Elementary School Teachers Research Articles

Classroom Management Skills of Public Elementary School Teachers

Classroom management skills are necessary for public elementary school teachers to keep their classrooms running smoothly. These skills help teachers set clear rules, maintain order, and create a positive environment where students can learn and grow. In this context, this study aimed to determine the classroom management skills of elementary teachers in a Public Elementary School in a medium-sized division for the School Year 2023-2024. Data for this descriptive study was collected from the participation of thirty-nine (39) respondents in one of the large-size schools within a medium-sized division; therefore, Purposive Sampling was utilized using a self-made data gathering instrument that has passed the stringent tests of validity and reliability. Mostly, teachers’ classroom management skills were at a very high level. Subsequent analysis indicated no significant difference in the level of teachers’ classroom management skills. The findings specify that while teachers commonly identify the importance of effective classroom management, there is a need for heading for professional development creativities to support them in refining their skills. As a result, the larger suggestion is the importance of participating in continuous training and resources to allow teachers to expand their classroom management skills, thus nurturing a more conducive learning environment for all students. Keywords: Education, classroom management skills, public elementary school teachers, Negros Occidental

Relationship between Psychological Distress and Teaching Efficacy of Indian Elementary School Teachers: A Moderated Mediation Model

Relationship between Psychological Distress and Teaching Efficacy of Indian Elementary School Teachers: A Moderated Mediation Model

Alternative Working Arrangements And Teachers’ Competence in the New Normal

The objective of this study was to ascertain the significance of the correlation between alternative working arrangements and the competence of elementary school teachers in the context of the "new normal." The research was conducted using a descriptive-correlational method and involved 40 teachers serving as respondents from seven public elementary schools in the Matina District, Davao City Division. Data was collected using a researcher-developed instrument. The findings indicated a high degree of implementation of alternative working arrangements and extensive competence among teachers. Additionally, a notable correlation was established between alternative working arrangements and teachers' competence within the new normal framework. All aspects of alternative working arrangements were found to significantly influence teachers' competence. The study recommends the implementation of pertinent policies, mechanisms, and strategies to support teachers, particularly through coaching and the application of effective strategies and techniques to mitigate potential emotional hindrances. School administrators can utilize these findings to enhance teacher competence and optimize the teaching-learning process, ultimately improving lesson delivery. Furthermore, the study findings can serve as a foundation for evaluating and instituting school improvements aimed at enhancing existing alternative working arrangements and teachers' competence..

Peningkatan Hasil Belajar Materi Perkalian Melalui Model Kooperatif tipe Teams Games Tournament (TGT) Siswa Kelas IV-A SDN Pakis 1 Surabaya

This Classroom Action Research aimed to enhance the mathematics learning outcomes of fourth-grade students at SDN Pakis 01 Surabaya in understanding the multiplication of whole numbers up to 100. The study involved 27 students. Data was collected through observation, tests, and documentation. The cooperative learning model, Teams Games Tournament (TGT), was implemented. Results indicated a significant improvement in students' mathematics achievement, particularly in multiplication, following the implementation of TGT. The percentage of students achieving mastery increased from 37.04% in the pre-cycle to 85.19% in Cycle II. This substantial improvement suggests that TGT effectively created an active, collaborative, and engaging learning environment, motivating students to participate more actively in the learning process. Furthermore, there was a notable increase in the class average across cycles. The implementation of TGT successfully achieved the research objective of enhancing students' understanding of the multiplication concept. Therefore, it is recommended that the TGT model be considered as an alternative to improve the quality of mathematics education in elementary schools.

Psychological problems among elementary and high school educators in Canada: association with sick days in the prior school year.

