Basic Education Teachers Research Articles

Influence of servant leadership on the life satisfaction of basic education teachers: the mediating role of satisfaction with job resources.

Life satisfaction is essential for teachers' work performance and student learning. Additionally, servant leadership has been shown to be one of the best leadership practices as it promotes employee well-being and satisfaction. Moreover, satisfaction with job resources acts as a mediator in the relationship between servant leadership and life satisfaction by influencing individual and collective performance in the organization. This research aimed to evaluate the mediating role of satisfaction with job resources in the relationship between servant leadership and life satisfaction. The study was cross-sectional and explanatory. 620 teachers aged between 20 and 62 years (M = 35 and SD = 9.49) participated in the study. Structural Equation Modeling (SEM) was used to measure life satisfaction, service leadership, and job resource satisfaction through the use of questionnaires. The results indicated that the model obtained an adequate fit, χ2 = 2,658, df = 551, p < 0.001, CFI = 0.941, TLI = 0.936, RMSEA = 0.079, SRMR = 0.070. The results confirm the positive influence of leadership on satisfaction with resources and life satisfaction. Additionally, a positive influence of satisfaction with job resources on life satisfaction was observed. Moreover, the mediation of job resources in servant leadership and life satisfaction was confirmed. Servant leadership, supported by satisfaction with job resources, can reduce effort and associated costs, stimulate personal growth and learning, and improve the well-being of teachers.

Research on the Collective Values in the Reform of Basic Education Teaching Methods

In the context of quality education, personalized learning has emerged as the direction for future educational growth, but it has also had a significant impact on and challenged traditional teaching: where collectivism once faced a chilly reception, collective learning in primary and secondary classrooms has been marginalized over time. The concepts of collectivism and customized education do not contradict; rather, the organic integration of both concepts is the goal of the reform of basic education teaching techniques. In light of this, the author suggests that the collectivist value orientation be taken into consideration when reforming basic education teaching methods. This essay explores the collectivist value orientation, its interpretation of its connotation, and its value analysis. On the basis of the interpretation of the connotation and value analysis of collectivist value orientation, this paper discussed the necessity of collectivist value orientation in basic education teaching method reform and proposed that the reform of basic education teaching method to the deep development must be based on the traditional collective teaching activities, strengthen the collectivist value of the interpretation of the collectivist teaching method of innovative.

The Perception of Basic Education Teachers in Caçador on Sustainability and Human Rights

This article presents a research report applied to basic education teachers of the public network of Caçador- SC regarding the perception, importance, mastery and applicability in the classroom of themes related to sustainability, human rights, Agenda 2030 and Sustainable Development Goals of the UN. Data were collected via online forms that were answered in the Google Forms tool, later the data were compiled and presented in graphs explained and compared based on the educational context of the researched region and Brazil. The research concluded that teachers still have little mastery of the researched topics and emphasize the need for greater appropriation by teachers on these subjects, in view of the growing need and demand in the labor market for professionals who have knowledge in areas from performance to environmental, social and corporate governance. The methodology adopted for data analysis was based on quantitative and qualitative analysis and aimed to understand the contradictions and coherences in the answers given by the teachers.

MATHEMATICAL INNOVATION

The practice of finding the roots of a 2nd degree equation in current high school has been presented as a tool that makes learning and practice difficult for students and teachers. In this context, the present work aims to present innovative teaching, a tool used to find the roots of a quadratic equation without the use of formulas, with the aim of improving the level of difficulty in learning this content for high school students. To achieve the objectives proposed in this work, a bibliographical survey of the subject was carried out in the Scielo and Google Scholar databases, comprising a literary window from 400 BC to 2023. In addition, a qualitative-quantitative methodology was used, with random variables discreetly, it was applied to 118 students from ECI Dorgival Silveira in the city of São Francisco PB with an experiment via problems in determining the solution and its data were analyzed based on descriptive statistics. Within this study, it was possible to observe that this teaching is practical in solving the difficulties and challenges experienced by basic education students and teachers. For this, we can have other researchers who can continue this study as relevant as the ways of finding the right solution for students in contemporary times.

