Public School Teachers Research Articles

Analysis of the Role and Guidance of Art Management in Music Education in Chinese Primary and Secondary Schools

In recent years, China has demonstrated a growing commitment to the aesthetic education of young people, with primary and secondary schools implementing a range of art activities. This paper, through the methods of literature review and case study, seeks to examine the theories of art management and art education. It analyses the role of aesthetic education in fostering the holistic development of young people and enhancing the vitality of social aesthetics through case studies. The paper discusses the commonality, intersection and complementary between the two disciplines, and considers the specific practical methods and significance of the combination of them. In combination with three case studies, and in the context of music education in Chinese public primary and secondary schools, this study will discuss the role of arts organizations in establishing new paths and methods of education, exploring innovative models of classroom practice, and effectively increasing the popularity of high-level music education. Art organizations and schools fulfil their respective roles and strengths, ranging from teaching and research to practice, and collaborating to enhance the aesthetic literacy and creativity of Chinese youth.

Coping with Work Environment Challenges: Tales of Newly Hired Teachers

The study delved into the experiences of newly hired teachers as they grappled with challenges within their work environment. The research involved eight teacher-participants who were newly hired educators in public elementary schools within the Compostela West District of the Davao de Oro Division. These participants were purposefully selected as informants. Thematic content analysis showed that the obstacles faced by newly hired instructors in transitioning to the work environment were instructional and classroom management. According to the data, these teachers struggled to determine the most effective instructional tactics and manage classroom dynamics. Meanwhile, the coping strategies employed by newly hired teachers were Asking help from mentors and co-teachers and adapting to work environment. Based on the challenges and coping strategies identified, the study proposed the following insights: Strengthen support to novice teachers and intensify mentorship. Providing technical and material resources to aid newly hired teachers were helpful for effective instructional strategies.

The employment, retention and exit of public school teachers in New Brunswick, Canada: an analysis using linked administrative data

ObjectiveAs in many jurisdictions, New Brunswick (Canada) is facing increasing shortages of K-12 school teachers as retirements loom at the same time that the school age population of NB continues to exceed long term trends. The purpose of this retrospective study is to analyze the recruitment, retention and exit decisions of teachers in the NB public education system in order to support ongoing planning around teacher staffing. ApproachThe analysis uses a unique linked administrative data combining province-wide individual-level teacher employment data, immigration records, university graduation data and public health insurance registration on NB teachers and individuals who obtained a B.Ed. degree in NB. Data are accessed through the secure facilities of the NB Institute for Research, Data and Training. The analysis includes both descriptive statistics and econometric methods appropriate to the particular outcomes of interest. ResultsThe analysis will present results on three types of labour market transitions: 1) from NB university education to employment as a NB teacher. 2) exits from employment as a teacher, including both retirement and pre-retirement exits, and 3) decisions of ex-teachers about remaining in NB. The potential effects of a range of demographic, geographic and system-level factors on these outcomes are considered. Conclusions and ImplicationResults from the analysis of entry to and exit from K-12 teaching in NB will be vital to human resource planning for a province dealing with looming retirements, growing labour shortages and an increasing population. Future work will consider subject-specific teacher shortages in critical fields like STEM.

A mixed methods analysis of a yearlong intercultural competence curriculum strand

