Primary School Teachers Research Articles

Psychometric evaluation of DASS versions among Spanish and Chinese teachers using explanatory structural equation modeling (ESEM)

BackgroundTeachers in demanding work environments are prone to anxiety, depression, and stress. Validated measures across different cultural contexts are required. This study validated the 21-item Depression, Anxiety and Stress Scale (DASS-21) and DASS-12 and DASS-8 among Spanish and Chinese primary school teachers. MethodsA total of 3930 primary school teachers were recruited, comprising samples from Spain (n = 1350) and China (n = 2580). Scale structure was analyzed using confirmatory factor analysis (CFA) and exploratory structural equation modeling (ESEM). Model comparisons were conducted to identify the best-fitting factor structure. Convergent and discriminant validity were examined, and concurrent validity was assessed using emotional exhaustion as a criterion variable. Optimal diagnostic thresholds were established through latent profile analysis (LPA) and receiver operating characteristic (ROC) analysis. ResultsAmong the tested factor structures (unidimensional, oblique three-factor, ESEM, bifactor, and bifactor ESEM models), the ESEM model demonstrated superior fit indices, supporting acceptable factorial validity among both Spanish and Chinese samples. The DASS versions in the ESEM structure exhibited strong convergent, discriminant, and concurrent validity in the Spanish sample, while showing relatively weaker validity indices in the Chinese sample. Notably, the empirically derived cutoff scores for DASS-21 sub-dimensions among teachers were substantially higher than the originally recommended thresholds. ConclusionThe three DASS versions effectively assessed three psychological disorders among Spanish teachers, while in the Chinese sample, the DASS instruments appear useful for measuring distress, though caution is recommended when using individual subscale scores.

PREPARATION FOR EDUCATIONAL ACTIVITY BASED ON DEVELOPING CRITICAL THINKING OF FUTURE PRIMARY CLASS TEACHERS

This article discusses the types of critical thinking, critical thinking in the preparation of future primary school teachers, and critical thinking is the concept of objective thinking, which combines various types of human intelligence.

DEVELOPMENT OF INDEPENDENT AND CREATIVE ACTIVITIES AND SKILLS OF FUTURE PRIMARY SCHOOL TEACHERS BASED ON A COMPETENCY-BASED APPROACH

This article explores the development of independent and creative activity of mastery of future primary school teachers based on the competency-based approach, it considers the process of creative activity of mastery of future primary school teachers. Key approaches such as the competency-based approach are discussed. The study results allow us to better understand the development of independent and creative activity of mastery of future primary school teachers based on the competency-based approach.

INNOVATIVE TECHNOLOGIES FOR DEVELOPING THE PROFESSIONAL-SUBJECTIVE POSITION OF PRIMARY CLASS TEACHERS

In this article, the content and essence of innovative technologies for the development of the professional and subjective position of primary school teachers is detailed. The concepts of teacher's position, subjectivity, and professionalism are explained. It is based on innovative technologies of professional-subjective position development.

Academic Dishonesty from the Perspective of Primary School Teachers

Abstract Introduction: Academic dishonesty is addressed by various experts in pedagogy and psychology who seek to preserve academic integrity in accordance with the moral and ethical principles of contemporary society. Methods: The intention of the research was to find out how teachers evaluate different types of cheating by students during class, how they react to different types of academic dishonesty, and how they themselves were dishonest during their time in college. Teachers (N=272, mean age 40.85 years) responded on a 5-point Likert scale the attitudes towards morality, but also whether students cheated or self-reported their academic dishonesty when they were students. Results: Factor analysis indicated the existence of 4 factors of teachers’ moral beliefs (Trust in implicit morality, Teacher-given morality, Need for explicit rules, and Internalization of moral principles), which were correlated with students’ assessment of academic dishonesty (Use of external resources, Cooperation) and with teachers’ self-reported academic dishonesty (Utilitarianism, Unauthorized advantage, and Helping others). Discussion: The research findings suggest that teachers should focus more on understanding their pupils’ behaviour rather than condemning or punishing academic dishonesty and seek to develop their moral competence. Limitations: The research sample size is not representative, also the research method is not standardized. Conclusions: The role of teachers is to apply teaching strategies that will promote honest and responsible student behaviour.