Perceptions of future basic education teachers about the potential of programming in the educational context

ABSTRACT Besides the development of disciplinary skills, programming contributes to the development of abilities such as reasoning, problem solving and creativity. Therefore, it is fundamental that in the initial teachers training, programming is an integral part of the curricular unit programs of didactics. This will make it possible to contribute to the integration of programming in future teachers’ practices, in a way that should encourage them to promote the development of the skills listed above in their students. This article describes a study developed in the context of a higher education institution, with students of a master’s degree in teaching. This is a case study sought to understand the future teachers’ perceptions about the potential of programming, before and after attending a workshop about Scratch. The results suggest that future teachers have positive perceptions about the potential of programming in an educational context, which is likely to contribute to its integration into pedagogical practice. It was also found that the workshop contributed to changing the perceptions of these future teachers, namely those whose perceptions were not so favorable to the use of programming in and for learning.

Quality of Life in Hypertensive Teachers of regular basic education who go to an Establishment during the health Emergency due to COVID-19 in North Lima

The quality of life in hypertensive teachers of regular basic education is one of the priorities committed to health well-being, since it will depend on how the person can minimize the risks due to this disease, so the research objective is to determine the quality of life in hypertensive teachers of regular basic education who come to an establishment during the health emergency due to COVID-19 in North Lima. It is a quantitative, descriptive-transverse study, consisting of a population of 131 hypertensive teachers of regular basic education who answered a questionnaire on sociodemographic aspects and the questionnaire on quality of life in hypertension. In their results we can observe that 64,1 % (n=84) of hypertensive teachers of regular basic education have a good quality of life, 9,2 % (n=12) regular quality of life and 26,7 % (n=35) poor quality of life. In conclusion, strategies should be made to promote and prevent hypertension, and thus allow the population the necessary information about the disease and how to counteract it.

Fatores que Influenciam a Satisfação de Vida em Professores da Educação Básica

Abstract This study explored how the following aspects may influence basic education teachers’ life satisfaction: self-esteem, general self-efficacy, self-compassion, positive and negative feelings, moral competence, social support, positive relationships with a colleague, work engagement, age, professional experience (in years), time teaching in the same school, number of schools currently teaching, and approximate number of students per week. One hundred primary and high-school teachers (74 women) participated in the study (mean age 40.9; SD = 10.01). Network analysis provided a model which encompasses the six most relevant aspects that interfere in the life and work of basic education teachers: life satisfaction, self-efficacy, self-esteem, positive affects, work engagement, and giving instrumental social support. In addition, the yielded model showed that self-efficacy presented the closest relationship with life satisfaction. We discuss the results in line with previous studies on self-efficacy. Interventions directed at basic education teachers may be more effective if self-efficacy is part of the program.

Nursing Care on Quality of Life in Regular basic education teachers treated at a Hospital in North Lima

Diabetes mellitus worldwide is one of the main diseases in which it considerably compromises the health status of the person and decreases over time their quality of life, so the research objective is to determine nursing care on the quality of life in Regular basic education teachers treated in a hospital in North Lima. It is a quantitative, descriptive-cross-sectional study, with a total population of 132 patients who developed a questionnaire of sociodemographic data and the Diabetes 39 instrument. In their results, we observed that between the ages of 30 and 59 years of age, 58,8 % have an average quality of life. In conclusion, educational counseling on self-care in patients with diabetes mellitus should be performed.

Computational thinking in the curricular component of mathematics in basic education: Possibilities and challenges

This article highlights and discusses aspects of the perceptions of a group of Mathematics teachers in Basic Education about Computational Thinking (CT) and its possibilities of working simultaneously with the curricular component of Mathematics in Basic Education. The case study was carried out through a continuing education course and focused on the application of questionnaires with open questions, as well as on reports on the inclusion of activities, by the participants, in their teaching practice during the course. The responses were analyzed from a qualitative perspective and the results highlight the predominance of lack of knowledge on the subject, especially with regard to the use of methodologies that develop computational thinking associated with specific objects of Mathematics knowledge.

Open Educational Practices from the perspective of open educators: Contributions to teacher professional development

Incorporating the principles of Open Educational Practices (OEP) into teacher training can help prepare future professionals for the challenges they face in their daily work, as curricula and practices are increasingly influenced by digital culture principles. As a concept that is still being consolidated, OEP can assume different meanings. This study, conducted with teachers in basic (ISCED 1-3) and higher education, aimed to identify the (1) the characteristics inherent to OEP; (2) elements of the identity of an ‘open educator’ and their relation to OEP; and (3) the perspective on OEP presented by the participants. The research method consisted of a combination of semi-structured interviews and document analysis. The results indicated that the participants perceptions were aligned with what is identified in the literature as “expansive” OEP, and that OEP is an evolutionary process in multiple dimensions. Based on the analysis, a framework was developed to assist teachers and educators in reflecting on and evaluating their practices, as well as promoting professional development in the context of OEP.