Increased sick leave among educators can detrimentally impact students' productivity, and academic achievement. It remains unknown whether the number of sick days taken by educators in the preceding school year correlates with the prevalence or severity of psychological problems among educators in the subsequent school year. This study aimed to examine the number of self-reported sick days taken by educators in three Canadian provinces during the 2021/2022 academic year and its association with measures of stress, burnout, low resilience, depression, and anxiety during the 2022/2023 school year. Data was collected from educators in three Canadian provinces, Alberta, Nova Scotia, and Newfoundland and Labrador, from September 1, 2022, to August 30, 2023. The Maslach Burnout Inventory-Educator Survey (MBI-ES), the Brief Resilience Scale (BRS), and the Perceived Stress Scale were used to assess burnout, resilience, and stress, respectively. Likely Generalized Anxiety Disorder (GAD) and likely Major Depressive Disorder (MDD) were assessed using the Generalized Anxiety Disorder-7 and Patient Health Questionnaire-9 scales, respectively. Statistical analysis was conducted using SPSS version 28. A total of 763 subscribers completed all the demographic, professional questions, and clinical scales, giving a response rate of 39.91%. Of these, there were 94 (12.3%) males and 669 (87.7%) females. Educators who reported taking 11 or more sick days in the previous academic year were at least three times more likely to exhibit high stress, emotional exhaustion, likely GAD, low resilience, and likely MDD than educators with no sick days during the preceding year. Similarly, educators with 11 or more sick days had significantly higher mean scores on the GAD-7 scale, the PHQ-9 scale, the PSS-10, the MBI Emotional Exhaustion subscale, and the MBI Depersonalization subscale than those with zero sick days. This study demonstrates a significant association between sick days and the prevalence and severity of high stress, low resilience, burnout, anxiety, and depression among educators. Short-term sick leave can escalate into long-term absences without adequate support for teachers. Governments and policymakers in the education sector must foster a supportive environment that enables teachers to thrive and effectively perform their professional role without taking prolonged sick days, which can undermine student learning and achievement.

A Sequential Explanatory Approach on Behavioral Flexibility and Commitment of Teachers in Talomo-A District, Davao City

This study examined how teaching resilience affects teacher commitment. Explanatory sequential mixed approaches were used to collect data from 198 public elementary school teachers in Talomo-A District, Davao City. Among quantitative responders, 17 were selected for IDI and FGD. Teacher commitment was moderate, while behavioral flexibility was great. Behavioral flexibility in self-assurance, organization, and interpersonal competency strongly influenced teacher commitment, according to regression analysis. Thematic analysis of qualitative data showed that teachers had broad behavioral flexibility, moderate commitment, and that behavioral flexibility strongly influences commitment. The regression model shows that behavioral flexibility is one reason instructors' commitment is somewhat high. The data integration method connecting- merging-confirmation explained the study's quantitative outcomes using qualitative results. Thus, the study was done to publish findings in respectable research journals.

How is the Development of science Education in Primary Schools’conflict Resolution?

Science education in elementary schools is not only concerned with numbers, formulas and laboratory experiments, but includes various phenomena that often occur in the surrounding environment so that it has an impact on increasing the development of science education in resolving conflicts in elementary schools. This study aims to analyze the publication of science education in primary schools' conflict resolution using VOSviewer with a publish or perish application with a range of publications for ten years (2013 to 2023). Based on these criteria, there were 992 articles found into three areas that is Conflict Resolution, Science Education, and Primary School terms. The research results show that research has decreased significantly in the last 5 years, namely from 2013 to 2019 with a total of 205 articles down to 54 articles. From 2019 to 2022 there will be static for the publication of articles on this topic. A drastic decline has occurred in the last 2 years, namely from 2021 to 2022, with a total of 9. The latest data in 2023 saw an increase of 1 article to 10 published articles. So that it can be said that it was decreasing. Through VOSviewer, this study analyzes a lot of articles published related to the topic itself. The impact of this review becomes a reference for a starting point in conducting research on related topics in the future.

Exploring Teachers’ Current Working Condition on the Face-to-Face Classes: Voices of Public Elementary School Teachers

Exploring Teachers’ Current Working Condition on the Face-to-Face Classes: Voices of Public Elementary School Teachers

