all associated with raised levels of work-related anxiety.

Substance Use Prevention: Knowledge, Attitude and Practices among Secondary School Workers in Enugu State

The phase of adolescence holds significant importance as it marks a critical period for initiating habits that can have enduring effects. This is crucial in preventing avoidable illnesses and fatalities resulting from unfavorable health-related actions, like the use of substances. This current research was conducted to assess the understanding, perspectives, and actions of secondary school educators regarding the prevention of substance use among adolescents. This initiative seeks to identify factors that might impede the efficacy of substance use prevention programs within secondary educational institutions. Descriptive research design was carried out in three select secondary schools: Uwani Secondary School, Maryland Secondary School, and Federal Government College Enugu, in Enugu state. Ninety-two (92) participants were sampled using a multi-stage sampling technique. The self-administering questionnaire was used as a tool for data gathering. The filled questionnaires that met the criteria for analysis were coded into the computer using SPSS software and data were analyzed using descriptive statistics and presented in frequency and percentage. Knowledge of the attributes that increase the risk of adolescent substance use is poor at 88% of the respondents, while attitude and practice were fair. The knowledge of attitudes and practices of secondary school teachers in Enugu state on the preventive measures for substance use among adolescents is inadequate. Therefore, for effective intervention on substance use preventive strategies in adolescents, teachers and other workers in secondary schools should be equipped with adequate knowledge concerning substance use preventive practice. Keywords: Attitude; Enugu State; Knowledge; Practices; Substance use prevention; Secondary school workers.

Civic Value and Political Interest as Determinants of Political Participation Among Primary School Teachers in Oyo State

The purpose of this study was to examine civic value and political interest as determinants of political participation among primary school teachers in Oyo state. Five hundred participants constituted the study’s sample out of which only 476 were used after data administration. Both the independent and dependent variables were measured with validated instruments with 0.91 reliability co-efficient and the data obtained was analyzed using Pearson Product Moment Correlation (PPMC) Statistical method. Two research hypotheses were formulated and tested at 0.05 level of significance. The result showed that there was significant relationship between civic value and political participation among primary school teachers (r= .813; p&lt;0.05) as well as between political interest and political participation among primary school teachers (r= .701; p&lt;0.05). The implication of this showed that civic value and political interest had significant impacts on political participation among primary school teachers. In view of these findings, it was recommended that educational stakeholders should intensify their effort to institute a culture of civic value in the institution so as to improve on the level of political participation among primary school teachers.

The ups and downs in perceived societal appreciation of the teaching profession during COVID‐19: A longitudinal trajectory analysis

AbstractGiven the disruptions the COVID‐19 pandemic has engendered in people's professional lives, the importance and contribution of certain workforces has been under particular scrutiny. In England, the teaching profession has been under particularly close public scrutiny, with concerns that teachers’ perceived social appreciation may have decreased throughout the pandemic. Thus, the current study examined the trajectory of teachers’ perceptions of how much society, policymakers and the media had valued the teaching profession throughout this time. With an initial sample of 24 primary and secondary teachers in mainstream state schools in England, 54 online interviews took place at three time points: when school buildings were partially reopened for the first time (June 2020), when they were partially closed for the second time (February 2021) and when they were fully reopened for 16 months (July 2022). Three themes were identified in the data using a longitudinal trajectory analysis based on reflexive thematic analysis: ‘initial admiration from local communities progressively waned’, ‘continuous government disrespect towards teachers’ and ‘initial media vitriol towards teachers was sustained’. Implications for how teachers and other stakeholders in education can most effectively work together for the benefit of the health and effectiveness of the teaching profession and the educational system are considered in the context of the associated risks when teachers have low levels of perceived social appreciation.