ABSTRACT Background: In a published 2016 report, it was estimated that approximately 80% of public-school teachers identified as White (United States Department of Education 2016). The duality of the issue is that the diversity of the teacher workforce has improved since 1990 but lags in comparison to the increasing diversity of the student population [Gumber, C., and J. Beckhusen. 2022. “U.S. Teachers More Diverse but Still Lag Student Racial, Ethnic Makeup”. United States Census Bureau, January 5. Accessed August 12, 2022. https://www.census.gov/library/stories/2022/01/nations-teachers-more-diverse-but-still-lag-racial-ethnic-makeup-of-students.html.]. The discrepancy that exists in racial or ethnic diversity between teachers and students has been termed a cultural gap [Muschell, L. H., and H. M. Roberts. 2011. “Bridging the Cultural Gap: One Teacher Education Program’s Response to Preparing Culturally Responsive Teachers.” Childhood Education 87 (5): 337–340. https://doi.org/10.1080/00094056.2011.10523209]. The value proposition for a teacher workforce that mirrors society is hard to dispute. In the broadest sense, members of the education sector must coordinate efforts to recruit and retain culturally diverse teachers. While these efforts are critical, progress will likely be carried out over a longer period of time. Thus, adequately preparing current and future teachers to bridge the cultural gap is essential. Purpose: Intercultural competence (ICC) is an increasingly relevant topic for teacher preparation programs. To date, there remains a relative dearth of research on strategies that physical education teacher education (PETE) programs can use to promote ICC among teacher candidates (TCs). This study aimed to explore a yearlong curriculum strand’s impact on promoting ICC development in TCs. Methods: A mixed methods research design involving quantitative and qualitative data collection was employed. The quantitative measure was the Intercultural Development Inventory®. Qualitative measures consisted of journal entries and semi-structured interviews. Datasets were then merged to generate mixed-data narratives. Participants included 29 TCs enrolled at a mid-Atlantic University. Findings: Analyses revealed that the curriculum strand did not promote significant change in teacher candidates’ ICC levels quantitatively. Researchers used the constant comparison method to interpret the mixed data narratives. Analyses of the mixed data narratives revealed four emergent themes: (a) experience with cultural diversity; (b) confidence to teach culturally diverse students; (c) making sense of ICC; and (d) reflection on action. Conclusions: Participant data suggests that ICC is a topic that TCs value but may be lacking in their practical, applied understanding of working across cultural differences. Implications and future research on promoting ICC among physical education TCs are discussed. To our knowledge, this study will be the first application of the IDI® to explore change following physical education TCs’ participation in a yearlong curriculum strand focused on promoting ICC.

EFFECT OF SAVING LITERACY ON INVESTMENT DECISION AMONG SECONDARY SCHOOL TEACHERS IN MERU COUNTY

The education sector in Kenya receive the largest share of the country's budget, with a significant portion allocated to paying teachers' salaries, as they constituted a large portion of the employed workforce. This study aimed to assess the effect of saving literacy on investment decisions among public secondary school teachers in Meru County, Kenya. It investigated why teachers in Meru County struggled to invest for their future and explored the role of their financial literacy in contributing to this issue, as indicated in the Solution SACCO annual report for the year 2022. The study was anchored under Financial Literacy Theory. Empirical analysis was conducted based on the study's objectives and conceptual framework. The target population for the study consisted of 1,825 teachers from public secondary schools in Meru County. A descriptive research design was employed, gathering data from primary and secondary sources. Purposive sampling was used to select accessible schools in the nine sub-counties within Meru County, while a simple random sampling technique was applied to select 328 respondents. A self-administered questionnaire was tested on 30 respondents from Tharaka Nithi County, constituting 10% of the sample size, and feedback from the university supervisors was used to address any ambiguities or irrelevant questions. The researcher distributed and collected questionnaires using the drop-and-pick method. After collecting the data from the field, it was reviewed to identify errors such as spelling mistakes and unanswered questions. The data was then coded and entered into the Statistical Package for Social Sciences (SPSS) for analysis. The findings were presented through tables, and regression analysis, ANOVA tests, and coefficients of determination were conducted to examine correlations and establish the model equation. Descriptive statistics were used to calculate mean values and standard deviations, and Pearson correlation analysis was employed for hypothesis testing. Subsequently, the findings were compiled into summaries, reports, and frequency distribution tables. The analysis of multiple regression indicated that the R^2 value stood at is 0.691, suggesting that the variables related to financial literacy accounts for 69.1% of change for variation in investment decisions made by TSC teachers in public secondary schools in Meru County. The findings concluded that employees generally exhibit prudent financial practices, as seen in their efforts to avoid loan defaults, read credit terms carefully, repay borrowed money promptly, and use unsecured loans judiciously. The study recommended for adoption of a culture that emphasizes saving and investing among teachers in the Teaching Service Commission (TSC) and suggest for an attempt to explore non-economic elements that might affect teachers' investment decision-making processes. KEY WORDS; saving, financial literacy,

