Class Teachers Research Articles

How Does Gender Relate to Interpersonal Skills? Exploring Differences in Interpersonal Skills among Primary School Pupils

The current study examined gender differences in interpersonal skills among standard four primary education pupils. Interpersonal skill is a crucial ability that contributes to positive development among primary school pupils. This quantitative research was conducted in the public primary schools of Babati Township Council, Manyara region. The study randomly involved 340 standard four primary school pupils from 17 purposely selected schools (ten boys and ten girls from each school) and their class teachers who were also purposely selected. The assessment tool for pupils was adopted from the MESSY-II (Matson Evaluation of Social Skills with Youngsters –II) to assess interpersonal skills among the selected pupils. T-test was used to test the differences between girls and boys concerning the possession of interpersonal skills. The findings show no significant statistical difference between boys and girls possessing interpersonal skills. This is reflected in both the 'means' and 'p-values'. This study concludes that interpersonal skills are vital for them to prosper academically. Having no significant difference between boys and girls, the study deviates from a body of literature that signifies the difference between the two

EFFECT OF SHORT ENGLISH WRITING ACTIVITY ON FACEBOOK ON SCIENCE AND NON-SCIENCE STUDENTS’ PERFORMANCE

This study compares the Science and Non-Science university students’ performance in a short English writing activity on Facebook. In this mainly quantitative study, 86 Common European Framework of Reference (CEFR) Independent and Basic English Users from 4 classes (2 Sciences and 2 Non-Sciences), joined 4 separate Facebook Groups, managed by two class teachers. Each week, the teachers posted a pre-selected topic in the groups and the students were instructed to respond to it. The mean performance of the groups was compared by performing a paired samples t-test and an independent samples t-test of the pre-test and post-test. The post-test revealed a significant improvement in the students’ short writing performance (within groups), but no significant difference was observed between the Science and Non-Science groups’ performance (between groups). Individual interviews with the teachers revealed that both groups of students committed similar grammatical, structural, and vocabulary mistakes, however, the Science students were more active and confident in using the English language in the classrooms. In line with the constructivist view of language learning, the study highlights the importance of teachers’ instructions, feedback, monitoring, and encouragement in improving students’ short writing ability and consistency in writing practice.

Metode Bermain dalam Pembelajaran PAI di Kelas III SD IT Nurhidayyah Punggung Kasiak Lubuk Alung

This research is motivated by several problems that the author found at SD IT Nurhidayyah Punggung Kasiak Lubuk Alung. Problems were found in the implementation of the play method which should be able to eliminate student boredom, drowsiness and noise in the classroom have not been resolved properly because the implementation of the play method is not optimal. The purpose of this study is to find out how the implementation of the play method in Islamic Religious Education learning. This research is qualitative descriptive. The research was located at SD IT Nurhidayyah Punggung Kasiak Lubuk Alung. The primary data source is the PAI teacher of class III of SD IT Nurhidayyah Punggung Kasiak Lubuk Alung and the secondary data is the students of class III of SD IT Nurhidayyah Punggung Kasiak Lubuk Alung. Data collection techniques in this study are observation, interviews and documentation. The results of this study indicate that in the implementation of the play method at SD IT Nurhidayyah Punggung Kasiak Lubuk Alung, several game methods have been carried out such as quiz games, word games and snakes and ladders games. The implementation of the quiz game method in Class III of SD IT Nurhidayyah Punggung Kasiak Lubuk Alung has been carried out well, by explaining the steps of the game. And include all students in the game. The implementation of the method of playing word order has also been carried out well, it is in accordance with the steps of the game and makes the class atmosphere more active. The implementation of the snakes and ladders game method has also been carried out well because it has involved all students in the game thereby reducing boredom in the class, even though there are several game steps that have not been implemented by the teacher.

