State Teachers Research Articles

Most and Least Learned Competencies of Kindergarten Pupils in Sreya: Bases for Resource Materials Enhancement

The main focus of the study is 1) To know the profile of the kindergarten teachers 2)To know the percentage of kindergarteners who acquired school readiness 3)To know the least and most learned competencies of kindergartners 4)To determine the differences of students school readiness between teacher’s employment status, teacher’s educational background, and type of school. The country’s K-12 curriculum has become one of the most talked about issues not only within the Department of Education but across the nation, so to speak. Different programs, resource materials, teaching devices, activities, and training for teachers have been devised and are still being conducted in preparation for the full implementation of the said new curriculum. Under the K-12 curriculum, the Kindergarten program was added to the existing basic education program that the Deped utilizes. The main concern of the kindergarten program is the school readiness of the young learners. Learners must be physically, intellectually, and emotionally prepared before they enroll to formal education, since one the most common reasons for the early drop-outs of school-age children is lack of interest in learning. Cognizant of the fact that the main goal of the kindergarten program is the smooth transition from a play-based approach into formal education. The kindergarten curriculum was designed to cope with the needs of the young learners. Likewise aimed at ensuring the development of young children and that they enjoy their experiences in the kindergarten program, the thematic and play-based approaches to learning are utilized. Initially, the program was met with cynicism specifically from the community and some parents. They were hesitant to enroll their children in the kindergarten program, for they viewed this as just an additional grade level in the education of their children. The researcher identified the least and most learned competencies in the result of the School Readiness Year End Assessment (SReYA) and proposed a resource materials enhancement to address the least learned competencies of kindergarteners. The most learned competencies are recognition of shapes, problem-solving and counting numbers from 1-10 while the least learned competencies are listening comprehension, Identifying upper- and lower-case letters, letter-sound corresponded, and recognition of numbers. The researcher identified the differences of student’s school readiness in the result of the study. There is a significant difference to the school readiness of kindergarteners when grouped according to the employment status of teachers, length of service, educational background, and type of school. The researcher suggested additional activities to reinforce the development of the least learned competencies of kindergarteners Keywords: Assessment, Learning Competencies, Kindergarten, School Readiness

Job Satisfaction among Vocational High School Teachers by Demographics Factors In Educational Institutions

Objective: Job satisfaction is an essential factor that needs attention from leaders in educational institutions. If teachers in educational institutions have job satisfaction, this will impact their job performance. This study analyzes job satisfaction from demographic factors of age, gender, tenure, and marital status of vocational high school teachers in Surabaya. Method: This study used quantitative methods. This research was conducted in educational institutions, especially in vocational high schools. The subjects of this study used 160 vocational high school teachers in Surabaya. The sampling technique used convenience. The data analysis technique used an independent sample t-test. The results of this study indicate that there are differences in job satisfaction by demographic elements consisting of age, tenure, gender, and marital status. Results: The results of this study indicate that teachers who are more than 35 years of age have higher satisfaction, teachers who have more than five years of tenure have higher job satisfaction, female teachers have higher job satisfaction than male teachers, and married teachers have higher job satisfaction than unmarried teachers. Novelty: Previous research has studied the impact of job satisfaction, but to researchers' knowledge, more research is needed to study job satisfaction from demographic factors in vocational high school teachers. Therefore, this topic is interesting to study, considering that demographic factors are a point of view that is rarely used to study individual variables.

시민교육 관점에서 본 교권

Objectives The purpose of this study is to discuss the legal nature of teaching rights based on educational ex-pertise and to discuss ways to restore teaching rights from a civic education perspective.
 Methods For this purpose, reviewed the legislative status of education-related laws to protect teaching rights and analyzed their limitations. Regarding its limitations, the question was raised, ‘Is teaching authority an object of protection?’ In addition, teaching authority was reviewed from the perspective of educational expertise.
 Results As a result, the recent legislation to protect teaching rights was seen as a passive legislation that strengthens the responsibilities and obligations of students and parents, rather than a legislative measure to strengthen the legal status or authority of teachers.
 Conclusions Accordingly, from the perspective of civic education, this article strengthens the authority and au-thority of teachers from objects of protection to subjects of educational expertise, and emphasizes the establish-ment of a democratic and human rights-friendly school culture.