Investigating the Implementation of English as the Medium of Instruction Policy at the Lower Primary Level: A Case of Nyabihu District in Rwanda

This study investigated the implementation and effectiveness of the English as the Medium of Instruction (EMI) policy in Rwanda's lower primary education system, specifically from primary one to primary three. The introduction provides a context for Rwanda's language-in-education policy, which mandates English as the primary instructional language. The study aimed to assess whether this policy is followed in practice and to identify challenges and pedagogical practices associated with its implementation. The theoretical framework was based on Krashen's comprehensible input hypothesis, emphasizing the importance of using the target language in classroom interactions to aid language acquisition. The research design adopted was a qualitative case study focusing on Nyabihu District, involving a study population of lower primary school teachers and students. Purposive sampling was the method employed in order to use a small population to gain a thorough understanding of the case. Teachers with at least two years of experience in the classroom were used in the study. The researcher needed teachers who were familiar with the language policy of instruction in Rwandan schools and had firsthand experience with the phenomenon, so this was necessary. The study involved 75 participants in total, including 25 teachers and 50 students or pupils. Data were collected through classroom observations, interviews, and analysis of policy documents. Data analysis revealed a significant gap between the theoretical policy and actual classroom practices. Despite the policy, teachers frequently used both Kinyarwanda (L1) and English (L2) in their instruction due to students' limited English proficiency. The study identified several challenges, including lack of policy enforcement, the monolingual nature of classrooms, and teachers' preference for using the Rwandan language. Common pedagogical practices included safe talk, code-switching, simultaneous use of both languages, and translation. Key findings indicated that the EMI policy is not strictly adhered to in practice, and several factors hinder its effective implementation. The study recommends stricter policy enforcement, improvements in English language instruction, increased use of L1 as the medium of instruction, and the creation of an English-friendly learning environment to enhance English usage at the lower primary level. The study's findings provide valuable insights for educators and policymakers, highlighting the need for practical solutions to address the challenges of implementing EMI in Rwanda's lower primary education system.

THE GOALS AND OBJECTIVES OF INTEGRATED CLASSES IN ELEMENTARY SCHOOL TECHNOLOGY CLASSES AND THE IMPORTANCE OF INTERDISCIPLINARY COMMUNICATION

This article is currently talking a lot about the integration of Primary School Education. This concept is characterized by the perception of the universe around a small schoolboy as a whole, for him not by the name of Natural Science, Russian language, mathematics, reading literacy and other educational sciences, but by the curiosity of the variety of sounds, colors, volumes of objects of the surrounding universe. The teacher feels and knows that students need to be taught to see the connection of nature and everything in everyday life. In the process of passing the subject of tenology, the teacher provides education, upbringing, forms some characteristic of students. It is in the process of fulfilling those goals in practice that several disciplines are addressed.Therefore, questions such as whether educational integration meets the current demand, how to organize it, are gaining relevance.

Some Measures to Develop Abstract and Generalizing Thinking for 4th-Grade Students in Teaching the Topic of Calculations with Fractions

Developing abstract and generalizing thinking is an important skill that helps people approach problems more comprehensively, creatively, and effectively in study, work, and life. In the modern world, we often face large and complex amounts of information. The ability to abstract helps us filter out unnecessary details, focusing only on important factors. Generalization helps us simplify information, making them easier to understand and manage. Grade 4 Math has a lot of potential to develop abstract and generalizing thinking for students.This article proposes some measures to train students' abstract and generalizing thinking in teaching the topic of fraction operations in grade 4. These are also some suggestions for managers and teachers of primary schools in Vietnam to improve the quality of teaching Mathematics in general.

Teaching Decimal Operations to Develop Mathematical Thinking and Reasoning Competency for Primary School Students in Vietnam

Vietnam is in the process of comprehensively reforming education. In 2018, the Vietnamese Ministry of Education and Training issued the General Education Program. In addition to general competencies, the 2018 General Education Program also aims to develop specific competencies for students, including mathematical competency. Mathematical competency includes 5 component competencies: mathematical thinking and reasoning; mathematical modeling competency; mathematical problem solving competency; mathematical communication competency; competency in using mathematical tools and means. This article presents some measures to develop mathematical thinking and reasoning competency for 5th grade students through teaching the content of calculations with decimals in primary school. These are also some suggestions for managers and teachers of primary schools in Vietnam to improve the quality of teaching Mathematics in general.