A Pragmatic Analysis on Politeness Strategies Used in Online Class

With the rapid shift to online education during the COVID-19 pandemic, understanding how politeness is conveyed in virtual classroom settings has become increasingly important. Drawing from Brown and Levinson's politeness theory and utilizing a qualitative pragmatic analysis approach, this research analyzes transcripts of online interactions to identify common politeness strategies employed by instructors and students. The findings reveal that both instructors and students utilize Tact maxim, generosity maxim, approbation maxim, modesty maxim, agreement maxim and sympathy maxim. Also, it was revealed that positive politeness, negative politeness, bald on record and off record are the common politeness strategies used by students and teachers in online class. Also, the functions of politeness strategies revealed in the online communication between teachers and students are locutionary act, illocutionary act and perlocutionary act. By exploring politeness in online classes, this research contributes to our understanding of pragmatic competence in computer-mediated communication and offers practical insights for enhancing effective and respectful interactions in virtual educational settings. The implications of the findings for online pedagogy and the development of pragmatic awareness in online contexts are discussed.

Teacher Strategies in Educating Children with Special Needs at SD Negeri 2 Blahkiuh in 2024

This study aimed to determine the way teachers educate children with special needs. Children with special needs require different attention and approaches in terms of their needs. Focusing on physical, mental, emotional, and social aspects, they need additional attention and support to reach their full potential. This study is a qualitative study. The subjects of this study were Class Teachers of SD Negeri 2 Blahkiuh in 2024. The data collection method used an open interview instrument. The results of this study indicate the awareness of the majority of teachers towards the existence of children with special needs in their schools. Although most teachers understand the various types of special needs of children, there is a lack of experience in teaching children with special needs. However, teachers have shown various efforts to create an inclusive learning environment, such as the use of media, personal approaches, and adjustments to learning methods. Although some teachers have not received special training in teaching children with special needs, it is important for them to receive additional training to increase responsiveness to students' individual needs. The interview results also highlighted differences in school approaches regarding the integration of students with special needs into regular classes. In this context, it is important for schools to provide adequate training and support for teachers and adapt the curriculum and learning environment to ensure effective inclusion for all students, including those with special needs.

Responding to the needs of refugee learners in schools in Wales during the pandemic

ABSTRACT This research investigated how schools and staff in Wales were able to respond to the needs of refugee learners and their families during COVID-19 school lockdowns. Interviews were conducted with a purposive sample (n = 12) of educators working with refugee learners in primary and secondary schools across Wales, including headteachers, class teachers, English as an Additional Language (EAL) specialists, and bilingual teaching assistants. The findings suggest that most refugee learners were able to take advantage of alternative teaching arrangements for vulnerable learners during these periods and were supported to develop digital skills and use online resources. Refugee families were, however, at increased risk of social isolation, and often had fewer resources to facilitate home schooling. Staff requested specific training and improved communication links to more fully understand the cultural backgrounds and additional needs of refugee learners. Schools also need a coherent strategy and budget allocation to provide adequate support for on-going language learning and acquisition of basic skills, which might include the development of alternative curricula and qualifications for refugee learners, where appropriate.

Teacher shortage in Croatia – a challenge for educational policy, initial teacher education and educational institutions

ABSTRACT The aim of this paper is to analyse teacher shortage in Croatia and ways in which educational policy reacts to teacher shortage in early childhood education and primary education. This paper presents descriptive study of current national shortage situation and a content analysis of national education policy documents. The data analyses reveal a significant shortage of early childhood education and care (ECEC) teachers. In the first phase of compulsory education there is no shortage of class teachers, while in the second phase of compulsory education exists a permanent shortage of all subject teacher profiles, predominantly from the STEM area. Key educational policy documents analysis reveals the lack of a national strategy for attracting teachers to the profession. Pending a systemic solution, preschool institutions and schools are forced to solicit and employ unqualified staff for teaching positions, whilst the consequences of employing non-professional staff remain uncertain.

POSSIBILITIES OF USING VR TECHNOLOGIES IN THE PROCESS OF TEACHING PSYCHOLOGY TO STUDENTS IN PSYCHOLOGICAL AND PEDAGOGICAL CLASSES

When organizing the activities of schoolchildren in specialized psychological and pedagogical classes, it is necessary to equip them with the most advanced methods, organizing professional tests and acquiring specifi c experience through immersion in a new digital reality. Purpose of the work is to study the possibilities of using VR technologies in the process of teaching psychology to students in psychological and pedagogical classes. Research methods include analysis, synthesis, generalization, and questioning. Sample consists of psychology teachers of  classes of psychological and pedagogical orientation in the city of Tula and the Tula region. Main results. Possible areas for the use of VR technologies in teaching psychology are highlighted: visualization of abstract psychological concepts, virtual excursions to psychological laboratories, acquaintance with specifi c psychologists of the past and present, virtual participation in psychological experiments, virtual games for training professionally signifi cant skills; immersion in school reality; trying oneself as a teacher; creating lesson projects; using immersive methods; visiting specialized virtual exhibitions, bookstores; virtual visit to the university, etc. Conclusion. Using the capabilities of VR technologies can signifi cantly affect the increase in the effi ciency of the learning process and the development of cognitive interests of students in psychological and pedagogical classes in the specialized discipline of psychology.

