Secondary School Teachers Research Articles

Immunosuppressive medication adherence and affecting factors in solid organ transplantation patients: a mixed-methods study

Objectives: Transplantation is a form of treatment that requires long-term pharmacotherapy. After transplantation, patients may have difficulty adapting to medication use for various reasons, and this may result in rejection. The aim of this study is to determine participants’ medication compliance and the factors affecting it. Methods: The research was conducted with a sequential explanatory mixed method. In the study, quantitative data were collected using the Turkish Immunosuppressive Medication Adherence Scale, and qualitative data were collected using the In-Depth Individual Interview Guide. Quantitative data were analyzed using statistical methods, and qualitative data were examined according to Braun and Clarke's thematic analysis framework. Results: In this study, 62.3% of the participants were male, 37.0% were 50 years old and over, 71.3% lived with their spouse, 54.0% had primary and secondary school education, and 42.0% could not work due to their current health condition. From a clinical perspective, it was determined that 78% of the transplants were kidney transplants, and 41.3% were more than 4 years after transplantation. 74.3% of the transplants were from living donors. The mean score of the immunosuppressive medication compliance scale was determined to be 40.91±4.09. In the qualitative data analysis of the study, factors affecting medication adherence were examined and the themes of "individual factors", "complexity of the regimen" and "social support resources" were obtained. The sub-themes of the individual factors theme are reluctance, hopelessness and addiction; Sub-themes of the complexity of the regimen theme are drug side effects and polypharmacy; The sub-themes of the social support resources theme are loneliness and family pressure. Conclusions: The factors influencing medication adherence among organ transplant recipients have been investigated, revealing that adherence levels vary significantly depending on various factors. These findings underscore the importance of tailored care strategies and individualized support approaches.

Artistic expression as a property of resonant musical experience: an interview study with upper secondary school music teachers

Background The curriculum for the courses given at the music specialization of the upper secondary school’s aesthetic program in Sweden includes the concept of artistic expression (AE). Being a criterion for assessment, no definition is provided by the National Agency of Education and there exists no consensus of how to interpret artistic expression among music teachers and music teacher students. Methods In order to explore how teachers understand, teach, and assess the concept and phenomenon of artistic expression, twelve qualitative interviews with music teachers were conducted and analyzed through an open coding process. Results The findings show that the concept of artistic expression is multifaceted and evasive. The results focus on two analytic threads: (i) situatedness and (ii) entanglement. (i) AE is situated due to context-specific parameters which underpins the meaning of the concept in this particular educational setting. (ii) Furthermore, the phenomenon of artistic expression is entangled (a) with the ongoing relationship between teacher and student, and (b) in a temporally unfolding and interactive musical event. The phenomenon of artistic expression as entangled is discussed, primarily through Hartmut Rosa’s concept of resonance, which brings into focus the intersubjective character of aesthetic experience. Doing so questions understandings of – and assessment procedures surrounding – artistic expression that relies on skill-based interpretations or reductions of entanglement. One example of such reduction is assessment of recordings of student performances which limits (a) the relational perspective (if assessed by a third person) or (b) the entanglement with the musical event. The perspective of resonance brings forth the teacher’s role during a student performance as characterized by self-efficacy and active listening, thus co-constitutive of artistic expression. Conclusions The article concludes with reflections on how the findings may contribute to the continuous discussion on how scientific grounding and proven experience may inform both the music education at upper secondary school and music teacher education. The concept of resonance provides a possibility to reframe conceptions of artistic competence in art education as being grounded in intersubjective and relational terms, rather than being reified as a set of measurable skills, an understanding which in turn risks replacing learning with criteria compliance.

Viral Sphere: Fostering Healthy Social Media Practice Through Playful Simulation

In this paper, we present the development of a learning game, Viral Sphere, aimed at stimulating discussions on the European General Data Protection Regulation (GDPR) among secondary school students and educators. Our game consists of a fictional social media platform, displaying a network diagram to illustrate the spreading of data. Our design aims at promoting informed decision making, through interactive scenario-based learning. Players navigate real-life inspired situations, simulating posting on social media platforms and related consequences, as data spread beyond their immediate network. Data from testing with students, shows that our gameplay can facilitate meaningful conversations about GDPR in a relatable manner.

