Health Teachers Research Articles

Empowering Teachers in The Genital Childhood Health

Abstract. The age of early childhood education (ECE) students are 2-6 years old. They have the period when students enter the learning period for toilet training well. The ECE teachers and parents have a role in collaborating in toilet training so that children can urinate and defecate correctly and follow Islamic rules. Community service activities aimed at increasing the knowledge and skills of ECEP Aisyiyah teachers in Ngaglik. The activity is implemented in the form of lectures, discussions, and practices, as well as the distribution of handkerchiefs to dry the genital area after the child urinates or defecates. In this community service activity, we have distributed medicine packets for the first treatment of sick children at school. Evaluation at the end of the activity showed that there was an increase in knowledge of 15%.

보건교사의 보수교육 요구도에 미치는 영향

Purpose : This study endeavors to investigate the factors influencing the needs for continuing education of school health teachers. Methods : Data were collected through questionnairs distribute to 150 school health teachers working at elementary, middle, and high schools in U-city from May 1 to June 30, 2020, and were analyzed using the SPSS 22.0 program. Results : The difficulty of job performance averaged 4.06 on a scale of 5, with the perception of continuing education was 10.04 out of 15, satisfaction with continuing education at 3.83 out of 5, and needs for continuing education was 4.46 out of 5. Notably, significant variations in the difficulty of job performance were observed based on education level(p＝.014), education career(p＜.001), school level(p＝.029), and the number of classrooms(p＝.001). Additionally, the perception of continuing education showed significant differences depending on age(p＝.001) and, education career(p＜.001). The influential variables impacting the needs for continuing education were identified satisfaction, highlighting the pivotal role of satisfaction with continuing education, which accounted for 22.8% of the variance. Conclusion : Therefore, and effective continuing education program will be necessary to boostenhance the needs for continuing education by enhancing satisfaction among school health teachers with continuing education programs.

Relationships of Self-leadership, Working Environment, and Professionalism among School Health Teachers

Purpose: This study was conducted to examine the relationships of self-leadership, working environment, and professionalism, and to identify the factors that influence professionalism among school health teachers.Methods: This study was a descriptive research study to identify the relationships of self-leadership, work environment, and professionalism among school health teachers. Data were collected from 198 people via an online survey using a structured questionnaire. The data were collected from February 7 to 24, 2023. The relationships of self-leadership, working environment, and professionalism were analyzed using multiple regression analysis.Results: The score of self-leadership of school health teachers was 3.97 points out of 5, working environment was 3.28 points out of 5, and professionalism was 4.12 points out of 5. Professional accountability and competency development were influenced by behavioral strategies of self-leadership, cognitive strategies of self-leadership, and working environment. These variables explained 35.0% and 29.5% of professional accountability, respectively. Autonomy was influenced by age, cognitive strategy of self-leadership, and working environment, and these variables explained 19.2% of the variance of autonomy. Social recognition was influenced by behavioral strategy of self-leadership, and working environment, and these variables explained 28.0% of social recognition.Conclusion: To enhance the professionalism of school health teachers, it is necessary to cultivate self-leadership that can overcome difficulties in work and properly self-criticize. Improving the working environment would help enhance the professionalism of school health teachers.

The Relationship between the Level of Knowledge of Students on the School Health Effort Program and the Role of Physical Education, Sports, and Health Teachers in Clean and Healthy Living Behavior of Elementary School Student