Preparing future primary school teachers to solve the problem of historical education of primary schoolchildren with the main focus on the formation of historical memory: Methodological and tech-nological aspects

Introduction. The article deals with the problem of preparing future teachers for delivering historical education and the formation of historical memory in primary schoolchildren. The purpose of the article is to clarify methodological and technological aspects of preparing future primary school teachers to solve the problem of historical education of primary schoolchildren with the main focus on the formation of historical memory. Materials and Methods. The study follows the value-semantic approach. The research methods employed include the survey, the unfinished sentence method, statistical methods and content analysis. Results. The authors summarized the existing theoretical research on this problem, identified the level of future teachers’ awareness about the history of our country, justified the need to apply a value-semantic approach to the process of preparing students for delivering historical education in primary school with the main focus on the formation of historical memory, and proposed ways of preparing students for delivering historical education. Conclusions. The authors conclude that the preparation of future teachers for historical education with the main focus on the formation of historical memory among students should be carried out on the basis of a value-semantic approach. The basis of readiness for the implementation of this process is high level of teachers’ awareness about the history of our country, as well as their understanding and practical application of the mechanism of historical education in conjunction with the formation of historical memory.

Early-career primary school teachers as ‘watched watchers’: an analysis informed by feminist surveillance studies

ABSTRACT Using concepts from feminist surveillance studies, this study followed three early-career teachers as they transitioned from an educator preparation program to professional employment as primary classroom teachers. In particular, this analysis highlights how surveillance constrained and contributed to participants’ experiences and available subjectivities. Outcomes suggest experiences of surveillance significantly influenced the early-career teachers’ negotiations of personal and professional selves, contributing to workplace compliance and uniformity, as well as impacting their well-being. Understanding participants’ experiences as young women and new teachers amid school spaces saturated with various forms of surveillance can contribute to a better-informed perspective for supporting early-career teachers.

Kenyan teachers’ experiences of an online professional development program across rural, peri-urban, and urban settings

The present study investigated Kenyan primary school teachers’ learning and experiences with an online blended teacher professional development (TPD) program targeting early literacy instruction across three contexts rural, peri-urban, and urban environments. In addition, examination of resources and the physical environment available to teachers in each of these contexts was compared for a subsample of the schools. Overall, following the TPD, teachers demonstrated gains in domain knowledge and confidence teaching literacy content and they perceived working with technology positively. These outcomes did not differ as a function of context. Examination of resources and physical environments of classrooms highlighted a significant lack of resources both in general and in particular with respect to enhancing literacy, with these shortfalls evident across all three contexts.

The Strategy of Driving School Principals as Transformational Leaders in Improving Teacher Professionalism and the Quality of Education in Elementary Schools

This research aims to describe the results of a literature review regarding the strategies of driving school principals as transformational leaders to improve teacher professionalism and the quality of education in elementary schools (SD). This research uses a Narrative Literature Review (NLR) approach with stages: identification of data sources, data selection and analysis process, synthesis and interpretation of findings. The NLR results show that there are three main strategies for driving school principals as transformational leaders in an effort to improve teacher professionalism and the quality of education. The three strategies are, namely, developing programs to increase teacher professionalism in a targeted manner, encouraging a collaborative culture and continuous learning, and providing ongoing encouragement and guidance. These strategies have specificities in terms of programs, which include the approach taken, practical activities, and monitoring and evaluation activities. These strategies encourage increased teacher professionalism and the quality of education in elementary schools. This increase will have an impact on improving the quality of learning and the quality of primary school education outcomes.

Collaborative approaches to health education: perspectives of parents and teachers on self-care and managing common health issues in UK primary schools

BackgroundHealth education in primary schools plays a critical role in equipping children with essential self-care skills, fostering health literacy, and addressing social determinants of health. This study explores the perspectives of parents and teachers on teaching self-care and managing common health issues in UK primary schools. Despite the recognized importance of health education, there is limited research on how self-care education is perceived and implemented in the primary school setting.MethodsA qualitative study was conducted using semi-structured interviews with 18 participants, including 9 generalist primary teachers and 9 parents from diverse educational and socioeconomic contexts in the West Midlands, East Midlands, Northwest, and London of England. Participants were recruited via social media and professional networks, and interviews were conducted via video conferencing platforms. Data were thematically analysed using NVivo 12 to identify recurring themes related to the delivery and impact of self-care education in primary schools.ResultsTeachers and parents highlighted key self-care topics, including hygiene, managing common illnesses like colds and cuts, and mental well-being. There was a consensus on the importance of self-care education, but views diverged on whether the responsibility should lie primarily with schools, parents, or a collaborative approach. Teachers expressed concerns about their preparedness to teach sensitive topics, citing a lack of training and resources. Socioeconomic and religious contexts further influenced perceptions, with participants emphasising further importance of school-led self-care education for children from lower socioeconomic backgrounds. Strengths were identified in current self-care education efforts, particularly in practical lessons that empower children with age-appropriate skills.ConclusionsThis study highlights the critical need for comprehensive and collaborative health education in primary schools to promote health literacy and reduce health disparities. Enhancing teacher training, integrating self-care topics into the primary curriculum, and fostering stronger partnerships between schools and families are essential to improving the quality and consistency of self-care education. Policymakers should consider implementing mandatory health education training in teacher education programs and providing ongoing professional development to support teachers. By addressing these gaps, schools can play a pivotal role in preparing children for lifelong health management, reducing the burden on healthcare services, and supporting public health objectives.