TRAINING COURSE AT PARFOR: REFLECTIONS AND/OR IMPACTS ON THE PROFESSIONAL AND PERSONAL LIFE OF ALTO JURUÁ ACADEMICS

This article presents the personal and formative trajectory, through the memorial genre, of final works to conclude the pedagogy course, of the Basic Education Teacher Training Program (PARFOR), carried out by the Federal University of Acre-UFAC, in the Municipality of Porto Walter (Acre).The memorial emphasized the experiences acquired throughout the academic career in the Amazon context. Furthermore, the methodology was based on the works of Souza (2008); Prado and Soligo (2007), and structured interviews were carried out, as well as the production and discussion of texts in the subjects Research in Education, TCCI and TCCII. In total, 38 teachers participated in the research, which showed that teacher training at ACRE, through the PARFOR program, is extremely relevant for teachers who learned about new didactic and theoretical instruments, improving the quality of their classes in the Region Amazon.

Broadening the Scope of Craft Teaching

The focus of Finnish craft teacher education is on educating craft teachers in formal basic education. In this study, the aim was to research craft student teachers’ experiences of teaching practices that were arranged in out-of-school contexts. The data comprised craft student teachers’ (n = 18) written reflections included in their course portfolios. Their teaching practice took place in adult education centres, basic education in arts, older peoples' care homes, youth work centres, centres for people with disabilities, social work centres, museums, craft cafés and clubs and a vocational training institution. The written reflections concerned the students’ expectations at the beginning and those at the end of the teaching practice and were analysed according to the principles of qualitative data analysis. The students found both similarities and differences in craft pedagogy in different contexts. The out-of-school teaching practice broadened their future career perspectives and equipped them with new pedagogical skills.

IMPACT OF THE COVID-19 PANDEMIC ON TEACHERS' MENTAL HEALTH

On December 30, 2019, the Chinese city of Wuhan became the center of an outbreak of the zoonotic Coronavirus disease 2019 – Covid-19. A series of international studies have been researching the emotional repercussions of the COVID-19 pandemic on health professionals, and on vulnerable population groups in general. In Brazil, research on teachers’ health gained proportions from 2006 onwards, and the country currently has several studies on the topic. In national literature, the term “teacher malaise” is related to the illness and psychological suffering of teachers with the observation of a considerable increase in mental disorders. Objectives: Identify and analyze the main impacts of the Covid-19 pandemic on the mental health of basic education teachers, according to national and international literature in Health Sciences and Education. Methodology: integrative review of studies on the impact of the Covid-19 pandemic on mental health. Result and Discussion: The integrative review highlighted 13 studies, whose results point to the impacts of the pandemic on changes in routine, gender issues, family relationships and the mental health of school teachers. Conclusions: Today, 2 years and 8 months after the alert of the first cases of pneumonia in the city of Wuhan in December 2019, the psychological impacts of the pandemic on different segments of society are notorious, therefore after the most critical part it is inferred as the main I challenge the analysis of the frequency with which negative feelings such as sadness, anxiety, depression, hopelessness, among others, have affected the teaching population.

The Challenge of Teaching in the Digital Era: Computer Visual Syndrome in Basic Education Teachers

Objective: At present, technology has become an indispensable tool in the educational field, especially for basic education teachers who face a growing digitalization of the educational environment. However, this change towards digital is not exempt from consequences, and one of the emerging challenges is computer visual syndrome, which can affect its quality of life. Therefore, the objective of this research was to evaluate the presence of computer visual syndrome in teachers of four Peruvian educational institutions of basic education. Method: The research approach was quantitative; the design was non-experimental and the type was a cross-sectional descriptive. The sample was made up of 161 teachers who were given the Computer Visual Syndrome Questionnaire (CVS-Q), an instrument with adequate levels of reliability and validity. Results: The results indicate that the level of computer visual syndrome of 47.8% of teachers was mild, 32.9% was moderate and 19.3% were severe. Similarly, it was found that the symptoms suffered by teachers were most frequently itching, burning or sensation of burning of the eyes, dry eye, feeling of having a foreign body in the eye and heaviness in the eyelids. On the other hand, it was found that visual computer syndrome was significantly associated with the daily digital device usage time, to have pre-existing eye diseases and the implementation of preventive strategies. Conclusions: In the present research, it was concluded that the predominant level of computer vision syndrome in teachers was low. Therefore, the implementation of awareness programs and the application of ergonomic measures to improve the visual health of teachers are suggested.