This study aims to determine the relationship between the level of knowledge of students on the UKS program on clean and healthy living behavior of elementary school students. The relationship between the role of physical education teachers to the clean and healthy living behavior of elementary school students. The relationship between the level of knowledge of students on the UKS program and physical education teachers on the clean and healthy living behavior of elementary school students. The method used in this research is the quantitative research method. The data used is primary data collected using a questionnaire. The subjects in this study were elementary school students of Gugus 3 and 5 in Kapanewon Sleman and physical education teachers of Gugus 3 and 5 elementary schools in Kapanewon Sleman. Data analysis techniques using correlation and multiple regression analysis with a significance level of 5%. The results of the analysis in hypothesis test 1 show the price of r count = 0.753> r (0.05) (12) = 0.576, it is concluded that there is a positive and significant relationship between the level of student knowledge of the school health effort program on the clean and healthy living behavior of elementary school students. Based on the results of hypothesis 2 testing, the price of r count = 0.607> r table (0.05) (12) = 0.576, it is concluded that there is a relationship between the role of physical education, sports, and health (PJOK) teachers on the clean and healthy living behavior of elementary school students. Based on the results of hypothesis test 3, it is known that the price of F count is 5.915> F table (3.07) at the 5% significance level, it is concluded that there is a significant relationship between the relationship between the level of knowledge of students in the school health effort program and the role of physical education, sports and health (PJOK) teachers on clean and healthy living behavior of elementary school students.

Pembentukan Percontohan Sekolah Gigi Sehat Di SD Inpres Liliba Sebagai Upaya Meningkatkan Perilaku Pemeliharaan Kesehatan Gigi Dan Mulut Anak Usia Sekolah Dasar

<p><em>Situation Analysis: Almost more than 50% of students in elementary school dental are dental workers so it is felt that there is a need for prevention with the establishment of healthy dental schools. And for + 2 years have not received dental health services / UKGS due to the Corona pandemic situation. Objective: Improve the behavior of elementary school-age children in maintaining dental and oral health and increase teacher understanding in filling out healthy dental cards and dental health education as the beginning of the formation of healthy dental schools</em><em>. Community Service Method: PKM Approach Method with Participatory Action Research. This activity will be carried out at SD Inpres Liliba from April to October 2023, with participants being teachers and students of grades III and IV. Activity Results: Activities were carried out on grade 3 and 4 students totaling 50 children. First, students filled out a dental health maintenance behavior questionnaire before counseling, the results were included in the moderate criteria as many as 38 people (76.0%), teacher training on good and correct brushing practices, filling out healthy dental cards, and dental health education. The evaluation was carried out after 3 months, where there was an increase in behavior including the good category as many as 48 people (96.00%), teacher understanding in filling out healthy dental cards, dental health education and brushing practices were good and healthy dental schools had begun with brushing activities together every 1 week 1 time. Conclusion: This healthy dental school activity can improve the behavior of elementary school-age children in maintaining dental health and teachers' understanding is good in filling out healthy dental cards and teaching brushing and dental health education to students. </em><strong></strong></p>

Magna carta for women health workers, teachers, and minimum-wage earners in the workplace: Policy awareness and organizational compliance

This health crisis caused unimaginable impacts and changes to the labor force and organizations pushing many policies and laws in the edge such as the Philippines’ magna carta of women. Inequalities at work, dimming employee benefits, and relentless working hours for women in the workplace are happening in third-world countries. This research project examines the awareness and compliance of companies and organizations in the lens of the health workers, teachers, and minimum-wage earners relative to the magna carta of women in the workplace. This study extracts corroborative proof from 202 women respondents coming from public and private organizations or companies through the magna carta of women-based survey on awareness and organizational compliance according to the workforce. The findings reveal that there should be more emphasis on women in the lowest income bracket and women who did not finish college. Furthermore, there is an opportunity for concerned organizations to educate the employees that not implementing these rights are forms of neglect of duty on the part of the employer. The results of the study unearth important information on what are the prevalent compliance mishaps of the organizations and how it can place working women in peril.

Factors Influencing Teacher Efficacy: The Impact of Awareness of Sexual Media Literacy and Communication Competence among Health Teachers

Objectives: This study aimed to investigate the factors influencing teacher efficacy, awareness of sexual media literacy, and communication competence among health teachers.Methods: A descriptive study design was used. Participants included 102 health teachers in K-do. The data were collected from November 5 to 12, 2022. The collected data were analyzed using t-tests, one-way ANOVA, Pearson’s correlation coefficient, and multiple regression through the SPSS 29.0 program.Results: The influential factor for teacher efficacy was communication competence (β= 0.34, <i>p</i>< 0.001). This factor accounted for 22.5% of the teacher efficacy among health teachers.Conclusions: To develop a program that increases teacher efficacy among health teachers, it is necessary to prepare a plan to improve communication competence.