Diskursus Regulasi dan Kebijakan Pendidikan Islam di Indonesia

An Islamic educational institution is a place where education within the scope of Islam carries out its duties in order to achieve the ideals of Muslims. Family, mosque, majelis taklim, diniyah, madrasa, and Islamic boarding schools are Islamic educational institutions that are absolutely necessary in Indonesia in general or in a city and village area in particular. Comprehensive religious education is needed to instill appropriate moral values for the legal community in order to understand the implementation of religious rules correctly and precisely. The method used is descriptive qualitative through literature review. The results of the study show that; 1. There is a clear history and red thread of regulation regarding Islamic education in Indonesia, the development of Islamic education, and the implications of Islamic education policy for the existence of Islamic boarding schools and religious education in Indonesia. 2. Islamic education policy in Indonesia has undergone changes since the Old Order to the New Order, with an increase in the status of religious education in public schools and universities. 3. Islamic education in Indonesia has experienced significant changes and developments since the 2000s. Islamic boarding schools have adopted the formal education system, and some boarding schools have opened universities. However, the increase in the number of Islamic boarding schools has not been accompanied by an increase in quality. Law No. 18/2019 on Pesantren is expected to recognize and facilitate the development of pesantren and religious education.

Disparities in allergy and asthma prevalence among schoolteachers

BackgroundEvidence suggests that school factors influence the prevalence of allergic diseases in students. However, very little is known about how such factors affect the health of teachers. ObjectiveWe sought to compare the prevalence of allergic and respiratory conditions among teachers from urban, suburban, and rural schools. MethodsElectronic survey data were collected from a random sample of Pre-Kindergarten through Grade 12 teachers in Massachusetts. Comparisons were made between teacher demographics and allergic respiratory symptoms. ResultsOf the 398 respondents, median age was 45 years (SD 12.32). 71.8% of teachers taught in suburban schools, 76.6% were female, and 87.1% were White, similar to teacher demographics collected by the Massachusetts Department of Higher Education. Although there were more female teachers, males more frequently reported adverse breathing symptoms, such as wheezing (P=0.007). Over half of rural teachers (54.54%) experienced respiratory symptoms such as disrupted sleep due to coughing compared to 34.61% of suburban schoolteachers (P=0.03). Almost half (48.26%) of public schoolteachers experienced exercise-induced chest pain compared to 37.03% of private schoolteachers (p=0.05). A higher proportion of urban school teachers with asthma commonly missed school due to food allergy compared to suburban and rural schoolteachers with asthma (P=0.02). In teachers undiagnosed with asthma, associations existed between school absences and nighttime awakening due to trouble breathing (P < 0.0001), persistent cough (P = 0.002), and sore throat (P<0.0001) ConclusionsRural and public teachers reported proportionately more respiratory symptoms compared to suburban and private teachers, suggesting disparities. Future studies towards evidence-based solutions are needed.

School-based prevention of teacher and parental violence against children: Study protocol of a cluster-randomized controlled trial in Tanzania

BackgroundViolence against children at home and at school is particularly prevalent in Africa and is associated with adverse and persistent health effects on children. The violence prevention intervention Interaction Competencies with Children - for Teachers (ICC-T) is an effective tool to reduce violence against children by fostering teachers’ non-violent communication and interaction skills. To enhance these effects, in the present study, ICC-T will be extended to parents (ICC-P) aiming to increase children’s experience of consistent behavior and application of non-violent discipline strategies between teachers and parents.MethodsTo investigate the effectiveness of the school-based combined implementation of ICC-T and ICC-P, a cluster-randomized controlled trial with 16 primary schools in the urban district of Morogoro in Eastern Tanzania will be conducted. Both quantitative (structured interviews) and qualitative (focus group discussions, in-depth interviews, evaluation forms) methods will be used to investigate the effects on teachers’ and parents’ violence against children in home and school settings. The intervention implementation will be accompanied by a comprehensive process evaluation to assess the implementation quality of and participants’ engagement with ICC-T and ICC-P. Potential downstream effects of violence reduction will be investigated by assessing the children’s mental health and well-being.DiscussionThe present study aims to provide evidence for the feasibility, acceptability, and effectiveness of the school-based combined implementation of ICC-T and ICC-P to reduce teacher and parental violence against children and contribute to children’s well-being in home and school settings.Trail registrationThe clinical trial was registered at ClinicalTrials.gov (ClinicalTrials.gov, 2024) under the identifier NCT06369025 (Hecker, Preventing Physical and Emotional Violence by Parents and Teachers in Public Schools in Tanzania (ICC-T/ICC-P_Tanz) (PreVio), 2024) on April 17, 2024.

