Primary School Teachers Research Articles

Do sertão da Bahia a Toronto: a trajetória profissional da enfermeira diplomada Haydée Guanais Dourado (1931-1942)

This article analyzes part of the professional trajectory of nurse and sociologist Haydée Guanais Dourado, from her training as a primary school teacher [normalista] at Instituto Ponte Nova (Bahia, Brazil) to her joining the group of nurses at the School of Nursing at the University of São Paulo. The study is possible by recreating the contexts in which she lived and is inseparable from understanding the social characteristics of the group in which she participated, that of qualified nurses. HGD’s trajectory oscillates between similarities and singularities in relation to the professional group. The investigation uses a reduction in the scale of analysis and an intensive study of the material analyzed. Throughout HGD’s trajectory, it is concluded that a large part of Brazilian registered nurses worked in public health institutions or hospitals and a few others became intellectuals who planned higher education in nursing and reflected on the destiny of the profession.

A Comparison of Outdoor Green and Indoor Education: Psycho-Environmental Impact on Kindergarten and Primary Schools Teachers

This research aims to verify the effect of outdoor green teaching experiences on school affective qualities, perceived restorativeness, school climate, and global well-being in a sample of school teachers. A comparison was conducted between teachers who work mainly indoors and those who frequently run school activities outdoors in green spaces. A sample of kindergarten and primary school teachers working in different Italian regions (n = 209) filled in an online questionnaire including the Satisfaction with Life Scale (SWLS), the Perceived Restorativeness Scale (PRS-11), the Scale of Affective Qualities of Place, and the Revised School Level Environment Questionnaire (RSLEQ). Zero-order correlations, preliminary descriptive analyses of variance (ANOVAs) to compare teachers conducting Outdoor Education (vs. teachers conducting only or almost always indoor education), and structural equation modeling (SEM) were carried out on the measured variables. Results from ANOVAs evidenced that teachers conducting outdoor green education show higher levels of perceived affective qualities and restorativeness than teachers working mainly indoors. The model tested through SEM analysis showed that positive affective qualities attributed to the school are associated with higher levels of restorativeness and this, in turn, is linked to a more positive perception of social relationships at school, which increases life satisfaction. Overall, these outcomes support previous research demonstrating the beneficial psychological effects of nature experiences, also in the school environment.

Assessing student teachers’ knowledge of English to inform curriculum design in initial teacher education

Background: In Initial Teacher Education (ITE) programmes, there are concerns about student teachers’ English language proficiency.Aim: To discuss the first iteration of the PrimTEd English language and literacy test and analyse the results for information about the test instrument and about student teacher attainment.Setting: South African student teachers in BEd programmes preparing for teaching in primary schools, across six public universities, participated in the test from 2020 to 2022.Methods: The student results for the PrimTEd English assessment were analysed using basic statistics, focussing on the largest samples of first-year and fourth-year students who took both the subtests. The items in each subtest were coded according to their underlying language constructs, and each subtest was subjected to Rasch analysis before the test was considered as a whole.Results: The initial test showed the attainment of fourth-year students (mean = 55%, standard deviation [SD] = 21%, n = 731) was only 3 percentage points higher than that of first-year students (mean = 52%, SD = 20%, n = 1177).Conclusion: The similarities between the first- and fourth-year students’ test results is concerning. There remains much work to be done in building student teachers’ English language proficiency in BEd programmes.Contribution: The findings and recommendations should be useful to ITE lecturers in designing programmes that enable progressive development of English language and literacy competence from first year to graduation.

Diagnosis of TPACK in Elementary School Teachers: A Case Study in the Colombian Caribbean

Numerous studies support that the development of digital teaching competence is essential in 21st century schools. This paper examines Technological Pedagogical Content Knowledge (TPACK) to gain a deeper understanding of ICT integration in teaching. By assessing TPACK, we uncover opportunities to enhance teacher competencies and, consequently, improve student learning. This research evaluated the initial TPACK of primary school teachers from a public school in the Colombian Caribbean. Eight teachers participated in a professional development program based on the Lesson Study (LS) methodology. Adopting an interpretive qualitative approach and a case study for the operational analysis of LS, the findings indicate that teachers, in self-reports and performance-based assessments, highlight high competence in the PK, CK, and PCK domains. This demonstrates their ability to select and adapt effective teaching strategies. They excel in guiding learning and understanding academic content, showcasing a remarkable capacity to adapt to the diverse socioeconomic realities of their students. However, these findings also highlight areas for improvement in developing the technological components of TPACK, specifically TK, TPK, TCK, TPCK, and XK.