성평등 관점의 성교육을 실천하는 보건교사의 경험에 관한 내러티브 탐구

Objectives The purpose of this study was to conduct a narrative inquiry into the motivations for practicing sexuality education provided by health teachers and the various practice experiences of sexuality education from a gender equality perspective.
 Methods Six health teachers who practice sexuality education from a gender equality perspective were selected as participants in this study. By collecting stories about their experience in practicing sexuality education from a gender equality perspective and going through the process of reexamining the research purpose and research puzzle, the intermediate text was processed based on the three axes of narrative inquiry: temporality, sociality, and space (place). The intermediate text was interpreted and analyzed with evidences based on the perspective of the research puzzle and previous research and theory and presented as a research text.
 Results The meaning of the health teacher's experience of practicing sexuality education from a gender equality perspective was derived by classifying it into three dimensions: personal justification, practical justification, and social justification. First, in terms of personal justification, it was derived as ‘awareness of gender inequality and growth gained from it’, ‘self-reflection and internalization of gender equality perspective’, and ‘establishing teacher identity as a minority in school space’. Second, in terms of practical justification, it was derived as ‘approaching everyday life as unfamiliar and making gender equality a habit’, ‘expanding the perspective of gender equality to the periphery’, and ‘changing perception of feminism’. Third, in the social justification dimension, it was derived as ‘implications of the implementation process for generalization of gender equality education’, ‘desire to improve structure for efficient practice of gender equality education’, and ‘clarification of support for gender equality education policy’.
 Conclusions This study about the current state of sexuality education from a gender equality perspective provides meaningful data to prepare practical support measures, suggests new practice and processes to solve problems in school sexuality education, and contributes to find the alternatives for various changes in the sexuality education field in the future.

여자고등학생의 심폐소생술 관련 지식수준 및 교육실태 조사

The knowledge level and educational experience of high school students on CPR, which can contribute to saving more lives and increasing the survival rate of cardiac arrest patients by applying CPR when students face cardiac arrest patients, was grasped. This study was attempted to provide basic data for policy establishment that includes the contents of CPR in the high school curriculum in the future.
 Convenience sampling was conducted on 129 female high school students attending Y girls' high school located in G region and C city, and the survey was conducted from November 1 to November 30, 2021. A structured questionnaire consisting of 3 questions for general characteristics, 1 question for subjective awareness of CPR knowledge, 8 questions related to CPR knowledge, and 16 questions related to grasping CPR educational experience was used. Descriptive statistics, t-test, and ANOVA analysis were applied to the final 120 responses using SPSS WIN 25.0.
 The female high school students scored an average of 5.57 points out of 8 points, and their knowledge of basic life support was moderate. Looking at the results of knowledge about CPR by item, the minimum correct answer rate was higher than 60.0% for 7 out of 8 items, but the breathing check method was the lowest at 9.2%. 96.7% of the students received training on CPR. As for the place where they were educated, school was 95.7%, student group activities (clubs) 7.8%, and fire station 3.4%. The total number of times of training was 3 times or more, 47.4%, 1 time, 34.5%, and the total training time was 3 hours or more, 48.2%. If education is opened in the future, schools (46.7%), Korea Cardiopulmonary Resuscitation Association (27.5%), and fire stations (13.3%) were the preferred educational institutions. The difference in CPR knowledge according to the subject's grade, religion, and the presence or absence of heart disease among family or friends was not statistically significant.
 When integrating the results of this study and previous studies, it was confirmed that the students' ability to use CPR and the use of an automatic defibrillator was at a low level, although CPR education was being conducted in schools due to the revision of the School Health Act in 2014, and countermeasures are needed. In particular, it is necessary to prepare improvement methods such as strengthening practical education. It is necessary to clarify first aid education regulations such as CPR for students, expand CPR practice including AED practice, expand supply of AED and CPR manikin for practice, and strengthen education capacity of health teachers. And continuous repetitive education should be conducted according to the CPR guidelines that are revised every 5 years.