Reflective Practices A Comparative Analysis of Gender-based Differences and Barriers at Higher Secondary School Level

The gender differences and barriers to reflective practice have been compared in the present study. The study's main objectives were to observe the gender base differences in teachers about reflective practice and to check their views about barriers to following reflective practice. The nature of the following research was descriptive. This research paper sample consisted of 300 male and female teachers of higher secondary public and private schools. The collection of data was managed through a stratified random sampling technique. Inferential statistics were applied for the analysis of data. Gender base difference of opinions about reflective practice was discovered in this study as the female teachers showed more concern towards reflective practice as compared to their male colleagues. The results regarding the barriers to reflective practice were almost identical in public and private sector higher secondary schools. It was concluded that teachers of both the public and private sectors need professional training to apply reflective practices in classroom environments. It is suggested that technology can be applied in the teaching techniques which can be helpful to fulfill the present time needs.

EFFECTS OF CLASS REPETITION ON STUDENTS COMPETENCE ACQUISITION IN PUBLIC LOWER PRIMARY SCHOOLS IN RWANDAA CASE OF KICUKIRO

The study intended to assess the effects of class repetition on students competence acquisition in public lower primary schools in the Kicukiro District-Rwanda. Specifically, this research sought to examine the influence of students level of participation on students content comprehension in public lower primary schools in the Kicukiro District, Rwanda to determine the influence of students regular academic practice on students content retention in public lower primary schools in the Kicukiro District, Rwanda and to assess the influence of students intellectual maturity on students content mastery in public lower primary schools in the Kicukiro District, Rwanda the researcher adopted the descriptive survey design with quantitative and qualitative methods of collection and analyzing data. The study population comprises 1271 from which a sample size of 312 was collected using the Yamane formula including 302 teachers, and 10 head teachers. The researcher used simple random sampling to select the teachers and purposive sampling to select head teachers of public lower primary schools. This study used the questionnaire and interview guide to gather information. Information was analyzed descriptively in terms of frequency, percentage, mean and standard deviation, and correlational analysis was given by multiple regression through statistical product and service solution (SPSS version 21). Data was tabulated and statistically analyzed using descriptive statistics such as percentages, frequencies and means. Data was presented in frequency and percentages tables. Multiple regression analysis technique was used to determine the effect of independent variables on the dependent variables. The results showed that there is a statistically significant relationship (r = .865, p &lt; .01) between students level of participation and students content comprehension in lower primary schools of Kicukiro District. This also implies an association between the effect of students level of participation and students content comprehension in lower primary schools of the Kicukiro District. Furthermore, according to the findings, there is a strong positive correlation (r = .802, p &lt; .01) between students regular academic practice and content retention. This indicates that students who engage in regular academic practice are more likely to retain the information they learn. Finally, the results indicate that there is a moderate to strong positive correlation (r = .735, p &lt; .01) between students intellectual maturity and content mastery. These results suggest that a combination of active engagement, consistent practice, and critical thinking is crucial for student success. However, individual differences, including those influenced by class repetition, can also impact these factors. To address this issue, the researcher advocates for a multifaceted approach that includes strengthening student support systems, improving teacher capacity, and optimizing educational policies. By prioritizing early intervention, resource allocation, and data-driven decision-making, the study concluded that it is possible to significantly reduce class repetition rates and enhance overall student outcomes.