KOOPERATIVNO UČENJE U NASTAVI JEZIKA I KNJIŽEVNOSTI

Contemporary teaching methods and approaches are increasingly being directed towards learners (instead of teachers), learner competences (instead of abilities), learner autonomy and responsibility for learning (instead of viewing them as “empty recepticles”, i.e. passive participants in the learning process). Thus, learners and learner outcomes have been growingly placed at the forefront of modern-day teaching, which is visible both in scholarly papers within the educational studies, as well as tendencies in teaching practices and practical suggestions proposed by national education systems. In conclusion, despite the insightful comments given by a large number of the participants, some teachers still appear to cling to the belief that traditional classes and the teacher as the only relevant source of knowledge are crucial for complex teaching units (e.g. the introduction of a grammar unit that learners find difficult and complex). Finally, it is deemed necessary that teachers in Serbian state schools should be given support and trained in such a teaching approach. Consequently, the fact that a considerable number of the participants expressed their wish to attend a cooperative learning workshop is promising. Finally, in future studies, we aim to investigate not only the general perception of language teachers, but also their knowledge on concrete cooperative learning postulates to gain more valuable insights into the extent to which teachers are familiar with this teaching approach, but also to determine their beliefs and attitudes towards its actual use in the classroom. Such investigations might provide a step forward in Educational Studies, as well as Applied Linguistics.

Influence of Gender, Qualification and Experience on Incidence of Stress and Coping Strategies among Primary School Teachers in Ekiti State

The study explored the influence of gender, qualification and experience on incidence of stress and coping strategies among primary school teachers. This study adopted descriptive design of research type. The population for the study consisted of primary schools in Ekiti State. The sample consisted of 21 primary schools, 378 teachers participated. Two instruments were used for the study. They are the sources of stress and coping strategies adapted from Ugwuja (2009). When validated by Ugwuja, the instrument yielded the reliability co-efficient indices of .73 for sources of stress, .71 for stress management, and .81 for overall instrument respectively. The data collected were analysed using using Analysis of Variance (ANOVA). The result indicated that significant difference existed in the incidence of stress among primary school teachers in Ekiti state based on gender with male teacher having highest incidence of stress, no significant difference in incidence of stress among primary school teachers in Ekiti state based on teacher qualification and there is no significant difference in incidence of stress among primary school teachers in Ekiti state based on teaching experience. The study recommended that marital counselling should be organized for both the divorcee and married in order to reduce their stress level. The school management should look for a way to reduce the work load of the teachers generally. In addition to this, the government should make teaching more attractive by increasing teacher salary

Exploring bilingual EFL teacher resilience in the Iranian non-profit and state schools: a mixed-methods study

The present mixed-methods study investigated the factors that build Iranian bilingual Azeri-Persian English as a foreign language teacher resilience (TR) in non-profit and state schools. To do so, 205 male and female teachers selected through snowball sampling from several schools in different regions of Iran participated in this study. In the quantitative phase, the Connor and Davidson resilience scale (CD-RISC) was utilized to measure TR. First, the factor structure of the scale was ensured through testing confirmatory factor analysis (CFA). Results indicated that all the five factors of TR tested by the CD-RISC were evident among all the respondents, and there were no significant differences between the factors building TR in state and non-profit schools. For the qualitative phase, 26 male and female teachers selected through purposive sampling participated in semi-structured interviews which were thematically analyzed through MAXQDA software. The findings revealed that while state school teachers perceived satisfactory curriculum and policies and consulting with colleagues as the building factors for TR, non-profit school teachers highlighted teacher training courses, teacher-student rapport, and students’ progress as the important factors. The pedagogical implications of this study for teacher education are explained.

‘First’ or ‘Solemn’ Communion Images in France, 1885–2021

Arguably, the ‘first’ or ‘solemn’ communion, later also called ‘profession of faith’, was a rite of passage for generations of French eleven- or twelve-year-old children. It remained virtually unchanged, under these different names, until the early 1970s, when it gradually fell into decline. Friends, relatives, and even state school teachers, were customarily given small religious images with a commemorative inscription on the reverse, stating the communicant's name as well as the date and place of the ceremony. This article analyses a small private collection of such ‘popular’ objects and discusses the evolution in their representations of lived religion in a secular country where a strong Roman Catholic tradition has given way to a post-Christian society.

Environmentally responsible behaviour among the teachers: role of gratitude and perceived social responsibility