보건교사의 재난간호역량에 미치는 영향요인

보건교사의 재난간호역량에 미치는 영향요인

SOCIALIZATION OF PHASE C INDONESIAN STUDENT FITNESS TEST (TES KEBUGARAN SISWA INDONESIA / TKSI)

Student's physical fitness is one of the important things in supporting the implementation of learning at school. This Community Service is an outreach activity about the Indonesian Student Fitness Test (TKSI), which is still something new, so many Physical Education, Sports, and Health (PJOK) teachers do not yet understand it. Apart from socializing about TKSI, another aim is to determine the fitness level of elementary school (SD) students in grades 5 and 6. The method used is to explain how TKSI is implemented and demonstrate its implementation. The result of this service is that the average student's fitness is in the good category.

Performance of school health programme in Nigeria: A situation analysis

Background: School Health Programme (SHP) if effectively implemented, will contribute to the optimal health of schoolchildren. In this survey, the extent of the implementation of SHP in Nigeria was evaluated. Methods: The study was cross-sectional nationwide, school-based survey, and schools were randomly selected. The school proprietors, school health personnel, teachers, students, and parents were interviewed using an interviewer-administered questionnaire on the key components of SHP. Results: A total of 105 schools were surveyed. The proportion of CC –BY 4.0 students, teachers and parents who were aware of SHP were 26.3%, 11.1% and 9.10%, respectively. The proportion of the schools which conduct mental health, nutritional assessment and visual & hearing screening were 48.6%, 51.4%, and 57.1%, respectively. There were 18 (17.6%) schools that had trained person in charge of the health of students. Schools that still use pit toilet and open defecation method were 22.9% and 11.3%, respectively. The proportion of school with retainership with a health facility was 37.1%. Conclusion: The SHP awareness is poor in Nigeria, and its implementation is sub-optimal. There is need for renewed interest in SHP in Nigeria through reform and deliberate interventions especially on establishing school-based vaccination programme and referral of sick pupils to healthcare facility.

School health teachers’ gender-sensitive sexual health education experiences in South Korea

ABSTRACT Sexual health education is mandatory in South Korea. However, gender equality, and the rights of sexuality and gender-diverse people are contentious issues in Korean society. This study describes school health teachers’ experiences delivering sexual health education especially in relation to gender equality and the rights of sexuality and gender minorities. A descriptive approach based on grounded theory methodology was adopted. The participants included 23 elementary, middle, and high school health teachers certified by the Korean Institute for Gender Equality Promotion and Education. One-to-one interviews were conducted with participants. Education authorities, students, other teachers, and parents create challenges for health teachers because of the tension between gender-sensitive and conservative perspectives on sexual health education. Social factors influencing these challenges include patriarchy, cultural misunderstandings regarding sexuality, conflicts between feminism and anti-feminism, heterosexual familism, and homophobia. Teachers’ strategies to overcome these challenges include improving personal understanding, skills and attitudes, and asking other teachers and parents for their support. Addressing gender equality and power is the key to improving students’ sexual and reproductive health. Educational authorities and civil society should support school health teachers’ efforts to advance gender equality and prevent sexuality and gender identity-based discrimination.

Measuring School Staff Confidence and Worries to Deliver Mental Health Content: An Examination of the Psychometric Properties of Two Measures in a Sample of Secondary School Staff

Secondary school staff are often tasked with delivering mental health content to students, yet there has been little research on staff confidence to do so. Given the responsibility placed on staff to support student mental health, reliable and valid measures are needed to facilitate assessment of teacher confidence in the classroom and evaluation of the impact of interventions designed to enhance teacher confidence and ultimately support the delivery of mental health interventions in schools. This study aimed to examine the psychometric properties of the Teacher Confidence Scale for Delivering Mental Health Content (TCS-MH) and the What Worries Me Scale (WWMS), both developed by Linden and Stuart (2019) and previously tested on a sample of elementary school teachers. Within this paper we examine the factor structure, reliability, and validity of these measures in a large sample (N = 644) of secondary school staff. Exploratory factor analysis suggested that each scale had a single factor structure with all original items retained. This was further supported with confirmatory factor analysis. Examination of the reliability of both scales found that they had good internal consistency. Finally, through correlation analyses, both measures demonstrated satisfactory convergent and discriminant validity from mental health knowledge, mental health stigma, general anxiety, and teacher efficacy. Both the TCS-MH and the WWMS show great promise as measures of secondary school staff confidence to deliver mental health content.