Assessing the Challenges in Managing School Funds for Heads of Secondary Schools in Kilolo District, Tanzania

This study sought to identify the “Challenges in Managing School Funds for Heads of Secondary Schools in Kilolo District, Tanzania” through a mixed approach with the population of one District educational officer, six heads of schools, six school bursars and sixty-three secondary school teachers who obtained through purposive sampling and simple random techniques. Questionnaires and interviews used to collect data. Data analysed through thematic analysis and descriptive statistics with the aid of the Statistical Package for Social Sciences (SPSS) computer software. The findings found that heads of secondary schools faced numerous challenges such as inadequate funds from the government, inconsistencies disbursement of money from the government and bureaucracy. In addition, distance (remoteness of the schools), transport cost and time consumer when heads of schools needs procurement budgets approved from the District Educational Officer, poor support from the parents and some staff as well as denying school management training on financial management issues were among the challenges. Lastly, the findings found that training, workshops, provision of seminars will enhancing the heads of schools’ financial management literacy. Moreover, heads of schools should involve other staff members, school management team (SMT), and the use of educational financial guidelines as a source of knowledge and skills to manage schools’ fiscal resources. It also recommended that the heads of schools should adhere to the proper practices of financial management through monetary auditing. Likewise, Tanzania government should provide managerial training, workshops and seminars as the best strategies to diminish financial management challenges as well as introducing financial management courses in teachers’ colleges and universities prepare experts in the schools’ financial management activities.

माध्यमिक स्तरीय शिक्षकों में सतत एवं व्यापक मूल्याँकन प्रक्रिया सम्बन्धितज्ञान एवं अभिवृत्ति का अध्ययन

The purpose of the research investigation was to study the knowledge and attitude of the secondary level teachers regarding continuous and comprehensive evaluation process. The study was conducted on 100 randomly selected secondary level teachers of Lucknow and Sitapur district. The investigation was done with the help of tools constructed by the researcher. There were four parts and thirty items/questions in the tool used to collect the data section “A” of the tool was investigating the knowledge of secondary school teachers about continuous and comprehensive evaluation process. Section “B” of the tool was investigating the priorities of secondary school teachers about methods and strategies to conduct continuous and comprehensive evaluation process. The thired part “C” of the tool was investigating the knowledge of secondary school teachers about the construction/administration of tools related to continuous and comprehensive evaluation. Part four “D” of the tool consisted of items related to the attitude of the secondary school teachers towards continuous and comprehensive evaluation process. Analysis of data was done with the help of percentage. It was concluded from the study that teachers of secondary level had satisfactory knowledge about continuous and comprehensive evaluation process, tool construction, process of evaluation as well as they showed a positive attitude towards continuous and comprehensive evaluation process

Exploring Tanzanian Secondary School Teachers Experiences for Implementing the Current Practical Examination Instructions

Exploring Tanzanian Secondary School Teachers Experiences for Implementing the Current Practical Examination Instructions

Factors Affecting the Teaching of Comprehensive Sexuality Education among Secondary School Teachers

The study examined the factors influencing the teaching of comprehensive sexuality education (CSE) among secondary school teachers in Mpongwe District, Copperbelt Province, Zambia. It utilized a cross-sectional survey method involving 185 participants from secondary schools in the district, selected through convenience sampling. Structured questionnaires were administered to gather data on various factors impacting the teaching of CSE. Results indicated that management factors, including training in CSE, access to resources, and support from school management, significantly influenced participants’ comfort and competence in teaching CSE. Cultural factors were identified as barriers to teachers’ comfort in delivering CSE content. Interestingly, demographic factors such as gender, professional qualifications, and length of service did not affect participants’ comfort in teaching CSE, although age emerged as a significant factor, with younger teachers feeling more at ease with teaching CSE compared to their older counterparts.

