Perspectives Of Teachers Research Articles

The Degree of Availability of Self-Determination Skills among Students with Mild Intellectual Disabilities in Riyadh from the Perspective of Teachers

The current study aimed to determine the degree of availability of self-determination skills among students with mild intellectual disabilities in Riyadh from the point of view of male and female teachers. To achieve this goal, the analytical descriptive approach was used, and the questionnaire as a tool for collecting information. It was applied to a sample of male and female teachers of intellectual education in the middle and secondary stages in the city of Riyadh, numbering (234) male and female teachers. The study concluded that the level of self-determination skills of students with intellectual disabilities is (moderate) from the point of view of the male and female teachers of the study sample, as the arithmetic mean of their total answers was (2.77). In addition, that the level of their possession of all sub-skills of self-determination (the skill of appropriate choice, self-awareness, and claiming rights) is medium, while their possession of the problem-solving skill is low, from the point of view of the study sample. The study also proved that there are no statistically significant differences in the availability of self-determination skills among pupils with mild intellectual disabilities in Riyadh from the point of view of teachers, which can be attributed to the variable of gender, educational qualification, and years of experience for male and female teachers in the study sample.

Child Abuse in Schools from the Perspective of Physical Education and Sports Teachers

The aim of this study is to reveal child abuse in schools from the perspectives of physical education and sports teachers and to provide suggestions for preventing abuse. Case study approach, one of the qualitative research methods, was used in the study. The participants of the study consisted of 7 physical education and sports teachers. In this study, semi-structured interview was used as a data collection tool and the data obtained were analysed by content analysis method. As a result of the research, the opinions of physical education and sport teachers were grouped under four categories: types of abuse, signs of abuse, areas open to abuse and suggestions for preventing abuse. Types of abuse were divided into 4 subcategories as physical abuse, emotional abuse, sexual abuse and neglect. The types of abuse were determined as hitting by the teacher, performance pressure, nicknaming the student, secretly watching, making fun of each other's bodies, ignoring the students' desire to participate in competitions, and neglecting their nutritional needs in tournaments. Symptoms of abuse include quitting the branch, temper tantrums, unkempt appearance, need for love and attention, withdrawal and desire to be alone. Areas open to abuse were identified as changing rooms, out-of-school activities, toilets, areas not seen by the camera, basements and empty classrooms. Suggestions for preventing abuse include educational programmes, physical environment safety and ensuring safety in sports activities. Teachers emphasised that university level courses should be added to increase child protection awareness in the field of sport and in-service trainings should be organised for existing educators.

유아교사의 지속가능발전지향 환경교육 실행 방안 탐색

This study aims to explore how early childhood teachers implement sustainable development- oriented environmental education in kindergartens and childcare centers. Data were collected through semistructured in-depth interviews with 10 early childhood teachers who had attended at least one environmental education training related to sustainable development and consistently practiced sustainable development-oriented environmental education in their classrooms for at least 10 months. The study’s findings revealed that the teachers engaged in meaningful interactions with the students to sensitize them to their responsibilities and roles in environmental issues by capturing their daily inconveniences and constraints and encourage improvement. They also attempted to implement environmental education following the principles of sustainable development by organizing the play environment and using eco-friendly materials. Moreover, they tried various teaching and learning materials and activities to keep children interested and engaged. Finally, the teachers worked with the children’s families and community members to create a practical and meaningful environment in which the children could learn about their responsibilities and roles in promoting sustainable development as citizens. The study’s findings, which examined implementation experiences from the perspective of early childhood teachers, are significant because they provide useful information for teacher support.