Management of professional communication skill training for primary school teachers in Duong Kinh District, Hai Phong City

This study investigates the management of professional communication skill training for primary school teachers in Duong Kinh District, Hai Phong City, with the aim of fostering a happier school environment. Utilizing a mixed-methods approach, the research combines quantitative data from structured questionnaires and qualitative insights from interviews and focus groups. The results show that 78% of participants attend communication skill training at least annually, but only 45% of teachers engage in these sessions more frequently, indicating a gap in training regularity. The effectiveness of the training programs varies, with principals and subject heads generally reporting higher effectiveness compared to teachers. Although 72% of respondents recognize a positive impact on the school environment, including improved classroom management and staff relations, 20% find the training to be of limited relevance or impact. Qualitative findings reveal challenges such as limited resources, insufficient time for training, and inconsistent staff commitment. The study identifies the need for more interactive and context-specific training to address these issues. Recommendations for improving training effectiveness include increasing awareness of the importance of communication skills, enhancing needs assessments, setting specific and relevant training goals, improving content and delivery methods, and creating supportive working conditions.

A Study to Evaluate the Effectiveness of Structured Teaching Program on Knowledge Regarding Behavioral Therapy for Primary School Children Among the Primary School Teachers Working in a Selected Government Primary School at Pallipalayam, Namakkal Distric

A Study to Evaluate the Effectiveness of Structured Teaching Program on Knowledge Regarding Behavioral Therapy for Primary School Children Among the Primary School Teachers Working in a Selected Government Primary School at Pallipalayam, Namakkal Distric

Reward satisfaction and leadership satisfaction among Tamil primary school teachers in Melaka, Malaysia

Analyzing the relationship between leadership satisfaction and reward satisfaction in primary schools can offer valuable insights for enhancing management and performance. This study aims to determine if there are significant differences in reward satisfaction and leadership satisfaction among Tamil primary school teachers in Melaka, based on their gender and teaching experience. The study adopted a descriptive research design. Stratified random sampling was employed in choosing 60 Tamil Primary School teachers in Melaka as a sample. This study used Leadership Satisfaction and Rewards Satisfaction Questionnaire (LRSQ) as instruments to collect the data. A pilot test was conducted among 30 randomly selected teachers to obtain the reliability of the instrument. The findings of the pilot test showed that the instrument is highly reliable and can be used for data collection. The key findings of the study revealed, that the reward as well as the leadership satisfaction of the male teachers were significantly higher than those of their female counterparts. On the other hand, there is no significant difference between senior teachers and junior teachers in the area of reward satisfaction. Similarly, the findings also indicated that the leadership satisfaction of the senior teachers is significantly higher than those of the junior teachers. This study has crucial pedagogical and practical implications because leadership and reward satisfaction can effect teachers’ performance in schools.

Components and Indicators of Innovators Among Primary School Teachers

The objectives of this study were: 1) to study the components and indicators of innovators in primary school teachers, and 2) to examine the consistency of the components model and indicators of innovators in primary school teachers with empirical data. The participants were 220 primary teachers under the Office of the Basic Education Commission in the Northeastern Region. The researcher determined the sample size based on a 20:1 ratio of the number of parameters and used a multi-stage random sampling. The research instrument was a questionnaire for developing elements and indicators of innovator in primary school teachers. The Item-Objective Congruence (IOC) index ranges from 0.80 to 1.00, the discriminatory power using Pearson Product-Moment Correlation ranges from 0.24 to 0.83, and the reliability of the entire instrument, as measured by Cronbach’s alpha coefficient (α), is 0.97. Data were analyzed using confirmatory factor analysis (CFA). The results revealed the following: 1) the elements and indicators of innovators in primary school teachers were identified through a synthesis of relevant documents and research, consisting of (1) initiative, (2) observation and asking questions, (3) interaction with others, (4) applying, and (5) adapting to the situation, with a total of 11 indicators. 2) The examination of the consistency of the components model and indicators of innovators in primary school teachers with empirical data found that (χ2) was equal to 15.073, the degrees of freedom (df) was equal to 22, the chi-square value is the correlation (χ2/df) is equal to 0.685. The statistical significance (p-value) was 0.859, and the goodness-of-fit index (GFI) was 0.988. The Relative Harmony Index (CFI) was equal to 1.000. The Harmonic Harmony Index (NFI) was equal to 0.985. The Root Mean Residual Index (RMR) was equal to 0.004. The square root of the mean square of the estimation (RMSEA) was equal to 0.000, indicating that this tool can be used to evaluate the innovators of primary school teachers.