An ovulatory menstrual health literacy program within a Health Promoting School framework: reflections from school staff

IntroductionPoor ovulatory menstrual (OM) health experiences and low levels of OM health literacy compromise the future adult health and wellbeing of female adolescents.MethodsThis qualitative study sought reflections from secondary school staff on an intervention adopting the Health Promoting School (HPS) approach which aimed to enhance wellbeing through improving OM health literacy.ResultsTwenty female school staff from ten schools participated: three deans, 11 Health and Science teachers and six healthcare professionals. Five interviews and three focus groups were conducted, and 12 anonymously notated booklets of the program were returned. Reflective thematic analysis identified six themes: a need for OM health literacy; curricular challenges; teaching perspectives; school socio-emotional environment; community engagement; and resourcing needs.DiscussionAlignment with a HPS-framework may resolve some barriers to future program implementation, such as curricular restrictions, interprofessional co-ordination and community engagement. Additional barriers, relating to menstrual disdain, knowledge gaps and an absence of professional development, may be addressed with training to ensure that OM health education is framed positively and addresses student wellbeing.

Implementation of the Independent Learning (Merdeka Belajar) Curriculum in Physical Education Sports and Health Subjects in Public Junior High Schools in Sleman District

The research objectives are to find out: (1) Implementation of Merdeka Belajar Curriculum in Physical Education, Sports and Health subjects at State Junior High Schools in Sleman Regency. (2) Obstacles in the implementation of Merdeka Belajar Curriculum in Physical Education, Sports and Health subjects at State Junior High Schools in Sleman Regency. (3) Solutions made to overcome the obstacles to the implementation of the Merdeka Belajar Curriculum in Physical Education, Sports and Health subjects. The method used mixed research. The subjects of this study were principals and Physical Education, Sports and Health teachers in public junior high schools in Sleman Regency which were taken based on random sampling. The instruments used were interviews and questionnaires. The data analysis techniques used were qualitative and quantitative. Research results: (1) Implementation of Merdeka Belajar Curriculum in Physical Education, Sports and Health subjects in State Junior High Schools in Sleman Regency is in the sufficient and good categories, namely 50.00%. State Junior High Schools in Sleman Regency have implemented the Merdeka Belajar Curriculum in stages, and have implemented Project-Based Learning which is one of the learning activities in the Merdeka Belajar Curriculum. (2) The obstacles in the implementation of the Merdeka Belajar Curriculum in the Physical Education, Sports and Health subject in State Junior High Schools in Sleman Regency are that teachers are still difficult to instill the 6 characters of the Pancasila Student Profile to students with the various characteristics that each student has. In addition, from the observations made by researchers, it can also be seen that teachers have not been able to get out of their comfort zone in teaching, as it can be seen that in teaching they are still comfortable with using the method and the teacher's lack of ability to use learning media, this can be seen when the teacher teaches mostly only explaining the material and then giving assignments to students. (3) The solution carried out in the implementation of the Merdeka Belajar Curriculum in Physical Education, Sports and Health subjects at State Junior High Schools in Sleman Regency is that teachers look for information or references about learning assessments and regularly attend training on the implementation of the Merdeka Belajar Curriculum held.