Influence of Remedial Classes on Students' Learning Outcomes in Public Secondary Schools in Rwanda, a Case of Kamonyi District, Rwanda

Main purpose of this paper was based on assessment of the influence of remedial classes on students learning outcomes in public secondary schools in Rwanda, a case of Kamonyi District, Rwanda. This research was supported with system theory and Constructivism learning theory. The researcher used descriptive research design and the participants was students, headteachers and teachers. All respondents was 223 from the population of 504.The participants was chosen by using different methods where researcher used simple random sampling for teachers and students while purposive sampling for headteachers. Researchers used questionnaires and interviews to gather student feedback, revealing positive perceptions of these classes. Students also found the materials used in remedial sessions helpful, with 90.6% agreeing that they supported their learning. However, 39.4% felt that motivation could be improved, and some students remained neutral about the effectiveness of the materials. The Pearson Correlation coefficient of 0.928indicates a very strong positive correlation between participation in remedial classes and students' learning outcomes. This high value suggests that as students engage more in remedial classes, their academic performance significantly improves. . The R value of 0.928 indicates a very strong correlation, while the R Square value of 0.861 reveals that 86.1% of the variance in students' learning outcomes can be attributed to their participation in remedial classes. This highlights the significant predictive power of the model, showing that the majority of the academic improvements among students can be explained by their engagement in remedial classes. remedial programs. The government of Rwanda should increase funding and resources allocated to remedial education in public secondary schools and provide additional financial support, schools will be better equipped to create sustainable and effective remedial programs. The Ministry of Education (MINEDUC) should prioritize the integration of remedial programs into the national curriculum framework. Headteachers should also monitor the progress of students in remedial classes and work closely with teachers to identify areas for improvement.

Using Canva to improve drawing for elementary school

This study aims to evaluate the effectiveness of using Canva as a digital drawing tool in improving drawing skills and engagement of elementary school students. Through quantitative design and descriptive analysis of data collected from 48 teachers in various public elementary schools in Central Java, the study found that the use of Canva had a significant positive impact on students' understanding of design concepts, creativity, and engagement. A total of 45.8% of respondents strongly agreed and 50% agreed that Canva helps students understand basic design concepts better. In addition, 56.3% of respondents agreed and 37.5% strongly agreed that students' creativity improved after using Canva, indicating that the platform provides ample space for students to experiment with different drawing techniques. In terms of engagement, 47.9% of respondents strongly agreed and 39.6% agreed that using Canva increased student engagement in art projects compared to traditional methods. In addition, 60.4% of respondents agreed and 35.4% strongly agreed that Canva allows for more effective collaboration between students on drawing projects. However, while the benefits are significant, most respondents feel that additional training is needed to optimize the use of Canva in art teaching. These findings show that integrating Canva into the drawing curriculum not only improves students' artistic skills, but also prepares them for success in the digital world of the future.

Exploring Interactive Read Aloud Literacy Learning and Quality Books in the Merdeka Curriculum

The Indonesian government issued a policy on teacher literacy teaching competency standards, which includes teachers' ability to help students access, use, interpret and communicate information and ideas through various texts according to students' characteristics and needs (Ministry of Education, 2022a). This study aims to promote reading aloud and interactive book selection in literacy learning for public primary school teachers in Depok, West Java, Indonesia. This qualitative case study explored teachers' understandings and practices in selecting books and integrating reading aloud activities with learning outcomes in Merdeka Curriculum. Six teachers participated in the study, which involved data collection through surveys, focus group discussions (FGDs), interviews, observations and oral reflections. Using manual thematic data analysis, this study focused on teachers' practices of selecting leveled books and integrating discussions in reading aloud with Learning Outcomes. The results showed that teachers began to express their understanding of book selection. Major themes that emerged included the importance of selecting quality books and the challenges of selecting quality books. In the context of literacy learning, several themes also emerged that became teachers' reflections in conducting interactive read aloud activities in accordance with the learning outcomes, namely; benefits, awareness for better classroom preparation, interactive discussion spaces and continuous training.