Sociocultural influences on primary teachers implementing TouchTimes

In this article, I share case studies of two primary school teachers (K–5) in British Columbia, Canada who were interviewed after their implementation of <i>TouchTimes</i> (hereafter, TT) in their mathematics classes. TT is a multi-touch digital application that is designed for users to create and interact with multiplicative situations kinaesthetically through their fingertips on an iPad screen. Using the theoretical constructs of double instrumental genesis, instrumental distance and didactical landmarks, I identify and highlight sociocultural influences described by each of the teachers as being impactful on their integration of this digital technology into their mathematics teaching. These influences included other teachers and the researchers who were part of a larger research project involving TT, as well as the students in each of the case study teachers’ classes. My analysis indicates the multi-faceted and complex nature of the process of double instrumental genesis that teachers undergo when implementing digital technology and how sociocultural factors impact teachers’ personal and professional instrumental geneses.

Parental Awareness of Antibiotic Use for Upper Respiratory Tract Infection in Children in Jazan Region, Saudi Arabia.

Upper respiratory tract infections are a prevalent cause of morbidity in children, often managed in primary care settings. These infections are predominantly viral, but antibiotics are sometimes inappropriately prescribed. This misuse, driven by parental pressure and misconceptions, contributes to the growing problem of antibiotic resistance. The impact of parental awareness on antibiotic use practices is significant, as gaps in knowledge can lead to inappropriate use. This study used a cross-sectional design to assess parents' awareness of antibiotic use for upper respiratory tract infections in children in Jazan, Saudi Arabia. Data were collected via a self-administered online questionnaire distributed through social media platforms. Participants were parents aged 18 years and older residing in Jazan. A snowball sampling technique was employed. The questionnaire assessed knowledge, attitudes, and practices regarding antibiotics. The study included 398 participants, with a nearly equal gender distribution of 198 females (49.7%) and 200 males (50.3%). Participants' ages were as follows: 148 (37.2%) were 18-30 years old, 162 (40.7%) were 31-40 years old, and 88 (22.1%) were over 40 years old. Regarding educational attainment, 29 (7.3%) mothers and 36 (9.0%) fathers had primary school education; 117 (29.4%) mothers and 128 (32.2%) fathers had secondary school education; 22 (5.5%) mothers and 33 (8.3%) fathers had intermediate school education; 209 (52.5%) mothers and 175 (44.0%) fathers held a bachelor's degree; and 21 (5.3%) mothers and 26 (6.5%) fathers had a master's degree. Most participants had a moderate income level (270, 67.8%) and resided in Bish (202, 50.8%). The main sources of information about antibiotics were doctors (242, 60.8%) and the internet (90, 22.6%). Perceptions varied, with 147 (36.9%) agreeing and 84 (21.1%) strongly agreeing that antibiotics can prevent complications from infections. A significant proportion believed that inappropriate use could lead to antibiotic resistance (172, 43.2% agreed; 129, 32.4% strongly agreed). Regarding the use of leftover antibiotics, 197 (49.5%) disagreed with using them without consulting a doctor. Interaction with pediatricians showed that 212 (53.3%) always followed pediatrician advice and instructions, while 66 (16.6%) rarely did. The study highlights significant gaps in parental awareness regarding antibiotic use for upper respiratory tract infections in Jazan. Despite some understanding of antibiotic resistance, misconceptions about the efficacy and appropriate use of antibiotics persist. Addressing these gaps through targeted education and improving communication with healthcare providers could enhance antibiotic stewardship and reduce the risk of resistance.

A Suggestion for Eliminating Reading and Writing Errors of Students With Learning Disabilities

The purpose of this study is to examine the effect of using the wrongly read and written words in sentences on correcting the reading and writing errors of students with learning disabilities. The study group of this research, which was designed according to the qualitative action research, consisted of 13 second grade students and 7 primary school teachers in Uşak province in 2022–2023 academic year. In the determination of the students, the criteria of having a learning disability diagnosis, having reading, and writing difficulties and volunteering to participate in the study were sought. The data collection tools of the research consisted of 5 reading texts chosen by taking expert opinions. Obtained data were analyzed by content analysis method. Since the students understood the meaning of the word by using the word in the sentence, they did not repeat the spelling and writing mistakes of the words. Teachers’ opinions about the effectiveness of using the word in sentences were analyzed with content analysis and the findings were discussed on the basis of the literature.