The challenges of Physical Education, Sports, and Health Teachers in Integrating the Technological Pedagogical Content Knowledge Model in 21st Century Physical Education Learning at Islamic Elementary Schools (Madrasah Ibtidaiyah)

The challenges of Physical Education, Sports, and Health Teachers in Integrating the Technological Pedagogical Content Knowledge Model in 21st Century Physical Education Learning at Islamic Elementary Schools (Madrasah Ibtidaiyah)

Opinions on grading and difficulties encountered by physical education and health teachers in relation to assessment

ABSTRACT Background: Assessment plays a key role in quality physical education and health [PEH; Leirhaug and Annerstedt (2016. “Assessing with New Eyes? Assessment for Learning in Norwegian Physical Education.” Physical Education and Sport Pedagogy 21 (6): 616–631. https://doi.org/10.1080/17408989.2015.1095871)]. López-Pastor et al. (2013. “Alternative Assessment in Physical Education: A Review of International Literature.” Sport Education and Society 18 (1): 57–76. https://doi.org/10.1080/13573322.2012.713860) identify assessment as ‘one of the most fraught and troublesome issues physical educators have had to deal with over the past 40 years or so’ (57). Three main issues emerged from studies conducted in the last 15 years on PEH teachers’ assessment practices: (1) a lack of consistency between what is taught and what is assessed [Borghouts et al. (2016. “Assessment Quality and Practices in Secondary PE in the Netherlands.” Physical Education and Sport Pedagogy 22 (5): 473–489. https://doi.org/10.1080/17408989.2016.1241226); Svennberg et al. (2018. “Swedish PE Teachers Struggle with Assessment in a Criterion-Referenced Grading System.” Sport, Education and Society 23 (4): 381–393. https://doi.org/10.1080/13573322.2016.1200025); Williams et al. (2020. “‘I Think Everyone Is on Board with Changing How We Do Things, But We Are Yet to Find a Best Fit Model’: A Figurational Study of Assessing Games and Sport in Physical Education.” Sport, Education and Society 26 (3): 253–266. https://doi.org/10.1080/13573322.2020.1716212)); (2) a lack of knowledge among PEH teachers regarding assessment[(Borghouts et al. (2016. “Assessment Quality and Practices in Secondary PE in the Netherlands.” Physical Education and Sport Pedagogy 22 (5): 473–489. https://doi.org/10.1080/17408989.2016.1241226); Williams et al. (2020. “‘I Think Everyone Is on Board with Changing How We Do Things, But We Are Yet to Find a Best Fit Model’: A Figurational Study of Assessing Games and Sport in Physical Education.” Sport, Education and Society 26 (3): 253–266. https://doi.org/10.1080/13573322.2020.1716212)] and (3) the often intuitive and subjective nature of assessment [Borghouts et al. (2016. “Assessment Quality and Practices in Secondary PE in the Netherlands.” Physical Education and Sport Pedagogy 22 (5): 473–489. https://doi.org/10.1080/17408989.2016.1241226); Dinan-Thompson and Penney (2015. “Assessment Literacy in Primary Physical Education.” European Physical Education Review 21 (4): 485–503. https://doi.org/10.1177/1356336X15584087)]. Objectives: This article aims to describe: (1) the main difficulties encountered by PEH teachers regarding their assessment practices and (2) their opinions of the grading process in PEH. Method: An exploratory sequential mixed-method research design [Creswell (2014. Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. 4th ed. Thousand Oaks, CA: SAGE Publications] was used with PEH teachers to meet the objectives of this study. The first phase of the research, the qualitative phase, consisted of a 45-min semi-structured individual interview (n = 11) followed by a 60-min interview with the double [n = 10; Brau-Antony et al. (2014. “Curriculum en Éducation Physique et Sportive et évaluation certificative au baccalauréat.” Questions Vives 22:1–16. https://doi.org/10.4000/questionsvives.1596)]. The inductive content analyses [Creswell (2014. Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. 4th ed. Thousand Oaks, CA: SAGE Publications); L’Écuyer (1990. Méthodologie de l’analyse développementale de contenu: Méthode GPS et concept de soi. Québec: Presses de l’Université du Québec)] of these two interviews allowed us to develop the questionnaire used in the second phase of the research, the quantitative phase (n = 164). The data were exported into IBM SPSS statistics Version 27 software to make descriptive analyses (frequencies and means) and advanced statistical analyses (Chi-square test, Kruskall–Wallis test and two-tailed Kendall's Tau-B test). Findings: Three main difficulties to asessing in PEH are identified by teachers: (1) assessing in health education; (2) unclear ministerial expectations for assessment and (3) the cumbersome competency assessment process. Advanced statistical analyses also show that early-career teachers experience more difficulties. Two main opinions about grading also emerge from the data: (1) grading in PEH allows to see the progress of the students and (2) the lack of guidelines for grading makes it very subjective. Conclusion: In conclusion, this study contributes to existing knowledge about assessment in PEH from several perspectives. From a pre-service perspective, it seems imperative to address assessment with its challenges so that early-career teachers can adequately define their conception of assessment and its purposes. From a governmental and political perspective, it would be relevant for teachers to have clear guidelines for assessment. Finally, from a research perspective and to contribute to the improvement of assessment processes, we claim that there is an important need for future action research, which is to establish collaborations with PEH teachers to develop and experiment with simple and effective strategies to respond to certain difficulties arising from our results.