TECHNOLOGY LITERACY AMONG PRIMARY SCHOOL TEACHERS FOR ENHANCING NUMERACY AND LITERACY SKILLS OF EARLY-GRADE PUPILS WITH HEARING IMPAIRMENTS IN TANZANIA

Information Communication Technologies (ICTs) have significantly transformed the educational landscape, and offer substantial benefits for learners with special needs including those with hearing impairments. The primary purpose of this research was to determine the technological literacy level among primary school teachers in using ICTs to support literacy and numeracy skills among learners with hearing impairments and compare them based on demographic information. A quantitative analysis approach was used, involving 121 teachers from the deaf unit primary school who completed a self-rating questionnaire based on the Technology Literacy Assessment Scale developed by UNESCO. Both mean scores, the Mann-Whitney U test, and the Kruskal-Walli’s test were used to compare teachers’ technological literacy using ICTs. The results indicated that teachers' demographic information is significantly related to technological literacy at the p=0.05 level. The results found that female teachers had higher technological literacy than male teachers. Also, teachers with lower education levels were found to have higher technological literacy than those with higher levels of education. Among the teacher characteristics, working experience and age were found to have no significant difference with technology literacy as they had p-values of 0.313 and 0.212 respectively. Interestingly, teachers who specialized in special needs education were found to have higher technological literacy than those who didn’t specialize in special needs education. The findings revealed that technology literacy among primary teachers who teach pupils with hearing impairments was high, which signifies confidence in basic ICT skills for enhancing literacy and numeracy skills among learners with hearing impairments. However, incompetence levels were found in integrating ICT in organization and administration, especially in managing individual variation among pupils with hearing impairments, and curriculum and assessment had lower mean scores than other elements of the UNESCO ICT-CFT areas. These findings suggest that adaptive and personalized learning systems are essential, and comprehensive training regarding ICT integration specifically tailored for teaching pupils with hearing impairments is needed for effective classroom usage.

Appraisal of Compliance to Implementation of National Language Policy as it Affects Yoruba Language in FCT Primary and Secondary Schools

Despite the fact that the National policy on Education has for years unequivocally stated the importance of Nigerian Languages in effective and functional teaching and learning in primary and secondary schools, governments at various levels and other implementers of the language policy has been reluctant to implement its content to the letter. Consequently, teaching and learning of Nigerian Languages, including Yoruba has suffered a serious setback. The focus of this research is the appraisal of the compliance level of the Federal Capital Territory (FCT) education policy makers, stakeholders and school administrators to the teaching of Yoruba language in FCT primary and secondary schools, using eighteen (18) randomly selected schools as areas of study. Those primary and secondary schools were selected across the six Area Councils with consideration for the urbanity and rurality of the school environment to achieve reliable and valid results. Questionnaires were distributed and analyzed; Descriptive Survey Design was employed for the analysis and frequency count, percentage and mean were used to arrive at reliable results. The outcome of the research was used to illuminate how the low compliance to the implementation of the National Language Policy in FCT has militated against proper teaching of Yoruba language in FCT government primary and secondary schools.

Challenges experienced by remedial education program in peri-urban primary schools in Zimbabwe. Case study of Riki Primary School in Mashonaland Province, Seke District.

The major concern of the study was that despite having remedial education programs in Zimbabwe schools, the performance in peri-urban primary schools is not below expectation. The purpose was to examine the challenges experienced by remedial education programs in peri-urban primary schools as perceived by remedial teachers, and school administrators. The study used document analysis as the foundation of data collection. Interview questions were used to collect data from teachers and school administrators. Focus group discussions was used to collect data from teachers through using ZOOM online meeting. Qualitative thematic analysis was used to analyze the collected data. The collected data was clustered into themes in line with the study objectives. The findings identified challenges such as lack of remedial learning resources, stigma and discrimination, class size, facilitator expertise, and high teacher-learner ratio. Therefore, the study concluded that remedial education in Zimbabwe's peri-urban primary schools was ineffective. The study recommended that there is need for the government through the Ministry of Education to revise and review the Zimbabwe school remediation policy, train teachers on how to administer remedial lessons, and provide adequate support to promote effective remedial education.