The current status and development of pre-service language teachers’ TLLT competence in a PjBL classroom

The current status and development of pre-service language teachers’ TLLT competence in a PjBL classroom

PHYSICAL AND MENTAL HEALTH STATUS OF TEACHERS AND SOFTWARE PROFESSIONALS WORKING FROM HOME DURING COVID-19

The study attempted to investigate the physical and mental health of teachers and software professionals working from home since the start of COVID-19. The data was collected between March and April months of 2022.The study was conducted in the Bheemadol, Tanuku ,Tadepalligudem mandals of West Godavari district, Andhra Pradesh.The sample consisted of 120 respondents (60 teachers and 60 software professionals). The age group of the respondents was 25-35 years. Equal number of male and female respondents were selected for the study. The questionnaire developed by Verma and Pershad (1985) was used to measure the physical and mental health of teachers and software professionals the data was used analyzed by descriptive and inferential statistics. The study concluded that teachers were experiencing good physical and mental health status when compared to IT professionals. Interestingly nearly 50% of the respondents irrespective of gender were found to have good physical and psychological health status while working from home. However, significant difference was found in the physical and mental health status of teachers and software professionals.

Chinese EAP Teachers’ Identity Development: A Comparative Analysis of Teacher Metaphors From Students and Teachers

The study investigates the metaphorical images of English teachers formulated by English for Academic Purpose (EAP) teachers and postgraduate students in a Chinese Sci-tech University. Student Participants ( n = 171) and teacher participants ( n = 51) completed questionnaires including the metaphor-eliciting prompts to express their perceptions of English teachers. The results revealed a similar three-level categorization (information, disposition, and status) of teachers’ features from the two groups, as well as similarities and discrepancies in the perceptions of certain conceptual teacher metaphors. Based on the comparison, implications for EAP teaching and EAP teachers’ identity development in China are discussed.

Investigation of Digital Literacy Status of Primary School Teacher

Investigation of Digital Literacy Status of Primary School Teacher

Педагогическая практика как фактор селекции будущих педагогов

Studies of teachers’ professional development indicate that in different regions of the country, the proportion of those who do not want to work at school and have little motivation for teaching is about a third. It is not known what stages of development negative professional identity goes through and under the influence of what factors it develops. The influence of the first active experience of performing a professional role in the course of pedagogical practice was tested on the principle of ‘before-after’ on a panel from a real group of students with dual pedagogical specialization. Practice created quasi-experimental conditions. Before and after, students filled out a questionnaire determining the relationship of the desire to get a job at school with a number of socialization features, with the student’s idea of his compliance with the role of a teacher, with an assessment of the attractiveness of individual teaching functions, the material and social status of teachers in the aspect of the student’s personal claims. The measure of the impact of practice was defined as the delta of changes in numerical variables and as the presence of changes in nominal variables. About a third of the students had previously formed an internal positive motivation for the teaching profession. The share of school-oriented students is slightly less than a third (28%). It is unchanged before and after practice. Quantitative shifts are very small, which indicates either the stability of orientations, or the adaptation shock already experienced during the introductory practice and requires monitoring from the first year.

Introduction of applied psychology in human resource management of vocational colleges and universities for guiding students and patients with mood disorders

BackgroundStudents may experience many psychological problems due to academic pressure and family environment, while teachers may also experience mood disorders due to work pressure and low income. The conventional psychological counseling methods have had limited effectiveness, so the study aims to introduce applied psychology into human resource management in vocational colleges in order to improve human resource management to provide counseling for students, teachers, and patients with mood disorders.Subjects and Methods Sixty-six faculty and student patients with dysphoria in a higher-level institution were taken as objects of study, and the two sets of prisoners were categorized into Group E and Group F. Among them, Group E adopts the traditional approach to humanity administration in higher vocational colleges, and Group F adopts the approach to humanity administration in higher vocational colleges that integrates applied psychology. The experiment lasted for six months and quantified the mental status of teachers and students using the Yang Mania Scale and the Concise Psychiatric Scale. After the experiment, statistical analysis was conducted using SPSS 26.0.Results After the experiment, the manic score of Group F was 8.00 ± 2.51 points, and the psychiatric symptom score was 15 ± 1.11 points, both lower than Group E and before the experiment.ConclusionsThe introduction of applied psychology in human resource management in vocational colleges has an effective effect on guiding students and patients with mood disorders.