PurposeBased upon the broaden-and-build theory of positive emotions, this study aims to assess the role of perceived social responsibility (PSR) in mediating the relationship between gratitude and environmentally responsible behaviour (ERB) among teachers.Design/methodology/approachData were collected, following a correlational design, from a total of 292 school teachers in Kerala state, India. In total, 256 data were taken for final analysis. Out of the total participants, 63.3% were female and the remaining 36.7% were male. Confirmatory factor analysis was carried out to verify the factor structure and discriminant as well as convergent validity of the study variables. The relationship between gratitude and ERB with mediating role of PSR was tested.FindingsThe mediation analysis output revealed that PSR fully mediates the effect of gratitude on ERB, and it is concluded from the findings of the study that ERB can be enhanced by humanizing the citizens to integrate social responsibility in their acts and promoting the significance of having positive emotions like gratitude to widen their thought–action repertoires.Research limitations/implicationsIn line with the broaden-and-build theory, a positive state of mental faculty can be a prime facilitator to increase concern for green environments as an outcome of an expanded thought–action repertoire. The findings imply the importance of inculcating enduring personal resources like the sense of gratefulness as it weighs the effect of producing altruistic acts like ERB along with many other benefits associated with having a positive emotion which is obviously considered to be a fair contribution to serve social resources in the community.Social implicationsThe study findings can be an inspiration for the formation of policies to encourage pro-environmental behaviour and to further expansion of policies like national education policy of India. As teachers being the facilitators of knowledge and wisdom, they are potential sources to inspire students to practice healthy behaviours, they can be better models by practicing ERB.Originality/valueThe authors have verified the application of broaden-and-build theory of positive emotion in the context of ERB along with identifying its relationship with gratitude and PSR.

Secondary school teachers’ perception of the Delta State Government COVID-19 lockdown educational broadcasts

This study looks into teachers' perceptions of the Delta State Government's Covid-19 educational broadcast. The cross-sectional research design was utilized in conjunction with the survey method. Using Likert scale questions, 150 teachers from Delta State's three senatorial districts were polled. The data was analyzed using simple percentages, and the mean scores were used to determine the suitability of the results. Based on the media perception theory, the study sought to determine secondary school teachers' perceptions of government educational broadcasts during the Covid-19 lockdown, and it discovered that instructors in Delta State are not sufficiently exposed to educational broadcasting. The study concludes that, despite finding the content and quality of the Covid 19 broadcasts to be appropriate for learning, secondary school teachers in Delta State do not use educational broadcasting as a teaching method. The study suggests that secondary school teachers be regularly exposed to educational broadcasting and receive ongoing training on how to use it as an alternative to classroom instruction.

Digital divide and teaching modality: It's role in technology and instructional strategies.

This quantitative study aimed to better understand how teachers implement technology in a variety of teaching modalities to enhance content delivery and student engagement. More specifically, it aimed to investigate the digital divide of technology usage based upon school setting and usage frequency.Responses were collected using a random sampling method of full-time K-12 public school teachers in a Mid-Atlantic state. The instrument was developed from prior research and examined educator usage frequency of instructional technology in urban, rural, and suburban schools dependent upon teaching modality. A total of 423 participants responded to the researcher-created questionnaire and yielded practical implementations for further study. The findings uncovered significant differences in usage frequency of rural, urban, and suburban teachers utilizing technology dependent upon modality (ex. cooperative learning, small group instruction, student-led research, problem-solving). Results of this investigation contribute to the field through an attempt to foster a discussion of disparities between the integration of technology and school setting. The purpose of this discussion is to identify gaps in the digital divide, apply frameworks geared toward equity, and create professional development opportunities for all educators to differentiate technology usage across multiple teaching modalities.

SELF-ESTEEM AND ATTACHMENT STYLE AS PREDICTOR OF MARITAL HARMONY AMONG SECONDARY SCHOOL TEACHERS IN KWARA STATE NIGERIA

The study intends to investigate self-esteem and attachment style as predictors of marital harmony among secondary school teachers in Kwara state. Three hundred (300) respondents constituted the study's sample. The independent and dependent variables were measured with validated instruments with a 0.85 reliability coefficient and the data obtained was analyzed using percentage and Pearson Product Moment Correlation (PPMC) Statistical method. Two research hypotheses were formulated and tested at 0.05 level of significance. The result showed that there was a significant relationship between self-esteem and marital harmony among secondary school teachers (r= .866; p&lt;0.05). The result also showed a significant relationship between attachment style and marital harmony among secondary school teachers (r= .848; p&lt;0.05). Given these findings, it was recommended that the school management make a joint collaborative effort with the school guidance counsellors to ensure that the teachers maintain and sustain good healthy self-esteem. Also, the guidance and counselling programs should be organized by the school guidance counsellors for married teachers to equip them with knowledge and skills on how to carry themselves while on the lifetime commitment of marriage and to know the role that each party in a family set-up plays to enhance their marital harmony.