WORKSHOP PEMANFAATAN MEDIA ONLINE PADLET DAN KAHOOT GAME PADA GURU SD 01 ALKHAIRAT DAN SD O4 ALKHAIRAT KOTA TERNATE

Community Service (PKM) was carried out for teachers at SD 01 and 04 Alkhairat, Ternate City. The aim of this PKM is to improve the ability of elementary school teachers to use applications in classroom learning. This PKM is based on the results of discussions held on July 20 2024. The results of the agreement to implement the PKM are: (1) Conducting socialization about applications in learning; (2) Practicing the Online Padlet and Kahoot Game applications in workshops as a simulation; (3) Conduct evaluations in the use of applications in learning. The agreed solution is based on the results of problem identification, namely: (1) In general, students like application-based learning, especially online; (2) Teachers experience difficulties when learning is application-based, both online and offline; (3) lack of knowledge in using learning media; and (4) teachers also have difficulty operating using applications, especially online ones. The solution to this problem needs to be done and is a mutual agreement. A series of services that can be carried out in order to improve the ability to use Online Padlet and Kahoot Games at SD 01 and SD 04 Alhairat, Ternate City. This PKM involves all partners, namely SD 01 and SD 04 Alkhairat, Ternate City. Furthermore, the expected outputs in this PKM are: (1) Conducting socialization about applications in learning; (2) Application Usage Workshop and (3) Third program: FGD to increase knowledge of Online Padlet and Kahoot Game teachers. This activity involved all 26 teachers at SD 01 and SD 04 Alkhairat, Ternate City. Based on the evaluation results, the response was "very good".

The Impact of Workplace Spirituality and Psychological Capital on Elementary School Teachers' Motivation.

To improve school quality, it is essential for teachers to play a central role. Teacher efficacy largely depends on strong work motivation, which can be enhanced by fostering workplace spirituality and psychological capital. This study aimed to analyze the demographic differences among elementary school teachers regarding workplace spirituality, psychological capital, and teacher motivation. It also sought to examine the relationships between workplace spirituality, psychological capital, and teacher motivation. Particularly, it aimed to explore the impact of workplace spirituality and psychological capital on teacher motivation. This study included 348 teachers from various elementary schools across Taiwan. Its findings confirmed that the assessments of workplace spirituality, psychological capital, and teacher motivation were both reliable and valid. Male teachers exhibited greater efficacy and resilience in terms of psychological capital compared to their female counterparts. Teachers with more years of experience demonstrated greater efficacy, hope, and psychological capital, while those with fewer years of experience reported higher workplace spirituality. Moreover, workplace spirituality and psychological capital were significantly correlated with teacher motivation. The most influential predictors of teacher motivation were identified as workplace spirituality and psychological capital. As a result, the implication of this study is that school organizations can enhance teacher motivation by promoting workplace spirituality and psychological capital.

Innovative ongoing support within a multifaceted computational thinking professional learning program improves teachers’ self-efficacy and classroom practices

In-service elementary school teachers need training to teach computational thinking (CT). A common model for CT professional learning programs includes an initial workshop followed by ongoing support. However, little research has examined the efficacy of ongoing support, the most effective types, and its impact on classroom practices. The current study details a multifaceted CT professional learning program with innovative ongoing support to help elementary school teachers implement the Code.org curriculum. It also empirically investigated the impact of the support on teachers' self-efficacy in coding and teaching CT, the effectiveness of each component of the support, and to what extent it affected teachers' classroom practices. Our ongoing support included an additional workshop, grade-level professional learning community (PLC) sessions, instructional videos, and teacher leaders’ support. Data included a pre-survey, four post-surveys, lesson observations, a focus group interview, tracking the number of video views, and surveys from PLC participants and teacher leaders. Results indicated that the ongoing support significantly increased teachers’ self-efficacy in coding and teaching CT. Regarding the effectiveness of the various components of the ongoing support, the additional workshop significantly increased teachers’ self-efficacy in coding and teaching CT. Teachers valued each component of the support, and this support improved teachers’ classroom practices.

How do elementary school teachers shape their students' self-regulated and creativity in learning mathematics?

How do elementary school teachers shape their students' self-regulated and creativity in learning mathematics?

Communication and Organizational Learning in Teachers of Public Educational Institutions

The study focuses on analysing internal communication and organizational learning as current constructs in regular basic education in public educational institutions, establishing the correlation of variables and explaining the level of significance of these interactions in some of their most relevant dimensions. A quantitative approach and correlational design were used for the methodology. The sampling was probabilistic, composed of 172 regular elementary school teachers. The data collection technique was the survey. Spearman's Rho statistic was used to process the information. The conclusion of the study showed that there is a significant inverse relationship between internal communication and organizational learning in the teaching staff, explaining that while internal communication obtained 74.4% of satisfactory mastery, organizational learning reached 7.6% at the high level, which reveals the need and urgency for teachers and managers to innovate strategies to achieve organizational learning, taking as a starting point the high levels of internal communication experienced by the teaching staff in the educational institutions investigated.