STEM education and personnel training: systematic review

This article focuses on the generalization of foreign experiences in implementing STEM education and places particular emphasis on the areas of professional training for future teachers of STEM disciplines. By conducting bibliometric analyses of sources from Scopus (93 sources) and Web of Science (42 sources) scientometric databases, four clusters were identified using VOSviewer: 1) STEM education and training; 2) teacher training and primary education; 3) surveys on STEM education; and 4) e-learning and computational thinking in the training of future teachers of STEM disciplines. The research results demonstrate the importance and relevance of STEM education in various fields, and the leading role of the cluster “STEM education and training” has been determined based on the number and strength of links within the network of keyword links of sources on professional training of future STEM teachers. The discussion of the research findings highlights views on the prospects for STEM development in different countries. It is determined that: a) the professional training and social status of teachers are strategically important links in STEM education; b) teachers of “traditional” STEM disciplines (mathematics and natural sciences) require an increased level of knowledge in the field of information technology, particularly through the integration of programming as a component of STEM education; and c) social virtual reality platforms, hyperrealistic modeling, virtual laboratories, educational robotics, augmented, and mixed reality technologies are recommended to increase the motivation of pupils and students to study STEM disciplines.

유아교사와 부모의 관계에서 교권침해 경험의 현상학적 연구

Objectives Essentially understand the experience and phenomenon of teacher rights infringement cases in the relationship between kindergarten and daycare center teachers and their parents, derive the experience and coping process of teacher rights infringement, experience in solving, and demands for improvement plans through interviews and in-depth techniques, and effectively in the educational field application was proposed.
 Methods Fourteen teachers with experience of teaching rights infringement at kindergartens and daycare centers located in Incheon were selected as the study subjects. The research data collection was conducted from June 2, 2023 to June 27, 2023 through focus group interviews, one-on-one interviews, group face-to-face interactions, and web-based interactions tailored to the circumstances of the research participants, and qualitative data analysis procedures According to the phenomenological research method of interpretation, coding, and classification, it was analyzed.
 Results The experiences of teacher rights infringement were ‘infringement of teacher authority experienced by parents’, ‘experience of power abuse as a target for venting anger from parents’, ‘experience of helplessness and realistic fear coming from situational limitations’, ‘harsh social standards for early childhood teachers’, infringement of teacher authority The coping process was ‘things that early childhood teachers should strive to establish teaching rights’, ‘experiences of dealing with when they felt infringed on teaching rights’, and ‘factors hindering the establishment of teaching rights by early childhood teachers’. Efforts to establish teacher authority' and ‘preparation of measures to establish teacher authority’ were found.
 Conclusions The significance of this research is that it pays attention to the experience and coping process of kindergarten and daycare teachers who have been infringed upon by their parents, applies a phenomenological research method to deeply explore the essential meaning of the experienced phenomenon, examines the experience of teacher rights infringement, and proposes improvement measures. have meaning Expecting to help prepare effective support measures for kindergartens and day care centers, social implications for recognition of early childhood teachers' teacher status, establishment of teaching rights from early childhood education, and punishment for reporting child abuse without complaint were suggested.

The Mini-Mental State Examination (MMSE) to Measure the Cognitive Status of Retired Teachers

The purpose of this study was to describe the cognitive status of teachers who are still actively teaching and who have retired. The research method used is descriptive quantitative. The research site is SMP N 1 Bantul. Research respondents are teachers who are still teaching at SMP N 1 Bantul and who have retired from SMP N 1 Bantul. The technique of determining the sample using random. This research instrument uses the MMSE that has been provided. The result of this study is to have an overview of the distribution of teacher respondents based on cognitive status who are still actively teaching and have retired that the largest number is retired with the definitive category of cognitive impairment as many as 30 people (41%), the category of possible cognitive impairment as many as 19 people (26%) , and the normal category as many as 25 people (34%).