Ground rules for talk – the use of conversation rules to increase productivity in mathematical conversations in the early years

ABSTRACT In recent years, social aspects of teaching and learning have gained increased recognition, prompting researchers to focus on conversations and language in mathematics classrooms. While prior studies have highlighted the importance of conversations in primary school teaching, a gap remains in understanding how they influence mathematics teaching and learning, especially among younger children (Muhonen et al. 2016; Patterson 2018). To address this gap, this study explores the implementation of ground rules for talk in two first-grade classrooms in Norway (ages 5–6 years). This educational design research study investigated the impact of conversation rules on enhancing mathematical reasoning and promoting productive communication in primary school. Findings indicate that implementing ground rules for talk can foster productivity by encouraging pupils to inquire about others’ reasoning and share their perspectives to foster a respectful discourse. However, it also emphasises the importance of teachers being mindful of their language to foster reasoning effectively.

Climate Change Education in Ireland: A Crisis in Need of a Meaningful Cross-Curricular Response?

This study examines primary school teachers’ approaches to climate change education (CCE) and the factors that influence this through analysis of data collected in the Irish context. A mixed-methods approach using quantitative and qualitative data gathered through a questionnaire survey and a series of interviews is used. From this, the key barriers and key enablers to teachers’ implementation of CCE are identified. Curriculum, teacher knowledge, pedagogical approaches and content, continuing professional development and influences outside the education system are all identified as enablers/barriers to teachers’ implementation of CCE. These are examined in the context of the international literature in order to ascertain what effects they have on Irish teachers’ approaches to CCE. Findings suggest pathways for curriculum reform and redevelopment in the Irish context, with implications for education regimes internationally.

Science Literacy Skills Among Primary School Teacher Education Students Based on Critical Thinking and Science Process Skills

Science Literacy Skills Among Primary School Teacher Education Students Based on Critical Thinking and Science Process Skills

Critiques of learner-centered teaching

The discourse surrounding learner-centered teaching has been a focal point since the 1980s, with particular intensity during the 1990s. Following this period, dissent emerged from some educational theorists who criticized learner-centered teaching from various angles. One faction argued that learner-centered teaching disproportionately emphasizes the learner, thereby diminishing the role of the teacher, while another group contended that the model's focus on the learner's interests and needs comes at the expense of the content's importance. Many educators advocate for a teacher-centered, formalistic approach, positing that it is more effective in environments where resources are ample and the professional capabilities of teachers are exceptionally high. These divergent viewpoints have led to significant uncertainty among policymakers, curriculum developers, and educators regarding the implementation of educational strategies. Consequently, the ambiguity surrounding learner-centered teaching poses substantial challenges in its practical application within the classroom setting. Thus, how can these contradictions in the curriculum be effectively resolved? How can a lay parent, who may struggle to grasp these conflicting viewpoints, actively engage in their child's education? Additionally, how can a primary school teacher, who may lack sufficient qualifications, comprehend these concepts and deliver instruction effectively? It is urgent solve these problems. Therefore, the major intention of the present study is to revisit these major criticisms associated with learner-centered teaching. This study entirely based on the analysis and examination of the existing literature. This study has focused on nine criticisms of learner centered teaching to examine its deficiencies and weaknesses. These nine criticisms are- extreme contradiction in ideologies; legitimacy of learner centred teaching; more emphasis on the need, interest, freedom of learner; excessive attention on the learner; developmentally appropriate practice; practicality of learner centered teaching; individual and society; teacher's roles and responsibilities; and natural sequence of child development. An effort has been made to delve deeply into each criticism to reveal its underlying reality. The study concludes that while learner centered teaching is appealing in theory, its implementation is notably challenging. This difficulty is particularly pronounced in both developed and developing countries where there is a significant lack of resources and infrastructure, making the adoption of this pedagogy quite arduous.

Self-care, Emotional Intelligence, and Self-assessed Wisdom: A Structural Equation Model on the Quality of Life among Elementary Public School Teachers

This quantitative research study intended to identify the best-fit model based on self-care, emotional intelligence, and self-assessed wisdom for quality of life among primary public school teachers in Region XI. This research employed a structural equation model (SEM) with 400 respondents who comprised the sample through stratified random technique. The data of this study were gathered using an electronic survey. The employed questionnaires underwent modifications and reliability and validity tests. This descriptive and causal investigation employed statistical measures such as mean, standard deviation, Pearson product-moment correlation, and structural equation model (SEM). The study found that both the levels of self-care and emotional intelligence were high, and the levels of self-assessed wisdom and quality of life were very high. On top of that, a significant relationship was discovered between emotional intelligence and quality of life, self-assessed wisdom and quality of life, and self-care and quality of life. Each of its exogenous variables significantly predicted the quality of life. Only Model 5 met all the requirements to be the best-fit model for quality of life as determined by its exogenous variables out of the five (5) generated models. As a result, it is regarded as the most relevant model for identifying and addressing the various aspects of quality of life that improve the general well-being of elementary public school teachers.