Evaluation of the Content of the Arabic Reading Textbook for the Fifth Grade from the Perspective of Subject Teachers

Evaluation of the Content of the Arabic Reading Textbook for the Fifth Grade from the Perspective of Subject Teachers

Role of Non-verbal Communication Skills of Teachers and its Impact on Achieving Classroom Learning Objectives at Secondary Level

This descriptive study intends to investigate the influence of a teacher’s nonverbal communication on classroom learning objectives using a descriptive technique. This also determined the association between the unspoken behaviours of teachers working in various educational systems. The main objective of the research is to understand how non-verbal communication skills, including facial expressions, eye contact, pitch of voice, and physical appearance, collectively contribute to achieving classroom learning objectives. The quantitative survey method was used to present the study. This research was descriptive in nature. A 5-point Likert scale questionnaire was developed for data collection. This questionnaire was administered to a sample of 400 respondents who were randomly selected from 40 public and private secondary schools in Multan. Using SPSS software, the acquired data was tabulated and evaluated. The collected data was tabulated, analysed, and interpreted in the form of mean, frequency, percentage, and standard deviation. Both descriptive and inferential statistics were used to arrive at the conclusions. Frequencies and percentages were computed to illustrate the demographic items and questions, and one-way ANOVA and the independent sample t-test were utilized to illustrate the variations in teacher perspectives depending on various factors related to demographics.

How Effective is Differentiated Instruction Model for Special Needs Students? Perspectives of Inclusive Teachers

In Indonesia, the inclusion of special needs children in mainstream education poses significant challenges, necessitating effective instructional strategies to meet their diverse learning needs. This study explores the effectiveness of Differentiated Instruction (DI) models in inclusive schooling settings, aiming to assess their impact on the learning outcomes and experiences of special needs children. Through telephone interviews with six teachers representing diverse educational backgrounds, this research delves into their experiences with implementing DI models. Thematic data analysis was employed to identify patterns, themes, and challenges associated with using DI in inclusive classrooms. The findings shed light on the effectiveness of various instructional strategies in meeting the unique needs of special needs children, while also uncovering barriers to effective implementation such as limited resources and inadequate training. Preliminary results indicate that DI models have the potential to enhance the learning experiences and outcomes of special needs children within inclusive settings. Teachers reported increased student engagement, motivation, and academic progress when employing tailored instructional approaches. However, challenges such as resource constraints and lack of training emerged as hindrances to effective DI implementation. This study underscores the importance of adopting student-centered instructional approaches to accommodate diverse learning needs in inclusive classrooms. Furthermore, it highlights the necessity for targeted professional development programs and resource allocation to support teachers in effectively implementing DI strategies. By contributing insights into best practices for supporting the educational success of special needs children in mainstream schools, this research adds to the ongoing discourse on inclusive education in Aceh.

Perspectives of teachers, guides, and parents as stakeholders in out-of-school learning environments

ABSTRACT In recent years, out-of-school learning has gained significance in Turkiye and has been increasingly integrated into education programs and especially in preschool programs. This research aims to explore the perspectives of preschool teachers, guides, and parents on out-of-school learning environments. Within the scope of this qualitative research, semi-structured individual interviews were conducted with five teachers, five guides, and five parents. The data collected through the interviews were analyzed using content analysis technique. According to the results, all stakeholders agree that out-of-school learning environments contribute to the holistic development of children. Additionally, the findings suggest that these benefits motivate teachers and parents to organize out-of-school learning activities. Yet, the stakeholders do not have a sufficient understanding of how they could work collectively and more effectively toward these motivations. This indicates that the collaboration of all stakeholders must be strengthened and stakeholders must be informed on how they can act together.

Reforming English Language Teaching Undergraduate Programs for Age Divisions in Türkiye: Perspectives of In-Service English Language Teachers

As opposed to their counterparts in many other countries (such as the USA, Poland, Finland, South Korea, China, Japan, etc.) and many other subject teachers (such as Science, Turkish Language, Mathematics, etc.), in-service English language teachers in Turkey are entitled to teach at all levels of schools. In this respect, the aim of the study is to; a) shed light on the degree to which their undergraduate training prepares in-service English language teachers for the school levels they work at, and b) reveal whether in-service English language teachers think that English Language Teaching (ELT) undergraduate programs should be reformed as ‘ELT for young learners’ and ‘ELT for teenagers/adults’ by employing a qualitative research design. The findings of the study clearly demonstrate that a great majority of in-service English language teachers feel neither prepared and/or competent enough for nor willing to teach at pre-primary and primary school levels. In addition, it has been concluded that, from the perspectives of in-service English language teachers, ELT undergraduate programs in Turkish context need to be reformed in line with the school levels specified by the Ministry of National Education (MoNE).