A Shift from Teacher-centric Method to Inquiry-based Coaching in Learning English as a Second Language

For more than two years, the Covid-19 pandemic hit the country’s education and academic set-up had to change overnight with the sudden lockdown imposed not only all over the country but of the world. With a dynamic shift from physically going to educational institutions to attending classes virtually, students and teachers faced a tough time with virtual trends in education. Shifting from teacher-centric approach to a more unconventional way of teaching made it difficult for everyone to adopt and adapt (Rodricks, 2021). While jumping into a new mode of teaching with almost no preparation seemed not easy but teachers did not back down. The educators made it a point to ensure no student was left behind, came up with methods to teach and retain students’ attention. Whether teaching was in school, teaching from home, or adopting a blended approach, teachers have had commitment to helping the learners. This sudden transition had occurred from face-to-face to online teaching. With online classes teachers had learned to accommodate the needs of students to create an effective teaching environment to keep learning in sync with the changing times (Kim 2020). The researcher would like to find out in this study whether this shift from teacher-centric method had changed the learning of a second language using the inquiry-based coaching in general and in specific study the kinds of questions students asked and how these queries were responded. Using modified questionnaires, the researcher surveyed 150 students to assess not only whether the opportunity given to them to inquire was sufficient but also the frequency of their asking of questions. For teachers, the study hoped to reveal the types of questions they asked in the class. Using discourse analysis, the researcher was able to examine the ways in which language was used in the classroom. The investigated data revealed a merged of linguistics and sociolinguistics cultural contexts to better understand an aspect in communication. Highlight of the study was to evaluate the possible twist of instruction from teacher-centric method to inquiry-based approach in ESL learning, where students inquire instead of the teachers asking questions.

Effects of Form One Placement Styles on Students’ Psychological Adjustment in Public Secondary Schools in Kwanza Sub-County, Kenya

This study aims to investigate the effects of form-one placement styles on students’ psychological adjustment in public secondary schools in Kwanza Sub-County, Kenya. The study was spurred by concerns regarding prevalent issues such as truancy, poor academic performance, and limited engagement in extracurricular activities among students. The study was guided by Social Cognitive Theory. The study adopted a convergent parallel design in the mixed-method approach. The population comprised 48 public schools, 18,000 form one students, 61 class teachers, 61 parent representatives, 48 Counsellors and one Quality Assurance and Standards Officer. Both probability and non-probability sampling techniques, specifically, stratified, systematic and purposive sampling techniques. were used. Questionnaires and in-depth interview guides were used as data collection instruments. Analysis of quantitative data involved both the use of descriptive and inferential statistics. Descriptive statistics involves the use of percentages. Inferential statistics involved the use of ANOVA. The study concluded that Form One students' placement styles greatly affect their psychological well-being. Parental school choices and student decisions align with interests positively. The study recommends that education stakeholders acknowledge students' unique traits for positive outcomes. Provide varied support systems for psychological adjustment. Align placement criteria with past performance. Parents should evaluate schools thoroughly. Educators must empower students' growth and success.