The Impact of Retention Strategies on the Performance of Teachers in Private Secondary Schools: A Case of Dodoma City, Tanzania

The presence of persistent needs for motivated teaching staff to uphold the standards of education at secondary schools poses a significant challenge concerning the retention of competent teachers in private secondary schools. Teacher turnover poses significant tests for educational establishments, affecting both the stability of the schools and the quality of education provided. Like other educational institutions, the prevailing competition to recruit and retain highly qualified teachers, private secondary schools face the problem of maintaining competent teachers within a context characterized by higher rates of staff turnover. This article is to provide a comprehensive theoretical evaluation of strategies to sustain teachers' retention in private secondary schools by assessing the potential advantages associated with the implementation of effective retention measures. Moreover, the study probed into the existing literature to explore many retention features including, professional growth opportunities, organizational culture, leadership, and compensation to provide insights into the formulation of effective retention strategies to be applied by schools. By gaining a comprehensive understanding of the strategies, challenges, and potential outcomes, school management and educational policymakers can advance the efficacy, prosperity, and stability of learning environments for teaching staff and students. A cross-sectional survey design and the research approach combined both qualitative and quantitative paradigms. Simple random sampling (SRS) and purposive technic were used to draw a sample of eighty (80) respondents. SRS was adopted to interrogate teachers and purposive for key informants. Data analysis was employed by use of multiple responses, multiple linear regression, and analysis of variance (ANOVA). Salary, adequate learning facilities, a welcoming environment, and leadership style were identified as retention methods by the study's findings. The survey, however, identified the following barriers to implementing teachers' retention strategies including heavy workloads, lack of chances to advance, low pay and benefits, poor working conditions, and higher workplace stresses. Despite the outlined retention strategies, implementation matters including the lack of professional development opportunities, attractive incentive packages, and work-related benefits, unfavourable working conditions, and stress brought on by heavy workloads should be adequately addressed by school management and other decision-makers if they need to retain their valuable talented teachers.

A focus on quality of teaching in schools increases students’ progress of attainment. Evidence from English secondary schools

ABSTRACT This article investigates the relationship between school-level factors associated with school quality and progress in student attainment in English secondary schools. Furthermore, it examines the relationship between frequency of classroom observation of teaching (by school leaders or by fellow teachers) in English secondary schools and progress in student attainment. It details findings of a quantitative phase of analysis within a broader mixed-methods study with the purpose of informing best practice in school development in Austria. Results suggest that students attending schools in which leaders and teachers perceive a greater emphasis on policy concerning quality of teaching tend to achieve greater progression in attainment relative to peers. Whilst frequency of classroom observation by leadership staff does not appear to be associated with progress in student attainment, students attending schools in which classroom observation is undertaken by fellow teachers with greater frequency tend to achieve greater progress in attainment relative to peers.

Students with dyslexia and bilingual students: teachers’ beliefs and attitudes on meeting their needs

ABSTRACT This study explores how teachers perceive the distinct educational needs of bilingual students and students with dyslexia in formal education. Bilingual students with a migrant background often face learning difficulties due to challenges in academic language skills. In the Greek context, it has been observed that teachers may misinterpret these difficulties as dyslexia, which results in bilingual students being expelled from mainstream classes and (mis)placed in specialised education classes intended for students with learning disorders. The current research investigates teachers’ awareness and understanding of this phenomenon, specifically focusing on the tendency to misidentify language-related challenges in bilingual students as dyslexia. The study reports on 123 secondary school teachers’ beliefs and attitudes regarding the relationship between bilingualism and dyslexia. Based on our findings, the teachers generally refer bilingual students with a migrant background to special education settings without proper substantiation because of their own inefficiency in handling bilingualism in the classroom. The findings suggest the necessity of reorienting relevant educational policies and offering adequate training to teachers on both bilingualism and dyslexia.