Teacher Autonomy, Creative Self-efficacy, and Innovative Behavior: Perspectives from Chinese University EFL Teachers

Teachers’ innovative behavior contributes to students’ academic achievements, school innovation, and even the quality of education. This study aims to investigate the correlations between teacher autonomy, creative self-efficacy, and innovative behavior from the perspectives of Chinese university EFL teachers. The significance of the current study lies in exploring how different motivational mechanisms influence teachers’ innovative behavior, providing references for improving their teaching effectiveness and professional development. The main research question that guided this study was: What are the interrelationships between teacher autonomy, creative self-efficacy, and innovative behavior among EFL teachers? This study recruited 297 Chinese university EFL teachers as the sample, inviting them to fill in a self-reported questionnaire to assess teacher autonomy, creative self-efficacy, and innovative behavior. Results showed that teacher autonomy positively predicted teachers’ creative self-efficacy and innovative behavior; creative self-efficacy partially mediated the relationship between teacher autonomy and innovative behavior. The findings suggest that education administrators should offer teachers autonomous support and tailored training programs to inspire their innovation. Additionally, teachers may work collaboratively with their colleagues and obtain peer support to execute innovative practices, which facilitates both students’ innovative performance and teachers’ professional development. Finally, as innovative behavior is complex and dynamic, future research may add other organizational and individual factors while considering cultural differences and institutional systems to explore teachers’ innovative behavior.

EFL Teachers’ Perspectives on the English Textbooks of the Adopted Self-Learning Program in Northern Syria

This study investigates the perspectives of the English language teachers who teach the adopted Self-Learning Program English Textbooks in North-west Syria by evaluating the English textbooks. It analyses the effectiveness and suitability of this curriculum in non-formal education settings considering the crisis context in Syria. So, to get an actual evaluation of the English textbooks, teachers proved their viewpoints on the context of teaching and the students’ educational levels during war conditions. In this mixed method research, the first tool was a questionnaire with 49 items distributed into five structured dimensions: layout and design, the objectives of the textbook, teaching methods and activities, and language skills. The second tool focused on the qualitative data obtained from interviews with five open-ended questions. A total of respondents from 106 English language teachers in the northern Syria crisis region, 43 females and 63 males, and five separate interviews. Over 60% of teachers believe that the adapted Self-Learning Program English textbooks are appropriate to the context and include a precise sequence of English units that fit children’s needs in northern Syrian crisis contexts.

Effectiveness of Outdoor Learning Activities: Perspectives of Primary School Teachers

Students who participate in a variety of outdoor activities improve their problem-solving skills, acquire useful knowledge, strengthen their resilience in the face of adversity, and form a closer bond with nature. Engaging students in outdoor learning activities offers a means of fostering nature interactions within the school setting. The study aimed to explore teachers’ perspectives on the effectiveness of outdoor learning activities. This study was descriptive in nature and adopted survey method to collect data from the participants. The sample comprised of 270 primary school teachers in the Sialkot district. A questionnaire was developed to assess the effectiveness of outdoor learning at primary level, comprising 21 statements related to cognitive, affective and psychomotor learning of primary school students. Findings of the study revealed that primary school teachers perceive outdoor learning activities effective for the development of cognitive, affective and psychomotor abilities of primary school students. However, there are significant differences in perspectives between male and female teachers regarding the effectiveness of outdoor learning at primary school level. It is recommended that professional training should be conducted to train teachers to incorporate outdoor learning activities effectively into primary education.

Piloting Systematic Implementation of Educational Technology in Swedish K-12 Schools – Two-Years-In Report

Halfway through a four-year research project supported by implementation science and the Active Implementation Frameworks (AIF), this article reports on the status of the initial two implementation stages. Our research investigates the impact of systematically preparing educators and educational institutions to integrate digital learning materials and learning analytics dashboards to enrich teaching practices and improve student performance outcomes.Furthermore, it seeks to establish a foundation for the use of innovative and validated educational technology (EdTech) through sustainable implementation strategies, evidence-based evaluation, and continuous redesign of digital learning materials. By adopting this comprehensive approach, we aim to enhance the knowledge base regarding effective digital innovation integration within educational environments.We argue that applying implementation science in educational settings facilitates the adoption of effective innovations, promotes evidence-based decision-making, and helps identify and address obstacles to change. Our ongoing research underscores the transformative impact of implementation science in education. Thus far, we have highlighted the crucial role of teacher perspectives and the necessity of co-designing technology aligned with teaching and learning objectives.This nuanced approach refutes the notion of a one-size-fits-all solution or a quick fix achievable in a single academic year. Instead, it advocates a dynamic, collaborative model that acknowledges the multifaceted nature of implementation. Our journey has reaffirmed the dedication of teachers, showcasing their readiness to invest time and effort when their professionalism is respected, and their input is genuinely valued and acted upon.