영아반 교사의 행복감에 영향을 미치는 어린이집 조직문화, 일과 삶의 균형, 직무만족도 간의 구조적 관계 분석

Objectives The purpose of this study was The structural impact relationship between the variables of daycare center organizational culture, work-life balance, and job satisfaction that affect the happiness of infant teacher was analyzed, and through this, a plan to increase the happiness of infant class teachers was suggested, and important basic data to improve the professionalism of infant teacher and their relationship with infants were provided. Methods As the subject of the study, a survey was conducted on 400 infant teacher working in daycare centers, and structural model analysis and mediating effect analysis using phantom variables were conducted. Results According to the main findings, first, work-life balance, job satisfaction, and happiness were all significantly positively correlated with group culture, development culture, hierarchical culture, and rational culture. This means that the higher the group culture, development culture, hierarchical culture, and rational culture of daycare centers, the higher the work-life balance, the higher the job satisfaction, and the higher the happiness of infant teacher. Second, as a result of analyzing the structural relationship between work-life balance and job satisfaction in the impact of each type of organizational culture on happiness, it was found that group culture, development culture, hierarchical culture, and rational culture affect happiness by mediating the work-life balance of infant teacher. Additionally, it was discovered that work-life balance and job satisfaction were twofold influenced by the relationship between the four types of organizational culture and happiness. However, it was discovered that hierarchical culture did not directly affect happiness, whereas group culture, development culture, and rational culture had a direct impact on happiness. Conclusions The study found that work-life balance and job satisfaction are important variables in the relationship between the type of organizational culture and happiness of infant teacher. In particular, hierarchical culture does not directly affect the happiness of infant teacher, but it indirectly increases happiness through work-life balance and job satisfaction, indicating that work-life balance and job satisfaction are particularly important for infant teachers' happiness.

The Analysis of Social-emotional Development of Low-class Students in Learning

This study aimed to determine the social-emotional development of low-class students in learning. This study employed a descriptive qualitative approach used to use facts, and the study also focused on analysing the social-emotional development of low-class students at SD Negeri 92 Central Maluku. This study had a total of 30 student participants. Data collection was done by observation, documentation, and interviews with class teachers. The data analysis technique used is descriptive statistical analysis. The instrument was assessed by the observer using a Likert scale, with a score of 1-4, the highest score for each item was 4 (often) and the lowest was 1 (never). The results of the study showed that students’ social-emotional development in learning was good, and this can be seen from the aspects of students’ self-awareness which obtained an average result of 3.23 in the good category, the responsibility aspect obtained an average result of 2.77 in the good category, and the relationship skill aspect obtained an average result of 3.01 in the good category. Keywords: social-emotional, low-class students, learning

Translanguaging in instruction and pedagogic design: promoting learner-centredness in a teacher-centred reading classroom of a Bangladeshi university

ABSTRACT This study investigated the impact of translanguaging pedagogy on the reading comprehension process of first-year students studying at an English department of a Bangladeshi public university. Through a two-pronged ethnographic research design, data were collected through classroom observation, pedagogical intervention, a semi-structured interview with the class teacher and a focus group discussion with students. The entire data set was analyzed using ‘Moment Analysis,’ a conceptual framework, to provide pedagogical evidence supporting how translanguaging in instruction can facilitate students embracing a more active and collaborative role in a teacher-centered classroom. This study suggests that translanguaging-oriented instruction and pedagogic design can stimulate metalinguistic awareness to improve comprehension while enhancing active engagement with the reading materials to the benefit of the students who do not have English as a first language. Furthermore, translanguaging pedagogies can foster individualism (agency), a quality that English departments promote among their students. The findings have implications for planning future policy, including interim stages, that can bridge the English language proficiency gap between pre-tertiary and tertiary education in Bangladesh.

Job Satisfaction and Performance of College Teachers in the Online Teaching Mode

The sudden switch to blended and online learning environment due to the global pandemic changes higher education and consequently influence college teachers’ job satisfaction and performance. Challenges that the teachers teaching in colleges experienced while working under virtual learning environment are shown to have caused impacts on their job satisfaction and performance. This article aims to review the major designs or determinants affecting the satisfaction and effectiveness of the college teachers in online classes and potential consequences for the future. The online teaching mode seems to have its advantages and limitations to college educators. Flexibility is a strength of the school but there is a lack of enough technological support and student engagement as key factors to enhancing the teacher’s job satisfaction. This can be achieved in the mentioned areas to support educators as well as improve the quality of online learning. Some of the recommendations include developing new, improved approaches to training that include teachers in online classrooms; upgrading the means of communicating with teachers working in online classrooms; and the creation of recognition and incentive systems designed to help teachers working in online classrooms. The study concluded that above mentioned initiatives can help to foster satisfaction and performance enhancing the long-term model of online teaching that help teachers and students.