Prevalence of Attention Deficit Hyperactivity Disorder among Primary School Children in Hyderabad, South India

Purpose: Attention deficit hyperactivity disorder (ADHD) is among the most prevalent neurodevelopmental disorders in childhood, and its incidence has increased in recent years. However, the frequency of ADHD varies significantly across different countries and regions. This study aimed to determine the prevalence of ADHD among primary school children in Hyderabad, India, as well as to raise awareness about ADHD among teachers.Methods: This descriptive cross-sectional study included 700 school-aged children between 5 and 12 years old, selected according to specific inclusion and exclusion criteria. The teachers' version of the Vanderbilt Assessment Scale, a rating scale grounded in Diagnostic and Statistical Manual of Mental Disorders (DSM) diagnostic criteria, was employed to diagnose ADHD. Results: The prevalence of ADHD in this study was 9.57% (67 out of 700), with a mean age of 8.9 years. ADHD was more prevalent in boys than in girls, with a sex ratio of 3:1. The combined type of ADHD was the most common (52.3%), followed by the attention deficit type (29.8%) and the hyperactive-impulsive type (17.9%). Conclusion: The prevalence of ADHD among schoolchildren in middle-income countries, such as India, is sufficiently high to impose a significant societal burden. Therefore, it is imperative that all elementary school teachers receive training on how to screen for indicators of ADHD.

AI 도구 활용에 관한 초등교사의 인식 분석

Objectives The purpose of this study is to understand the level of awareness of AI tools among elementary school teachers, their perceptions of the use of AI tools at different stages of lesson design, and their considerations when introducing AI tools into the classroom. Methods For this purpose, a survey was conducted among 130 teachers working in elementary schools. To analyze the survey results, the frequency, mean value, and standard deviation of each question were analyzed, and independent sample t-test and one-way analysis of variance were conducted to check the significance of differences by respondents' characteristics. In addition, a data visualization technique called ‘word cloud’ was used for open-ended descriptive questions, and a keyword-centered analysis method was used to summarize the main questions and categorize and code key words for analysis. Results The main findings of the study are as follows First, According to our survey, elementary school teachers use Entry, ChatGPT, and Autodraw the most among the AI tools they use in the classroom. Second, When analyzing elementary school teachers' perceptions of using AI tools in lesson design, we found that they expect the most help from AI tools in the assessment phase (M=4.07) and the most help in automating assignment and test grading (M=4.35). Third, elementary teachers were more likely to be positive about the need to utilize AI tools, but less likely to be optimistic about their readiness. Fourth, elementary school teachers cited difficulty in preparing education for AI tools (M=4.02) as a reason for the difficulty in utilizing AI tools, and the configuration of facilities and educational environment for utilizing AI tools (M=4.25) as an enabling factor for utilizing AI tools. Fifth, according to the word cloud analysis, diverse teaching and learning was cited as an expectation for the introduction of AI tools, over-reliance was cited as a concern, and continuous and gradual teacher training was cited as a way to increase the use of AI tools. Conclusions This study has several implications for the use of AI tools in education. First, teacher education is needed to ensure that elementary school teachers have expertise in AI tools and can actively utilize them. Second, AI-based educational platforms that can be used across the board in lesson design should be developed and utilized in the classroom. Third, we need to expand the infrastructure to support the use of AI tools in schools. Fourth, administrative and technical support is needed to ensure that the use of AI tools does not lead to additional work for teachers.

초등교사의 창의적 체험활동 경험에 관한 질적 메타분석

Objective: Using a qualitative meta-analysis, this study examines whether elementary school teachers' experiences in organizing and operating creative experiential activities are being implemented in actual school sites as intended and proposes ways to internalize the quality of these activities. Methods: Eight domestic qualitative studies on the said experience were analyzed in a larger framework of curriculum organization, implementation, and evaluation according to Novlit and Hare’s (1998) seven-step qualitative meta-analysis approach. Results: Elementary school teachers had conflicting views on teacher autonomy in organizing, managing, and evaluating creative experiential activities. Further, they differed in their experiences in different areas of creative experiential and out-of-school activities. The study also elicited opinions on how to evaluate creative experiential activities and improve professional development related activities. Conclusions: Suggestions were made for improving the creative experiential activity curriculum and follow-up research, such as providing opportunities to cultivate teacher expertise related to creative experiential activities, exploring teacher and student experiences by activity area and alternative creative experience evaluation measures.