Practicality of Case Study Assessment Practice in Enhancing Students’ Active Learning in English Subject in Public Secondary Schools in Same District, Tanzania

The aim of this study was to investigate practicality of case study assessment practice in enhancing students’ English active learning in English subject in public secondary schools in Same district, Tanzania. The study was guided by Discovery learning theory. The study employed mixed methods approach whereby convergent research design was used to collect quantitative and qualitative data in one phase. Target population for this study included District Quality Assurance Officers, public Secondary School English language teachers, heads of language departments and form three students in public Secondary School in Same District. Stratified random and purposive sampling techniques were used to determine the study sample that consisted of 402 respondents. The study used questionnaires and interview guides in data collection. Quantitative data was analyzed using descriptive statistics in form of percentages, frequencies and mean scores whereas qualitative data from the interview guides was analyzed thematically by transcribing information, coding them and generating themes according to the research questions. The researcher considered research ethics such as confidentiality and anonymity. The study found that teachers in public secondary schools in Same district use to a low extent flipped classroom in assessment processes. The study revealed that, project-based assessment practices are rarely used in public Secondary Schools in Same district. Thus, the study concluded that case studies assessment practices were used public Secondary Schools of Same district by small number of teachers. The study recommends the government should prioritize more on resources, and teacher training to improve case studies assessment practices, ensuring practicality and supporting schools in promoting student active learning.

Australian parents of gender and sexuality diverse children: Labouring through the schooling experience

This paper focuses on 16 parents of gender and sexuality diverse (GSD) children and their experiences of negotiating their child’s education in Australian public schools. It reports on the ways these parents worked to protect their child/ren from an educational climate that is frequently, but not always, institutionally and interpersonally hostile towards, and/or uninformed about, gender and sexuality diversity. Applying a descriptive thematic analysis to qualitative data arising from an online forum, the discussion illustrates how parents of GSD children provide considerable labour to foster the well-being of their child at school. Several themes illustrated this labour, including: building understanding; seeking external support; checking in and proactive problem solving; addressing marginalisation and abuse; dealing with bureaucracy as well as curriculum surveillance and monitoring. Much of the parent labour stemmed from hetero-cis-normative educational policy, curriculum, practice and environments.

Learning Action Cell Program and Teachers’ Functional Competency in Cagayan De Oro City

Learning Action Cell (LAC) program influences teachers’ functional competency. It is an integral part of professional development initiatives, which impacts teachers’ instructional skills, classroom management, assessment strategies, and professional growth. This study focused on the implementation of LAC program and teachers’ functional competency in the Division of Cagayan de Oro City. It sought to determine the relationship between the implementation of LAC and teachers’ functional competency and find the level of implementation of LAC and teachers’ functional competency. A descriptive-correlational method was used in this study. The respondents were one hundred forty-seven (147) public elementary school teachers. The survey questionnaire was the main instrument used to gather data. The statistical tools used were descriptive statistics such as mean and standard deviation. Pearson Product Moment Correlation (r) was employed to determine the relationship between the implementation of LAC and teachers’ functional competency. Findings revealed that the LAC program was well implemented, and the level of teachers’ functional competency was outstanding. Hence, there was a significant relationship between the implementation of LAC and teachers’ functional competency. It is recommended that LAC coordinators align LAC activities with the school’s broader professional development plans. Teachers should also engage in collaborative projects with other educators to share experiences and best practices. School heads should also provide training and support strategies for teachers.

Leadership Behaviours and Goals Achievement in Public Senior Secondary Schools

This study aims to analyze the relationship between leadership behavior and the achievement of educational goals in public high schools in Kwara State, Nigeria. The focus of this research is on the three main elements of leadership behavior, namely the welfare package, the role of supervision, and the communication system, as well as how these elements affect educational outcomes. The research method used is a quantitative approach with a correlational descriptive design. Data were collected through adapted questionnaires and interviews with 368 teachers in various public high schools across 16 local government areas in Kwara State. Data analysis was carried out using descriptive and inferential statistics with Pearson correlation at a significance level of 0.05. The results of the study show that there is a significant relationship between welfare packages, supervisory roles, and communication systems and the achievement of educational goals. An adequate welfare package improves teacher motivation and performance, an effective supervisory role contributes to the quality of teaching, and a good communication system ensures better coordination in achieving school goals. The implications of this study emphasize the importance of holistic integration of these elements in leadership strategies to create a conducive learning environment and achieve optimal educational outcomes. This research also opens up space for further research that considers local contexts, demographic variations, and more diverse research methods to gain a more comprehensive understanding.