Luokanopettajaopiskelijat kielellisiä havaintojaan selittämässä

In light of previous research, it is important to examine class teachers’ perceptions of language so that we can develop pedagogical practices to evoke pupils’ interest and enthusiasm towards the language. In this article, we study what student teachers perceive about language and how they conceptualise their perceptions. We examined 264 student teachers’ interpretations of two sentences with different ambiguities and a nonsense sentence. The data were analysed using both theory- and data-driven qualitative content analysis. The results showed that many students already had a high level of metalinguistic competence: they perceived the ambiguity of the sentences, approached the nonsense sentence with relevant concepts and were able to explicate their linguistic deduction. However, some of the students had challenges, for example in using metalanguage, or they perceived the sentences mainly from a normative perspective. The results can be utilized in developing teaching practices in teacher education and in enhancing the language awareness of student teachers.

Strategi Guru dalam Mengembangkan Sikap Keterampilan Sosial Siswa pada SMP Negeri 2 Seram Barat

Lack of social skills in students has an impact on students' indifferent attitude towards tasks given by teachers, lack of student participation in school activities and lack of interaction between students so that there are students who tend to be closed and have no sense of concern for their friends. Therefore, the role of teachers is needed in providing a positive contribution to the development of students' social attitudes. This type of research is descriptive qualitative and the data collection techniques used are observation and interviews. Furthermore, the data obtained were analyzed descriptively qualitatively which aims to describe the problems that occur and relate them to the specified variables and can also be discussed in narrative form. The results of the study found that social skills as an interaction ability between teachers and teachers and teachers with students, and students with students so social skills in schools are related to the relationship of school community interactions, the role of teachers in developing students' social skills attitudes is shown through a learning approach in the classroom, for example through character values ​​explained in learning with the aim of training students to have a sense of sympathy, concern, tolerance which are part of social skills so that in the development of students' social skills at SMP Negeri 2 Seram Barat, students can accept the application of social skills attitudes well, this can be seen from student interactions both with teachers and with peers. Application of Social Skills attitudes in Learning for students in class that in the learning process carried out by teachers in class at SMP Negeri 2 Seram Barat, using learning methods such as: question and answer methods, lecture methods, demonstration methods, discussion methods, jigsaw learning methods, peer teaching methods. The application of social skills attitudes in classroom learning, the right method is a method that trains student cooperation, trains how to convey opinions such as question and answer methods, discussion methods. In implementing social skills attitudes, not only teachers have an important role, but social skills are also carried out by other teachers in classroom learning using learning methods that can develop students' social skills.

Encourage self-learning and collaborative learning through gamification during COVID-19 pandemic: A case study for teaching biochemistry.

During COVID-19 pandemic, there was a change in the teaching mode from face-to-face to online teaching. It was especially challenging for teachers to motivate students to learn through distance learning. This shift in teaching mode also lowered student-student and student-teacher interactions. In this project, a biochemistry courseware, Metabolism Metro (Adventure Mode), was designed which aimed to motivate students learning metabolic pathways in a fun and interactive way. The Metabolism Metro (Adventure Mode) was based on a role-play game design and contained quizzes with questions covering the topics of carbohydrate, lipid, protein, and nucleotide metabolism. In order to enhance the courseware usage, and to encourage collaborative learning, the class teacher had organized a prize-winning competition. Students could join the competition either individually or in groups to complete the game. By including challenging quizzes in the courseware, some students tended to form groups to solve the problems together. They either discussed the problems over the phone, or sat together and answered the questions using one computer. Besides reading the lecture notes, the students also tried to read the textbook, found the answers from the internet, or sought help from the class teacher. Students were attracted to self-learn metabolic pathways to complete the quizzes.