Influence of Work-Related Stress on the Performance of Teachers in Public Secondary Schools in Kiambu County, Kenya

Purpose: The aim of the study was to influence of work-related stress on the performance of teachers in Public Secondary Schools in Kiambu County, Kenya Methodology: The psychological well-being theory, the person-environment fit theory, and the Job Demands-Resources model served as the guiding theories for the study. The study used a descriptive survey research approach. Target population was 4288 teachers in public high schools out of which a sample size of 365 was selected using Yamane formula. The sample size was chosen using stratified random sampling method. Primary data was collected using questionnaires. To determine the validity and reliability of the questionnaires, a pilot test was carried out. Quantitative analysis of the data gathered from the surveys was conducted. Inferential and descriptive statistics was used for analysis. The data was summarized into frequencies, percentages, means and standard deviation and presented using pie charts and frequency tables. Findings: From the findings, it was established that work related stress (b=0.018, p=0.000<0.05), had a statistically significant relationship with the performance of teachers in public secondary schools in Kiambu County, Kenya. Notably, aspects such as being upset because of things have happened unexpectedly, being unable to control the important things in life, being overwhelmed by the workload significantly affected the performance of teachers in the public secondary schools. Unique Contribution to Theory, Practice and Policy: The study was guided by the person-environment fit theory. The study therefore recommended that the public secondary schools should introduce regular stress management workshops and training for teachers. These programs should focus on coping mechanisms, mindfulness, and relaxation techniques. In order to enhance the environmental mastery of teachers, the school administration needs to offer ongoing professional development opportunities that focus on enhancing adaptability, problem-solving skills, and decision-making abilities.

Fostering resilient recovery: An intervention for disaster-affected teachers in Indonesia

Disasters leave survivors at heighted risk of negative psychological consequences. Teachers require post-disaster psychosocial support, given their added responsibility for supporting their students' recovery. However, alongside coping with their own mental health, teachers often lack training to support students psychologically. This study addresses this gap by detailing an intervention designed to foster resilient recovery among secondary school teachers in Central Sulawesi, Indonesia, to enhance their ability to support both themselves and their students after a devastating earthquake/tsunami.Teachers (n = 37) from three disaster-affected schools participated in a one-day workshop exploring collective strengths and strategies to develop their own and their students’ post-disaster resilience, featuring the Tree of Life activity. Impact was evaluated using a pre-post intervention design. Findings from a three month follow up demonstrated significant improvements across various resilience-related measures, including personal resilience, community resilience, social support, adaptive coping strategies, psychological help seeking, earthquake anxiety, post-traumatic stress, complex post-traumatic stress and fatalism. Open-ended survey responses indicated that most teachers reporting subjective improvements in their own recovery and their capacity to support students psychologically. This study emphasises the importance of creating teacher interventions underpinned by disaster recovery theory, which offer practical skills to foster post-disaster psychosocial recovery. While the intervention exhibits promising initial results, future research would benefit from an evaluation using a randomised control group.

Teachers' Perspectives on the Webex Online Platform for Secondary Education During the COVID-19 Pandemic in Greece

In this study, we examine the impact of Information Systems (IS) on the COVID-19 pandemic, focusing on the utilisation of the "Webex" online platform within the Greek educational system. This assessment aims to evaluate the platform's impact on organisational performance within this industry, particularly focusing on teachers' perspectives. This paper presents original quantitative research exploring how technological advancements have facilitated distance learning driven by the COVID-19 pandemic. The research is important because it highlights the challenges faced by Greece, as shown by the Digital Economy and Society Index (DESI) indicators (1). In 2019, Greece ranked 26th out of 28 Member States, indicating outdated infrastructure and a lack of training among educators. Additionally, the country experienced a "brain drain" as a result of the 2008 Greek financial crisis, leading to skilled educators leaving the country (2). The adoption of distance learning at the secondary education level in Greece presents unique challenges as well as opportunities, according to the research. The novelty of this study is its focus on primary data gathered from secondary school teachers in relation to the country’s technological and other challenges. It provides insights into the real-world application and effectiveness of the Webex platform in an unprecedented situation. The study contributes to new knowledge by providing a detailed understanding of teachers' IT competency, their perceptions of online education, and the state's support (or lack thereof). It also highlights the psychological benefits of online education for students despite the noted challenges in attendance and achieving educational objectives. However, these lessons were not consistent for all students. Based on the statistical analysis, factors such as attendance, challenges perceived by the students, and the achievement of educational objectives were determined to be indicators of the effectiveness of online instructors. Practically, this research highlights the necessity for improved training for teachers to effectively utilise online platforms. It also recommends enhancing IT infrastructure and government support to improve online education. Teachers expressed openness to training seminars and recognised the psychological gains for students, suggesting the potential for continued use of online teaching methods post-pandemic. The wider sociopolitical impact involves informing discussions on the necessity, value, and effectiveness of e-learning, thus guiding future educational policies and practices.