Investigating sedentariness and health status of primary school teachers in Ghana

ObjectivePhysical inactivity is linked to chronic illnesses and disabilities among workers, especially those in high demanding jobs like teachers. Despite the global prominence of sedentary behavior research, studies drawing the relationships between physical inactivity and multimorbidity among working teacher populations in low-and middle-countries remain untapped. This study assessed the sedentariness and health status of primary school teachers in Cape Coast Metropolis in Ghana.MethodThis cross-sectional survey employed 1109 primary school teachers from the Cape Coast Metropolis in the Central Region of Ghana, targeting the entire population.ResultsGenerally, the teachers were highly sedentary and reported poor health status. Other results showed no difference in sedentariness across gender, (n = 1107, t= -0.32, p > 0.05). However, female teachers suffer more pain and discomfort, (n = 1103.51), t = − 3.07, p < 0.05), anxiety and depression, (n = 1099.56), t = − 2.85, p < 0.000), and poor health status (n = 1107), t = 2.14, p < 0.05), than their male counterparts. Also, pain and discomfort, anxiety and depression, health status and years of work significantly predicted sedentariness among the teachers, F (4, 1104) = 5.966, p = 0.00, R = 0.145, R2 = 0.029, adjusted R2 = 0.018.ConclusionThe findings suggest that individualized or personalized interventions are urgently needed to promote regular physical activity to improve the health status and reduce associated complications on the health and well-being, especially among the female primary school teachers. Given the health risks of sedentary lifestyle, behavioral interventions at the person-level (i.e., individualized- routine weekly physical activity programs) and built environmental restructuring (e.g., creation of walkways to encourage regular walking) could be done to improve physical activity behavior among teachers within the Cape Coast Metropolis, and perhaps beyond.

L1 influence on stress placement by English language teachers in Anambra State (Nigeria)

Despite the availability of a number of studies on stress in Nigerian English, scant attention has been paid to patterns of stress placement in connected speech by Anambra State English language teachers, especially insights that are supported with acoustic evidence. Bearing in mind this gap as well as their training in the language and its expected standardising role, this study describes the patterns that characterise stress assignment to words in the context of connected speech by Anambra State English language teachers, while tracking possible L1 influence. A short passage which was read by 50 Anambra State teachers and audio-recorded, in addition to naturally occurring classroom speech, constitute the data. The analysis, which was done perceptually and acoustically, shows that when placed against the constitutionally mandated patterns of Standard British English (SBE), the teachers have variable and unstable stress placement patterns on words in connected speech. They produced stressed syllables with higher F0, intensity and duration than SBE. Out of the 50 participants, only 21% had patterns that are close to SBE, while L1 influence was evident in 79% of the participants. This evidence does not support the continuous exonormative role of SBE for Nigerian English.

Drawing the line: Teachers affectively and discursively question what counts as “appropriate behavior” in schools

School rules, classroom norms, and social and emotional learning (SEL) modules carefully define, hone, and regulate what counts as “appropriate” and “inappropriate” behavior from students. While the stated intention behind these practices is typically to promote a sense of safety, well-being, and productivity in schooling, behavioral rules can also uphold racist, ableist, and neoliberal practices that pathologize and exclude children’s bodily expressions. The line between behaviors that are “dangerous” versus “different” is laden with hegemonic power dynamics, and teachers must be encouraged to recognize these dynamics and resist them. I collaborated with six elementary-school teachers in the northwest United States to speak critically and self-reflectively about educational practices including SEL and classroom management. This paper explores instances in which the teachers grappled with where and how to draw lines around acceptable and unacceptable behavior, resisting an immediate exclusionary response to any behavior deemed undesirable. The teachers’ affective dialogue demonstrates that reconsidering the limits of appropriate behavior is crucial yet complicated. I call for greater value and support to be placed on opportunities for teachers to openly discuss where lines should be drawn and where they might be loosened in ways that advocate for children’s agency, diversity, and social-emotional wholeness.