Character Scale for Assessing Discipline and Learning Responsibilities Character in Elementary School

Assessment is an important process in the learning series that needs to be carried out as well as possible using clear and high-quality instruments. Assessment of the character of discipline and responsibility in one elementary school was only carried out based on teacher observations. This can indirectly make the assessment subjective from the teacher's perspective only. This research aims to produce a collection of instruments for assessing the character of discipline and responsibility in the form of a quality self-scale. This type of research is development research carried out using the development instrument stage. The number of items developed in this research was 20 statements. After being analyzed using CFA, a total of 14 statements were obtained which can be used to measure discipline and responsibility character. The data collection technique used in this research used a validation sheet and a self-scale with a 5-category Likert. Validity is calculated using the Aikens formula and produces a high score. Meanwhile, the estimated reliability of this instrument was calculated using Composite Reliability, producing a number >0.7, which means the instrument has high reliability. Proof of validity and reliability has been fulfilled so that the instrument can be used in assessing discipline and responsibility character. Through a valid and reliable instrument, more accurate measurement data will be obtained, and objectivity in character assessment will be guaranteed. The research implications are in the self-scale which can be used as a balance in latent character assessment.

Teacher Agency of Novice Teachers: A Scoping Review

Global policies, accountability standards, and various challenges in education around the world have a negative impact on the professional lives of novice teachers. Teacher agency has gained attention as a popular topic that offers different, new perspectives for teachers' professional development and efforts to improve the quality of education. The present study aims to examines the agency of novice teachers. For this purpose, the distribution of the compiled studies by years, countries, research method, sample size, experience level, and subject was examined. It also examined the barriers to novice teachers' agency and the findings of studies focusing on novice teacher agency. In order to identify the relevant peer-reviewed studies in the literature for scoping, research was conducted in the Web of Science, ERIC, Scopus, PsychINFO, and MEDLINE databases. The studies obtained from the databases were accessed in 53 studies using PRISMA research methodology. The study was prepared according to the stages of the scoping review methodology created by Hilary Arksey and Lisa O'Malley. As a result, the conditions affecting the agency of novice teachers were evaluated from teacher education, school context, and policy perspectives, and recommendations were made to researchers, teacher educators, and policymakers.

Investigating primary pre-service teachers' perceptions of nonfiction picturebooks

This study explores the factors contributing to the imbalance between fiction and nonfiction materials in primary school classrooms, with a specific emphasis on the perspectives of prospective teachers. Employing a qualitative research approach, the investigation involved 30 student teachers who had completed the Children’s Literature course at a Spanish university. Semi-structured interviews, with questions validated by expert judges, were utilized to gather responses, which were subsequently transcribed and analyzed through coding, following a categorical framework refined post-response analysis. The primary findings indicate a restricted exposure to nonfiction picturebooks in familial and educational settings. Despite positive emotional responses from trainee teachers, the study reveals an inadequacy in their training, hindering the development of a comprehensive understanding and the reinforcement of self-efficacy for integrating nonfiction materials into future teaching practices. Furthermore, the research underscores a disparity between the perceived significance of nonfiction picturebooks for enhancing children’s multimodal reading and the inclination of trainee teachers to prioritize fiction due to a lack of confidence and previous exposure. As a result, the study proposes a reassessment of teacher training programs, recommending a more thorough focus on nonfiction materials and continuous professional development to address the disparity between beliefs and actual classroom practices.