PEDAGOGICAL LANGUAGE AND COMMUNICATIVE COMPETENCE OF THE FUTURE TEACHER OF PRIMARY GRADES AS THE ABILITY TO INTERACT WITH STUDENTS

The article reveals the problem of pedagogical linguistic and communicative competence of the future primary school teacher as the ability to interact with students. The trend of extensive development of scientific research on the problem of communication, their quantitative growth, selection of new aspects of analysis, development of the problem of communication within psychology and pedagogy was noted. It is proposed to consider the research problem from the standpoint of the connection between communication and learning. The process of interactions, which belongs to the sphere of feelings and perceptions that underlie group behavior and the content of interactions, is highlighted. Two forms of pedagogical interaction are distinguished, respectively: communication, each of which is based on the model of “subject-subject relationship” as their generic commonality. It was revealed that pedagogical interaction in the form of communication presupposes the assignment of the functional and role positions of the participants. It is inserted that the teacher is assigned the functions of purposeful and systematic pedagogical influence, selection and arrangement of educational information, choice of methods and means of its transmission. The contact nature of pedagogical communication is emphasized, the main feature of which in the learning process is the establishment of special relationships between the teacher and the student, the essence of which is dialogue. It has been established that the concept of pedagogical linguistic and communicative competence appears to us in the form of a three-component model, which is based on the humanistic value disposition of the individual. It has been proven that effective forms of language and communication training are socio-psychological training, business games or simulation games, group discussion, seminars, selective components, pedagogical practice. It has been proven that the problem of developing communicative competence integrates three aspects: linguistic and communicative competence of the acquirers, pedagogical linguistic and communicative competence of the acquirer, linguistic and communicative competence of both the teacher and the student.

Effectiveness of government policy interventions towards enhancing access to pre-primary and primary education by street children in North Rift Kenya

An estimated 150 million children live on the streets globally, with many not enrolled in school. This growing issue requires urgent attention. UN Sustainable Development Goal 4, Target 5, aims to eliminate educational disparities for marginalized groups like street children, emphasizing the need to address prejudice in education access.The Kenyan government has developed measures to improve all children's access to education, particularly at the pre-primary and primary levels, in light of its signature on the United Nations convention. Government funding for the creation and execution of policy initiatives targeted at improving the access to education for these socially marginalised populations has been consistently large. Many street children still do not go to school though. In this regard a study was conducted to assess the effectiveness of government policy interventions towards enhancing access to pre-primary and primary education by street children. The study used mixed method research and pragmatic paradigm. By using both purposeful and random sampling, a sample size of 322 was selected. The respondents comprised of Street children, county directors of education, quality assurance officers, officers in the Department of Children Welfare, urban primary school teachers, non-governmental organisations, and community-based organisations that assist street children. Data was collected using observation guides, in-depth interviews, and questionnaires. Descriptive and inferential statistics as well as theme analysis were used to analyse the data, respectively. The results showed a statistically significant relationship between government policy interventions and street children's access to pre-primary and primary education in North Rift Kenya; specifically, the national pre-primary education policy had a Pearson correlation coefficient of 0.711, while the inclusive education policy had a coefficient of 1.0. The research additionally demonstrated the necessity of reinforcing the involvement of other relevant parties in improving street children's access to pre-primary and primary education.

Analysis of digital capital for social inclusion in educational context

AbstractThis paper focuses on one of the aspects most investigated and monitored in recent years by the Digital Economy and Society Index on the digitisation process in Europe—human capital, with an in‐depth focus on primary school teachers. Human capital is one dimension underlying school digital capital, closely related to integrating digital into daily practices. Starting from this framework, the paper will present the results of a survey on the digital competencies of teachers from five European countries (Italy, Spain, Lithuania, Romania and Poland), carried out in the framework of the European project Erasmus+ CAVE (Communication and Visual Education in homeschooling). This survey is preparatory to a training intervention and didactic experimentation on digital education, foreseen in the project, and used as a theoretical framework of reference for the DigCompEdu survey, promoted by the European Commission. The teachers' profiles, as the output of the research, will be able to give stakeholders a picture of the investment of schools and teachers, in terms of the application of digital competencies on different educational processes: classroom teaching, assessment, professional training, preparation of teaching materials for the lesson and the implementation of competencies, including digital ones, of students.