Professional Profile and Needs of Basic Education Teachers: Envisioning Nurturing Communities of Practice

Background: Teacher Training has needed new possibilities to make teaching practice more flexible and less boring. Therefore, using school-centred training is essential, so there is a need to investigate in loco the profile and needs of teachers. Objective: Identify the professional profile, the teaching know-how, the difficulties and needs in the teaching processes to cultivate communities of practice with teachers in a municipality placed in the interior of Rio Grande do Sul State. Design: This is a qualitative, descriptive, and exploratory research using the content analysis technique for data processing. Setting and Participants: Four school contexts of Basic Education were investigated, with 63 teachers coming from two municipal schools and two state schools in a municipality on the West Frontier of Rio Grande do Sul State participated in the study. They were intentionally selected. Data collection and analysis: A structured questionnaire with questions related to the teachers' profiles was used for data collection, as well as open questions related to their pedagogical practice. Results: It was found that there is a high percentage of teachers working in more than one school, a factor that must be considered. We highlight the reflection and autonomy in pedagogical practice and the need for training actions regarding the diversity of methodologies to assertively address the different gaps in students. Conclusions: It is considered important to identify the profile and emerging needs of teachers in order to facilitate the organisation of Communities of Practice that aim for school-centred teacher education.

A STUDY OF CULTURAL DIVERSITY BASED ON AFRICAN, AFRO-BRAZILIAN AND INDIGENOUS ARTS IN PRIMARY EDUCATION

The premise of this research is to encourage discussions about the importance of approaching cultural diversity, emphasizing African, Afro-Brazilian and indigenous arts in art classes in the context of basic education, through the construction of reflections that allow the appreciation and recognition of these cultures. as makers of Brazilian cultural identity. This is a bibliographical research, having as its main theoretical body, authors and articles that talk about the subject, as well as legislation that deals with the subject. Based on this research, it is possible to engender reflections about the rich elements that constitute African, Afro-Brazilian and indigenous cultures to disseminate them as belonging to Brazilian culture, as well as the implicit art in these cultures and their relationship with the educational field. With this, the reflection intends to help basic education teachers who feel challenged to significantly approach the theme, with the respect and appreciation that are due to them inside and outside the school.

Challenges and interventions in developing instructional materials: Perspectives of public school teachers in basic education

This study aimed to explore the challenges faced by public school teachers in Bauko District II in developing instructional materials. The researchers used a quantitative method and distributed questionnaires to 150 teachers across the district as their primary means of data collection. This method allowed the researchers to gain insights from a substantial number of teachers, facilitating a comprehensive understanding of the challenges they faced. The results of the study highlighted two primary critical issues faced by teachers: the scarcity of time due to heavy workloads and the difficulty of keeping pace with technological advancements. Additionally, teachers reported significant challenges related to insufficient skills, knowledge and understanding of instructional materials, limited policy support and inadequate administrative assistance. In accordance with these findings, the study demonstrated some significant ways to improve the creation of instructional materials in rural communities with limited resources. The study emphasised the need for computer literacy training as a result of the expanding digitalization of instructional content. A functional instructional material development committee should be established to improve the process as well as organizing training workshops for instructional material development and encouraging partnerships with higher education institutions (HEIs) to gain access to specialized expertise. The study strongly advocates for the implementation of sustainable capacity-building mechanisms by the department of education such as regular workshops and follow-up sessions to provide continuous support to teachers in material development. Moreover, the study proposed fostering collaboration with other institutions and inviting experts as resource persons to seminars and workshops to enhance teachers' proficiency in crafting effective instructional materials.