The Influence of School Pathologies on the Feeling of Pedagogical Incompetence in Teaching Inclusive Physical Education

Background. Inclusion requires a variety of pedagogical skills for the successful learning and well-being of all children. Teachers face daily challenges in meeting the needs of students while ensuring quality learning and facilitating personal development, regardless of their situation. Objectives. The study aimed to clarify the activities of students who don’t participate in physical education and how it affects teachers’ sense of pedagogical competence (TSPC) in this area, by examining the effect of other potential factors and investigating the interactions with their perceptions of their students’ participation in pedagogical activities. Materials and methods. The research approach used to perform this study was based on a survey of 918 pathological students (5.85 ‰) and 298 physical education teachers (including 74 females, all over 21 years old) in public schools. The questionnaire consisted of three parts: socio-demographic and student engagement questions, TSPC towards teachers’ inclusive practice, and their perceptions related to students’ participation in PES educational activities. The items in the last two parts were represented in Likert 5-scale format. Results. The results showed that boys (62.66 %) with pathologies were more physically involved, and this trend was particularly marked in rural areas (69.40 %). Only a minority of students chose alternative activities during class (14.91 % chose another subject, 8.40 % went to the library). Socio-professional factors influence perceptions and TSPC regarding the participation of students with pathologies in physical activities and other learning tasks, varying according to each type of pathology. TSPC has a highly significant effect on perceptions of students’ inclusion in motor, organizational and observational tasks (p = 0.000). Finally, when teachers feel pedagogically incompetent, this is reflected in negative attitudes and perceptions toward inclusion. Conclusions. According to the findings of this study, it has been revealed that boys with disabilities in rural areas are more physically active than girls. Furthermore, the study indicates that teachers’ perceptions and sense of pedagogical competence have a strong influence on the inclusion of students with disabilities.

A Qualitative Exploration into How Teachers Understand and Practice Forgiveness

Forgiveness, though hard for many to simply define in concrete terms, is not necessarily a foreign concept or practice for the average individual. In an attempt to further understanding of forgiveness, the present study gathered the thoughts, opinions, and experiences of a specific community of individuals, public school teachers. Using a series of six focus group interviews, analysis of data produced insights and conclusions related to how teachers understand forgiveness in theory and practice, how they practice forgiveness within their jobs, and their thoughts on forgiveness or virtue education within schools. Thematic analysis is presented with quotational support and a discussion of application to both forgiveness theory and future forgiveness education pursuits is offered in summation. Due to the many mental, emotional, and physical health benefits associated with forgiveness, the value of exploring forgiveness and forgiveness education is readily evident. This study provides a glimpse into the experiences of a community of individuals who practice forgiveness regularly within the context of their jobs as public school educators.

POTENTIALITIES OF NEW TECHNOLOGIES IN THE TEACHING-LEARNING PROCESS IN BRAZILIAN PUBLIC SCHOOLS

This article discusses the potential of new technologies in the teaching-learning process in Brazilian public schools, using participatory research to investigate how these technologies can be integrated into the educational environment. With the aim of exploring these possibilities, the study analyzes the implementation of digital tools, such as Linux Educacional, and programs that encourage technological inclusion in public schools. The use of blogs and social networks is highlighted as a means to create a more engaging and interactive learning environment. The discussion suggests that despite these difficulties, the planned and strategic incorporation of ICTs can transform education, offering a richer and more contextualized experience for students and teachers. Furthermore, the need for effective public policies and continuous support to ensure that technologies are used efficiently is emphasized. Although there are obstacles to be overcome, the potential of new technologies to enrich the educational process is considerable, justifying efforts to overcome barriers and promote more innovative and motivating education in Brazilian public schools.