Teacher attitudes towards evidence-based practices for social, emotional and mental health difficulties in school and association with teacher academic research engagement

ABSTRACT The study examined the association between teacher engagement with academic research to inform practice for pupils with Social Emotional Mental Health Difficulties (SEMHD) and teacher attitudes towards the adoption of evidence-based practices (EBP) for pupils with SEMHD in a sample (n = 79) of undergraduate and postgraduate primary school trainee teachers in England, UK. A questionnaire was used to assess teachers’ academic research engagement operationalised as positive attitudes towards academic research, use of academic research, and knowledge about research. The Evidence-based Practice Attitude Scale (EBPAS) was used to examine attitudes towards EBP. The findings showed that while appreciation of academic research in the sample was high, the use of academic research to inform practice and knowledge about research was low. A positive attitude towards academic research, less scepticism towards the value of academic research to inform school practice, and high research knowledge was associated with a more positive attitude towards EBP. More scepticism towards academic research to inform school practice for SEMHD and weaker understanding of research methods was linked to more scepticism about the relevance of EBP for school practice. The findings have implications for pre-service and in-service teacher training on SEMHD and the implementation of EBP for SEMHD in schools.

Survey on the Availability of Facilities and Infrastructure and Active Participation of Physical Education, Sports and Health Teachers in Teacher Deliberation (MGMP) on Their Performance and Professional Competence at Junior High Schools in Sorong City

This study aims to obtain an overview of the availability of facilities and infrastructure and the active participation of Physical Education, Sports, and Health teachers in Teacher Deliberation (MGMP) on their performance and competence at Junior High Schools in Sorong City. This qualitative descriptive research is quantified. The population of this research was 30 Physical Education, Sports and Health teachers at Junior High Schools teachers in Sorong City. The sample in this study was 30 people who were chosen through total sampling technique. The instrument used was a closed questionnaire distributed through Google form. The results of the research and discussion can be concluded as follows: (1) The classification of facilities and infrastructure with the highest frequency of 18 with the highest relative value of 59.5% shows that the facilities and infrastructure of junior high schools in Sorong City is included in the low category. (2) The classification of active participation of Physical Education, Sports and Health teachers in teacher deliberation (MGMP) by looking at the highest relative frequency of 8 and the highest relative value of 26.67% shows a high category. (3) The classification of the performance of Physical Education, Sports, and Health teachers by looking at the highest relative value of 17 and the frequency of the frequency value of 56.67% shows a very high category. (4) the classification of the professional competence of Physical Education, Sports, and Health teachers based on the highest frequency of 11 and the highest relative value of 36.67% shows a high category. Based on these results, it can be concluded that facilities and infrastructure and Physical Education, Sports, and Health teacher deliberation influence each other on performance and professional competence of Physical Education, Sports, and Health teachers at Junior High Schools in Sorong City with a contribution amount of 55.1%, or it is categorized as low.