보육교직원(보육교사)의 권익보호 관련 문제점 및 개선방안 - 관련법과 자치단체조례 분석을 중심으로 -

This study aimed at 27 local governments that have relevant laws(Infant Child Care Act, Early Childhood Education Act, Educational Public Officials Act, Special Act on the Promotion of Teachers' Status and Protection of Educational Activities) and related ordinances to date, 'protection and promotion of rights and interests of childcare teachers'. By analyzing the Ordinance for (Support)', the legal status of childcare staff (childcare teachers) and the problems of the regulations related to the protection of rights and interests will be examined, and based on this, improvement plans will be suggested. Based on this, the main purpose of the study is to provide basic data for future related laws(Infant Care Act) and local government ordinance enactment/revision and retention integration law(tentative name, Infant Education and Child Care Act).&#x0D; Based on the problems found in the research results, we would like to suggest improvements as follows.&#x0D; First, the main problems and improvement measures related to the Infant Care Act are: 1) the legal status of childcare teachers; It should be improved so that the status of teachers under the Education Act is secured on an equal basis with kindergarten teachers, and the protection of teaching rights according to the position of teachers is guaranteed. 2) definition of childcare staff(childcare teacher); As in the Early Childhood Education Act, it is desirable to define teachers(directors and nursery teachers) and staff other than teachers. Next, childcare staff duties; As in the Early Childhood Education Act, it should be improved so that it is divided into director, supervisor, head teacher, teacher, and administrative staff to be more specifically defined. 3) Responsibility to protect the rights and interests of childcare teachers; In order to apply the law more effectively, it is necessary to improve the current voluntary regulations into mandatory regulations such as 'The state and local governments must actively promote necessary policies and prepare measures for training childcare teachers, improve working conditions, and protect their rights and interests.' I think it's possible.&#x0D; Second, the main problems and improvement measures related to local government ordinances for improving treatment and rights of childcare staff are: 1) Responsibilities of local government heads; It seems desirable to stipulate the two contents together as ‘relevant systems and conditions and necessary policies must be actively pursued’ and ‘efforts must be made to create a social atmosphere’. 2) establishment of a basic (comprehensive) plan; It seems desirable to stipulate that it should be done every five years, and it is desirable that voluntary regulations should be improved to mandatory regulations such as ‘must be established and implemented’. 3) fact-finding; It should be improved with mandatory regulations such as ‘a fact-finding survey should be conducted every three years’. 4) rights protection support project; Since almost all local governments stipulate that 'the head of a local government may promote(implement) a project to improve the treatment of childcare teachers and improve their rights and interests.' 5) Establishment and operation of the Rights Protection Committee; Since the establishment of the most important committee must be established and operated to improve the treatment and rights of childcare staff, it would be desirable to have a mandatory rule rather than an arbitrary rule. 6) establishment of cooperation system; There were only three local governments that stipulated a mandatory regulation. If possible, it would be desirable to establish a cooperative system through mandatory regulations rather than voluntary regulations. 7) Others

Exploring the landscape of STEM education and personnel training: a comprehensive systematic review

This article focuses on the generalization of foreign experiences in implementing STEM education and places particular emphasis on the areas of professional training for future teachers of STEM disciplines. By conducting bibliometric analyses of sources from Scopus (93 sources) and Web of Science (42 sources) scientometric databases, four clusters were identified using VOSviewer: 1) STEM education and training; 2) teacher training and primary education; 3) surveys on STEM education; and 4) e-learning and computational thinking in the training of future teachers of STEM disciplines. The research results demonstrate the importance and relevance of STEM education in various fields, and the leading role of the cluster "STEM education and training" has been determined based on the number and strength of links within the network of keyword links of sources on professional training of future STEM teachers. The discussion of the research findings highlights views on the prospects for STEM development in different countries. It is determined that: a) the professional training and social status of teachers are strategically important links in STEM education; b) teachers of "traditional" STEM disciplines (mathematics and natural sciences) require an increased level of knowledge in the field of information technology, particularly through the integration of programming as a component of STEM education; and c) social virtual reality platforms, hyperrealistic modeling, virtual laboratories, educational robotics, augmented, and mixed reality technologies are recommended to increase the motivation of pupils and students to study STEM disciplines.