Impact of Project-Based Learning (PBL) in Teaching and Learning Facilitation in Primary Schools

Impact of Project-Based Learning (PBL) in Teaching and Learning Facilitation in Primary Schools

Teacher collaboration and innovative learning spaces in New Zealand

ABSTRACT The changing architectural design of the spaces where schooling occurs can impact on the types of pedagogical practices that were once solely viewed within the traditional single teacher classroom. Innovative learning environments are being built where there can be multiple teachers with larger cohorts of students. This may provide more opportunities for collaboration amongst teachers which may enhance learning opportunities. This New Zealand study looks at the views of ten primary school teachers in innovative learning environments and the results from a national survey in regard to primary teachers’ and principals’ perceptions on teacher collaboration and innovative learning environments. Specifically, we highlight the views of principals and teachers situated within the New Zealand education system and the range of views they bring to this change to the types of differing structural spaces of learning and teaching. The findings suggest that a continuing challenge for teachers is the level of noise and the wide range of distractions within innovative learning environment. The attitudes and adaptability of teachers to adjust to change, and their opportunities for professional development to prepare for this change are key influential factors.

Identifying the subgroups of depression trajectories among the middle-aged and older Chinese individuals with chronic diseases: an 8-year follow-up study based on CHARLS.

Prior studies have demonstrated a prevalent occurrence of depression among the middle-aged and older Chinese individuals with chronic diseases. Nevertheless, there is limited research on the specific subgroups of depression trajectories within this population and the factors influencing these subgroups. To explore the changing trajectory and influencing factors of depression in the middle-aged and older individuals with chronic disease in China, and provide the data reference for the health management of the older adult population in China. A longitudinal cohort study was conducted using the data from the China Health and Retirement Longitudinal Study (CHARLS) in 2011, 2013, 2015, 2018, and 2020. A total of 2,178 participants with complete data were included. The level of depression was evaluated using the Center for Epidemiologic Studies Depression Scale (CESD-10). The Latent Class Mixed Models (LCMM) were employed to estimate trajectories of depressive symptoms. The Kruskal-Wallis H test and the Pearson χ 2 test were used to determine the significant factors affecting trajectory grouping. Subsequently, the multinomial logistic regression model was utilized to perform a multifactorial analysis of the variables impacting the trajectory subgroup of change in depressive symptoms. The LCMM-analysis revealed three distinct subgroups of depression trajectories: the "Low stable group" comprising 36.7% of the sample, the "Medium growth group" comprising 34.4% of the sample, and the "High growth group" comprising 28.9% of the sample. Among the baseline characteristics of different depression trajectory subgroups, there were significant differences in gender, residence, education, marital status, social activity participation, number of chronic diseases, smoking status, BMI, midday napping (minutes) and nighttime sleep duration (hours). Through multiple logistic regression analysis, our findings demonstrate that among the middle-aged and older Chinese individuals with chronic diseases, the following individuals should be the key groups for the prevention and treatment of depressive symptoms: Those who are young, female, residing in rural areas, having primary school education and below, being single, not participating in social activities, suffering from multiple chronic diseases, and having shorter naps and sleeping at night. There is heterogeneity in the subgroups of depression trajectories among the Chinese middle-aged and older individuals with chronic diseases. The focus should be on the distinct characteristics of various trajectories of depression within the realm of health management.

The influence of authentic leadership on teacher performance in Guiyang public primary schools

This study examines the impact of authentic leadership on teacher performance within the context of Chinese primary schools, focusing specifically on the mediating roles of internalized moral perspective, balanced processing, and relational transparency. Utilizing a sample of 396 primary school teachers from 18 public primary schools in Guiyang, China, the study employs Partial Least Squares Structural Equation Modelling (PLS-SEM) to analyze the data. Results reveal that all four dimensions of authentic leadership—self-awareness, internalized moral perspective, balanced processing, and relational transparency—significantly enhance teacher performance. Additionally, internalized moral perspective, balanced processing, and relational transparency were found to mediate the relationship between self-awareness and teacher performance. These findings highlight the importance of fostering authentic leadership to improve educational outcomes. The study discusses its implications for teacher training programs, potential limitations, and directions for future research.