Challenges to Effective English Teaching in Primary Schools in Buraydah, Saudi Arabia: Perspectives of English Teachers

Despite extensive efforts to improve the quality of English language teaching, Saudi students in the local primary schools have a poor level of proficiency in English. Hence, this study aims to examine the barriers to effective English teaching from the perspectives of teachers in the primary schools in Burydah primary schools in Saudi Arabia. 50 teachers in primary schools in Saudi Arabia were recruited through convenience sampling. The study recruited teachers from Buryadah, a city in Saudi Arabia. Self-reported questionnaires with close- and open-ended questions were used to collect rich data. Several teacher-related, student-related, classroom-related, and school-related challenges were reported. Teachers believed that the key barriers to effective English teaching in descending order were the limited ability to use technology, limited technical support to use technology, irrelevant curriculum, lack of training in immersive learning, lack of student motivation, cultural differences among students, overcrowded curriculum, malfunctioning air conditioners, limited engagement at the class, impaired communication skills, limited use of interactive teaching methods, limited teacher training, dull curriculum or unengaging content, limited students’ ability to use technology, large class size, and limited flexibility in adapting the curriculum to the interests and needs of students. There is a need for cooperation among teachers, school headmasters, students, policymakers, and parents to address these barriers.

Empowering Diversity: A Novice PE Teacher's Journey in Inclusive Pedagogy

This study sought to explore the lived experiences of novice physical education (PE) teachers, particularly in teaching students with disabilities or special needs. Specifically, how they navigate challenges as they teach students with disability. The study utilized a qualitative descriptive phenomenological approach to understand the lived experiences and perspectives of the novice PE teachers in a phenomenon. The participant of this study involves five novice PE teachers who qualified the inclusion criteria and undergone in-depth interview through in person or in virtual platform. The findings reveal the dual nature of teaching students with disabilities, with participants expressing both challenges and reward inherent in this endeavor. Key themes emerge, including the challenges in effective communication, engagement issues, creating adaptive activities, instruction, and teaching strategies. Furthermore, the study highlights the significance of continuous personal and professional development, and the ongoing support from colleagues, administrators, and parents to ensure equitable learning opportunities for the students regardless of their abilities.

Exploration of Teacher Perspectives on the Integration of Sustainable Development Goals and Systems Thinking in Chemistry Learning

Exploration of Teacher Perspectives on the Integration of Sustainable Development Goals and Systems Thinking in Chemistry Learning

School-based learning about sugary drinks: possibilities and potential for curriculum approaches supporting health promotion in New Zealand.

Achieving greater alignment with national curriculum and local school and teacher objectives alongside a deeper understanding of student needs can enhance the impact and reach of health promotion interventions. This study reports on teacher perspectives of a multi-pathway curriculum outline supporting learning (Grades 7-9) about sugary drinks. The outline was developed to support scale-up and sustainability of a successful sugary drink intervention trialed in four New Zealand secondary schools. Sixteen teachers from a range of subjects provided input via focus groups. Inductive qualitative thematic analysis was used to identify and interpret patterns within the data. Sugary drinks were perceived to be an important and engaging learning context. Teachers valued the potential long-term societal benefits of health-based learning and benefits to individual students and their families. They recognised students as health communicators and influencers within families and communities. Relevance to students' lives and alignment with national curriculum and assessment objectives and teacher subject expertise were key factors in learning pathway selection. Teacher support is crucial in facilitating sustainable school-based health promotion, which often does not sit within a single curriculum area. Factors such as these, that teachers prioritise in their curriculum decision-making, must be understood and leveraged in school-based health promotion research.

Assessment of Early Childhood Teachers' Competencies for Care and Education of Toddlers

Contemporary trends in the education and care of toddlers shed light on the specific competencies of early childhood teachers. The aim of this empirical qualitative study with elements of a comparative approach is to investigate, look at and understand the perspective of early childhood teachers about their own competencies for working in toddler groups in kindergartens in Bosnia and Herzegovina and in the Republic of Slovenia. We collected the data needed for the research in 2022 from 91 respondents using a self-created structured online interview in written form. Through the thematic analysis of the content of respondents' answers and the theoretical setting of the concept of early childhood teachers' competencies, nine categories of difficulties and six categories of advantages related to their competencies were distinguished. The findings of this study point to the fact that early childhood teachers for toddlers do not assess their own competencies as optimally developed.