Single Parental Status: Effects on Learners’ Emotional Behaviour in Public Primary Schools in Kanduyi Sub County, Kenya

The family is the stimulus behind the growth and development of an individual. Children emerge from different parental status, this include intact and single parental status. However in schools, learners from single parenthood display different emotional behaviour compared to those from intact parenthood. The objective of the study was to establish the effects of single parental status on learners’ emotional behaviour. The study was guided by family systems theory and adopted comparative research design. The study targeted a total of 458 participants, including 440 standard eight learners (212 boys and 228 girls), 9 class teachers, and 9 guidance and counseling teachers from 9 public primary schools in Kanduyi Sub County, Bungoma County. The standard eight learners were selected due to their unique experiences and maturation, as well as their physical, mental, and emotional development, which enabled them to express themselves in a manner that was comparable to that of their peers in other classes. Stratified random sampling was used to obtain participants according to their gender; simple random sampling was used to give equal chance to all learners to participate in the study. Purposive sampling was employed to select class teachers and Guidance and Counselling teachers as key informants on matters concerning learners. Questionnaires and interviews were used to collect data. The study utilised content validity while reliability of the instruments was established by cronbach’s alpha coefficient of 0.697. Simple linear regression was used to analyse data. Data analysis revealed a statistically significant effect of single parenting on learners emotional behaviour F (1,198=4.731, p<0.05. The findings revealed that single parenting negatively affected learner emotional behaviour since the p-value<0.05 hence the null hypothesis rejected. The study recommended for effective guidance and counselling services for learners from single parental status to help them improve on their emotional behaviour such as low self-esteem, aggression and anxiety while in school.

Accountability management system of superior elementary school for digital transformation

The purpose of this research is to find out i) the quality of the accountability management system of superior schools, ii) elementary school digital transformation capabilities, and iii) the relationship between the quality of the accountability management system for superior schools and the digital transformation capabilities of elementary schools in Indonesia. The research approach used is quantitative. The research location is in public elementary schools in Malang City. The population of this research is all 195 public elementary schools. The research sample is 22 public elementary schools. The research subjects were school principals, class teachers, and subject teachers totaling 51 people. Data collection is done by using a questionnaire. Elementary schools with superior school accountability management systems have the ability to drive their digital transformation capabilities. Excellent school accountability management systems and school digital transformation capabilities guarantee equal access to education for all students. Implications for improving teaching and learning are also discussed in this paper. The variables studied can be used to determine the priority scale for planning, implementing and evaluating superior school accountability management systems in digital transformation, in increasing teacher competency.

Development of a questionnaire for identifying autoaggressive and heteroaggressive tendencies in adolescents

Introduction. Among the leading causes of deaths in young people aged 15-29, interpersonal violence is the third most common cause, and suicide – the fourth one. Autoaggression and heteroaggression are considered as interrelated phenomena conditioned to a great extent by biological and personality factors. For more effective diagnostics, it is important to pay attention not only to the psychological characteristics of the adolescent but also to the social aspects of his/her life. The aim of the study was to develop a questionnaire for identifying autoaggressive and heteroaggressive tendencies in adolescents. Materials and methods. A total of 606 respondents took part in the study – 58.8% girls and 41.2% boys. The respondents’ ages ranged from 13 to 19. Autoaggressive tendencies were investigated using the Suicidal Behaviour Questionnaire. Aggressive behaviour was assessed using the Bass-Perry Aggression Questionnaire. Due factors were identified using the principal components method. The reliability was confirmed by Cronbach’s α coefficient; the validity was verified by Pearson correlation coefficient. Results. A proprietary questionnaire was developed to identify autoaggressive and heteroaggressive tendencies in adolescents. Target indicator responses were set for each measured parameter (levels of heteroaggression and autoaggression) amidst all possible answers to the questionnaire. The overall arithmetic score was a basis for calculating the autoaggression and heteroaggression indexes. The mean value of the autoaggression index was 7.7841. The distribution of answers showed that 19.5% of the respondents had an autoaggression index value of 12 and higher, which determined the choice of this value as the limit of the norm. The proven correlation between predisposition to aggression and increased risk of suicidal behaviour allows using the index of 20% to assess the prevalence of heteroaggressive tendencies in the population. The mean value of the heteroaggression index was 9.0767. The heteroaggression index value was 13 and higher in 19.7% of the respondents, which determined the choice of this value as the limit of the norm. Besides, it is necessary to take into account that, when completing the questionnaire, the respondent tends to give socially approved answers. Therefore, a person who scored 0 is included in the risk group. Conclusions. The sociological method makes it possible to identify the most disadvantaged groups that need preventive and corrective work. The developed questionnaire allows a school psychologist or a class teacher to assess the prevalence of certain tendencies in the class and to individualise help at the next stage.