Ka ara ake te akoranga i te whenua: Perspectives from the classroom and the field

Teachers can respond to the climate crisis through deliberate choices about what and how to teach. We suggest that, for history teachers, this requires stepping outside traditional topics that often focus on political change. Instead, they need to select contexts for learning that illustrate how global forces of colonisation impact the ecology of local places and how iwi and hapū resist these changes. While this learning can begin in the classroom, it is not enough on its own. Wherever possible, teachers and students need to head into the field, alongside mana whenua. Furthermore, when this learning is consolidated by place-based projects that centre an Indigenous kaupapa, students become more active agents of change with a deep connection to the whenua. We share some of our experiences through excerpts from a reflective conversation between the three of us, two secondary school teachers and their student.

Headteachers’ Use of Guidance and Counseling on Students’ Retention in Secondary School Education in Masinga Sub County, Kenya

Headteachers’ Use of Guidance and Counseling on Students’ Retention in Secondary School Education in Masinga Sub County, Kenya

Knowledge and Practice Regarding Vocal Hygiene Among Teachers of Selected Schools, Kathmandu

BackgroundVocal hygiene is the practice of taking care of the voice and minimizing strain on it. This comprises avoiding smoking, alcohol and other harmful substances, remaining hydrated, and practising proper breathing techniques. This study intended to evaluate the level of knowledge and practices concerning vocal hygiene. MethodologyA cross-sectional study design was utilized to conduct the study among teachers in Greenland Higher Secondary School, Basundhara, National Academy and Nirmal Batika Academy using a self-administered structured questionnaire. A sample of 122 teachers was taken using a complete enumerative sampling technique. The data was collected from 1st October to 16th October and was edited, coded, and entered into the Statistical Package for Social Science (SPSS) for further analysis. Data was examined using descriptive (frequency, percentage mean and standard deviation), inferential Statistics (chi-square test) and Karl Pearson’s test. FindingsThe study results presented that nearly half, 49.2% of the respondents, had a moderate level of knowledge, 31.1% had an inadequate level of knowledge, and 19.7% had an adequate level of knowledge regarding Vocal Hygiene (VH). The results discovered that 73% of the respondents had good practice, and 27% had poor practice regarding VH. There was a statistically significant association only between the level of knowledge regarding VH and the number of classes taken per week (p=0.0053). ValueThe study showed that the majority of teachers have moderate knowledge about vocal hygiene, whereas there is good practice among teachers. The results strongly recommend the need for vocal hygiene training sessions for teachers.

EFL Teachers’ Beliefs and Practices on the Use of Questions in Mozambican Secondary Schools

In this study, the use of questions in a Mozambican English as a Foreign Language context is explored as a technique to develop communicative and critical thinking skills in secondary school students. Therefore, a qualitative approach was adopted using a phenomenological design which allowed the use of classroom audio recordings and semi-structured online interviews for data collection, based on Lowery’s (2005) questioning framework. The results revealed that English as a foreign language (EFL) teachers in Mozambican public secondary schools are aware of open and closed questions, which they claim to use for checking understanding. However, in practice, they often use open-ended, rhetorical, and procedural questions found in Lowery’s framework. These teachers ignore the relevance of using integrating, confirming, valuing, as well as feeling questions, which foster learners’ communicative skills. These results have strong implications for the decision EFL teachers make on the selection of questions for their classes, as well as the impact of such practices on the students’ outcome at the end of the course or year. Therefore, further studies should be conducted to understand the students’ abilities in the use of English as a result of such practices. In addition, similar studies in Mozambican higher education should examine whether EFL teachers under training are prepared to use questions in class.