The Learning Process of Small Ball Games in Upper Elementary School Classes in the Bangkunat District

The aim of this study is to understand how the learning process of small ball games is conducted in upper elementary school classes in the Bangkunat District, from the pre-learning stage to the evaluation stage. The design of this research is quantitative descriptive. The subjects of this research are physical education teachers in elementary schools across the Bangkunat District. The data collection technique used in this research is a questionnaire. The questionnaire used is a closed-ended one, where respondents only select answers provided, consisting of 50 items. The data analysis used is descriptive statistics in the form of percentages. The results of the research show that physical education teachers in elementary schools across the Bangkunat District have a “very high” score (57.10%) in program planning. In lesson preparation, they have a “very high” score (71.40%). The implementation of materials has a “very high” score (42.85%). Mastery of materials has a “high” score (71.40%). The teaching methods have a “very high” score (28.60%). The use of facilities and infrastructure has a “very high” score (42.85%). Teaching creativity has a “very high” score (100.00%). The practice of skills has a “very high” score (57.10%). The evaluation of the process and results has a “high” score (42.85%).

Teachers’ perceptions of enabling and hindering factors in child abuse disclosures

ContextIt is well argued in literature that teachers are ideally placed to observe and monitor children for signs of abuse and neglect, there are categories of abuse which are more difficult to observe in the school context, such as sexual abuse and rely on children ‘telling’ about their experience. For numerous and complex reasons, children find it difficult to ‘tell’; however, there are enabling factors that support children in this process. AimThe aim of this paper is to outline primary or elementary school teachers’ opinions on the enabling and hindering factors to children talking and telling about abuse in the school environment. MethodsA qualitative research study was undertaken in the Irish context with 21 primary school teachers. Semi-structured interviews were undertaken with all participants and as part of each interview, teachers elaborated on the barriers and facilitators which enable children to disclose abuse in the school environment. FindingsParticular barriers to children reporting in the school environment relate to how difficult it is for children to tell, the lack of meaningful collaboration between schools and the Child and Family Agency who have statutory responsibility in the Irish context for dealing with child protection reports and the lack of training available for teachers. Enablers to children telling in the school environment include the relationship of trust built between teacher and child and the implementation of a personal safety skills programme. ImplicationsThis research highlights that teachers can create the conditions that support children talking about abuse and they must be properly supported and adequately trained to support them in doing so.

An analysis of classroom management challenges to the novice elementary school teachers in Islamabad, Pakistan

This study analysed the classroom management challenges faced by novice Elementary School Teachers (ESTs) who joined the Federal Directorate of Education (FDE), Islamabad, in 2022. The physical, administrative and individual challenges of the classroom were studied. Using a quantitative approach, the research focused on 661 ESTs, consisting of 249 males and 412 females. A stratified sample of 248 teachers (95 males, 153 females) was selected, and data were collected via a self-developed questionnaire. Experts confirmed the instrument’s validity and reliability were measured with a Cronbach’s alpha of 0.885. Data analysis revealed that novice teachers face several challenges, including limited classroom space, insufficient furniture, and inadequate resources for science labs. They also face challenges in maintaining discipline, disruptive behaviour, and irrelevant questions from students. Furthermore, individual differences among students due to varying IQ levels, learning interests, and socio-economic backgrounds proved challenging. Overcrowded classrooms hinder novice teachers' ability to focus and provide individual attention. The study concluded that heads of educational institutions must offer consistent guidance and support to newly appointed ESTs, especially during their first year, to improve classroom management skills.

PENGABDIAN KEPADA MASYARAKAT MELALUI KULIAH KERJA NYATA (KKN) DI DESA PADANG PELASAN KECAMATAN AIR PERIUKAN

Community Service Lecture is a program that usually must be followed by students, especially those who are in their final year of college. There are many types of community service programs implemented by the UIN Fatmawati Sukarno Bengkulu campus, one of which is Mosque-Based Community Service. The purpose of this study is to present the results of the Community Service activities of group 126 in Padang Pelasan Village. Data collection techniques in this study were observation, interviews, and documentation. The results of this study present the main findings from the implementation of the community service program group 126 UIN Fatmawati Sukarno Bengkulu. The programs that we have implemented are community service programs by teaching reading the Qur'an, cleaning mosques, making mosque nameplates, visiting schools and teaching in Elementary Schools and cleaning sports fields.