Being responsive to Muslim learners: Australian educator perspectives

Research is emerging on Muslim learners in Australia. However, less is known about the preparedness of educators to be ‘responsive’ to Muslim learners. Inspired by the Australian Professional Standards for Teachers that states teachers should be ‘responsive’ to the diverse identities of learners, this article examines educator perspectives of being responsive to the religious identities of Muslim learners in one public high school in Sydney. Data reveals that despite challenging arrangements of the school community, the school leaders and educators exemplified a strong commitment to being responsive but dismissed opportunities to avail from religious ways of knowing.

Comments: Who Holds the Rights to US Geothermal Heat Sources?

A recently enacted law in Texas, which went into effect in mid-June, declares the landowner or the owner of surface rights as the holder of subsurface geothermal energy and associated resources. If the surface and mineral rights of the land have been separated, the owner of the surface estate prevails. Senate Bill 785 amended a section of the Natural Resources Code to define heat as a byproduct of geothermal energy and associated resources, but excludes mineral, oil, gas, or any product of oil or gas. It also excludes “the ownership and use of groundwater,” including “minerals dissolved or otherwise contained in groundwater, including hot brines.” The law entitles the owner “to drill for and produce the geothermal energy and associated resources.” As with pore space rights for underground carbon storage, legislating surface and subsurface rights for geothermal energy and underground hydrogen storage is an evolving frontier. Privately held rights vs. state or federal lands contribute to the complexity of these relatively nascent efforts to advance decarbonization. Ownership of geothermal rights varies widely from state to state, often dictated by a state’s definition of what constitutes “geothermal resources.” California’s definition, for example, says “the natural heat of the earth, the energy, in whatever form, below the surface of the earth present in, resulting from, or created by, or which may be extracted from, such natural heat, and all minerals in solution or other products obtained from naturally heated fluids, brines, associated gases, and steam, in whatever form, found below the surface of the earth, but excluding oil, hydrocarbon gas, or other hydrocarbon substances.” Other states, such as Utah, define a geothermal resource by a temperature threshold (“water or steam at temperatures greater than 120°C naturally present in a geothermal system”). At that mark, a separate lease is required because the resource is no longer part of the water rights. Once geothermal resources are defined, who holds the rights may be murky. In California, Hawaii, and New Mexico, the mineral estate is the owner. Wyoming considers geothermal heat as part of the water rights—“underground water, including hot water and geothermal.” Other states consider rights as held by the surface estate unless they have been specifically transferred. Yet, many states have no clearly defined guidance about privately held ownership, and the parties involved in disputes head to the courts to hash out the ambiguity. The rules governing development of geothermal energy on federal lands are more defined. Geothermal was the first type of renewable energy that the US Department of the Interior Bureau of Land Management approved for production on public lands. The first project was given the go-ahead in 1978. A federal lease allows future exploration and development. However, it does not include the right to move ahead with any ground-disturbing activities to explore for or develop the resources. Each stage of development under the lease requires separate authorizations and compliance with the National Environmental Policy Act. Two examples of state-controlled lands are well-known geothermal fields in California, The Geysers and the Salton Sea projects. The state’s leases in The Geysers are on school lands. Revenue and royalties are deposited into the California State Teachers’ Retirement fund. Royalty rates range from 10 to 12.5% of the gross value of geothermal steam, calculated by multiplying the gross value of electric power with the agreed percentage of steam that began initially as 36% in 1999, increasing to a maximum of 42% of the value of electricity. While innovation steadily advances technologies to produce geothermal energy, the determination of clear law and regulations is playing catch-up ... state by state and case by case in courts. And until it does, scaling up of this promising energy source in the US is at risk of being hamstrung.

Prathamik Shikshan Padwika Abhayaskramatil (D.El.Ed) Aakarik Mulyamapan Pranali.

"The future of the nation is taking shape in the classroom. This statement of the Kothari Commission report is familiar to all. The important burden of shaping the future rests on the shoulders of teachers. Therefore, inculcating values and developing skills in the student teacher who aspires to be a teacher is of utmost importance. -The State Teacher Training Board has been responsible for the development of suitable pre-service courses since 1968. Diploma in Primary Education course is a milestone in this development.