Explanatory variables of educational innovation: A model based on personality traits

Introduction. Innovation is a relevant concept in the field of education inasmuch as it refers to planned processes aimed at improving school organization, teachers’ professional development, student learning, and more. However, it is an element that is influenced by a wide variety of variables. Teachers’ personality traits are those elements that are capable of describing, explaining, and predicting their behaviour. Method. The objective of this study is to offer a statistical model that explains teaching innovation factors based on teachers’ personality factors. A survey was carried out with 1,040 Spanish teachers in basic education. They were given the Teaching Innovation Factors Questionnaire and the 16 Personality Factors Questionnaire. Results. The multiple linear regression analysis resulted in significant models to predict Institutional Participation (R2 = .16), Psychopedagogical Openness (R2 = .18), and Didactic Planning (R2 = .11). The first of these factors can be predicted based on the following personality traits: self-reliance, liveliness, openness to change, affability, social boldness, and perfectionism. The regression model for the second factor consists of openness to change, affability, dominance, liveliness, self-reliance, and stability. The third factor can be predicted based on openness to change, sensitivity, perfectionism, rule-consciousness, dominance, social daring, liveliness, and vigilance. Discussion and Conclusion. In conclusion, some personality factors are part of models that can predict teaching innovation, especially the opening.

THE PROBLEMS FACED BY TEACHERS OF GOVERNMENT SCHOOLS FOR BASIC EDUCATION (FIRST CYCLE) IN THE APPLICATION OF DISTANCE EDUCATION IN LIGHT OF THE PANDEMIC (COVID 19) IN AL DAKHILIYAH GOVERNORATE IN THE SULTANATE OF OMAN

The research aims to identify the problems facing public school teachers for basic education (the first episode) in applying distance education in light of the (Covid 19) pandemic in Al Dakhiliyah Governorate in the Sultanate of Oman. The study tool consisted of a questionnaire that included six axes represented in (problems related to the educational system, the technical aspect and networks, the teachers’ experiences, the implementation of the school curriculum, students, and parents), and the results showed that the problems related to the system The educational program obtained a degree of applicability (high) with an arithmetic mean (3.68) and a standard deviation (1.09), and that the problems related to the technical side and networks obtained a degree of applicability (very high) with an arithmetic mean (4.51) and a standard deviation (0.69). ), and that problems related to female teachers’ experiences in distance education obtained a (high) applicability degree with an arithmetic mean (3.84) and a standard deviation (0.94), and that problems related to the implementation of the school curriculum obtained a (high) applicability degree with an arithmetic mean (4 ,02) and standard deviation (0.993), and that For problems related to students, a degree of applicability was obtained (very high) with an arithmetic mean (4.25) and a standard deviation (0.93), and the problems related to parents obtained a (very high) degree of applicability with an arithmetic mean (4.30) and a standard deviation (0.878). ), and that there are no statistically significant differences in the problems facing public school teachers for basic education (first cycle) in applying distance education in light of the (Covid 19) pandemic in Al Dakhiliyah Governorate in the Sultanate of Oman attributed to the qualification variable, practical experience, and job title, with the exception of the second axes. And the third (problems related to the educational system, and problems related to the teachers’ experiences), where there were statistically significant differences at the level of significance (0.05) attributed to the educational qualification variable in favor of the qualification less than a master’s

DEPRESSION IN SCHOOL TEACHERS DURING THE PANDEMIC PERIOD

During the first wave of the COVID-19 pandemic in 2020, strict lockdown measures imposed, among others, a remote teaching format in many countries, causing an unprecedented shift in school-related activities. As a result, all classes had to switch quickly and unpredictably from a face-to-face teaching format to a remote one, contributing to creating a turbulent work environment for teachers. In Brazil, reports of anxiety, depression, and other problems related to the mental health of teachers are increasingly frequent, especially with the return of face-to-face classes, after two years of the pandemic, and the consequent return to the problems in the teaching structure present in the country since well before the public health crisis. However, the extent of the changes caused in the health and work conditions of basic education teachers in the pandemic period is still unclear, an issue that motivated the investigation and analysis of the main aspects of depression in school teachers in the pandemic period. For this, this review integrates results of studies on the impact of the Covid-19 pandemic on mental health, with the selection of 7 studies, whose results indicate that depression in school teachers can be influenced by several factors, such as anxiety and stress. generated by pressure for results, occupational stress, Internet Addiction Disorder and Burnout. In addition, the gender issue can also be a risk factor for depression in teachers, as women are more susceptible to developing the disorder.