Narrative Identity Dimensions of Students in Private Alternative Schools

This study examines how students’ identities are co-constructed through educational experiences. We analyzed narratives of fifth and seventh grade students from two private alternative schools in the Czech Republic. The findings reveal that students identified with friends, had positive relationships with teachers and the school, and experienced interesting education, closeness, and respect. These insights highlight typical identity characteristics for their age group and emphasize the importance of positive educational experiences in shaping students’ identities. This study contributes to research on narrative identity and the role of alternative private schools in primary and lower secondary education.

METHODS OF PEDAGOGICAL CORRECTION: ADVANCED FOREIGN EXPERIENCE

Introduction. In the organization of pedagogical correction, general and special methods are selected based on the goals of correction. It would be wrong to divide the methods into good or bad methods. The effectiveness of educational influence depends on several factors and the fulfilment of pedagogical requirements, the logic of choosing and using methods, and the sequence of their practical application. By logically approaching the choice of correction methods, it is necessary to take into account the content of the problem, the purpose of correction, the characterological characteristics of students, the existing material and technical base, and the social environment of objects of correctional influence. Methods. Analysis of foreign scientific literature, dissertations and articles on methods of pedagogical correction of students and their practical application. Results. The methods used in the implementation of pedagogical correction measures in secondary general education schools in developed foreign countries, first of all, help students to understand themselves as individuals, control and manage their behaviour, and eliminate the sources of existing negative stereotypes in their behaviour and behaviour. aimed at developing reflection aimed at identifying and taking measures to increase the types of positive emotional reactions. Pedagogical correction methods are based on reflection on the organization of the self-management process by assessing the situation and identifying the source of negative emotions using algorithms for working with negative emotions in emotogenic situations. Conclusion. Orientation of correctional activities to the development of reflection, which helps to identify the sources of negative stereotypes in the student's behaviour and to take measures to increase the types of positive emotional reactions, the formation of the qualities of activity, enthusiasm and curiosity, and the development of the ability to analyze and evaluate one's behaviour and compare it with the planned goal will help.

Psychological empowerment-a mechanism for well-being of teachers: Psychometric evaluation of a tool

BACKGROUND: Psychologically empowered employees are more innovative and proactive. Individual well-being is greatly impacted by psychological empowerment. Examining school teachers’ “psychological empowerment” is important since it motivates them more than external circumstances and contributes to their well-being. Spreitzer’s “Psychological Empowerment Scale” (PES) is a well-known instrument used for this purpose. Scarcity of studies on teachers’ psychological empowerment and cultural differences in populations prompted the researcher to re-evaluate PES. This research would help bridge this gap by adapting PES to teachers and generating a valid and reliable measure of their psychological empowerment in India. MATERIALS AND METHODS: Using convenient sampling, data was gathered from 498 secondary school teachers (age range of 30-55 years) in Assam (India) in 2023 for this cross-sectional study. IBM SPSS version 26 was used to conduct descriptive statistics, including Cronbach’s α for evaluating internal consistency. Exploratory factor analysis (EFA) was used to investigate the factor structure of the instrument, followed by confirmation of factor structure via Confirmatory factor analysis (CFA). RESULTS: EFA provided considerable evidence of 4-factor structure, viz., meaning, competence, self-determination, and impact. The 12-item factor structure depicted good reliability and evidenced good model-fit indices values. CONCLUSION: Psychological empowerment (PE) scale with four factors and 12 items is a reliable and valid tool for assessing PE of Indian teachers. The scale can be a good resource for principals, educational administrators, and teachers themselves to assess overall as well as dimension-wise components of PE while norms development of PE as per Indian teachers is recommended.