Third Of Teachers Research Articles

Examining Types and Duration of Teachers’ Professional Development Activities and Their Relationship with Job Satisfaction

Abstract Introduction: The aim of the study was to describe the teachers’ views on the professional development activities, the frequency of the teachers’ participation to such activities and effectiveness of these professional development (PD) activities. What’s more, it was aimed to analyse the relationship between PD activities that the teachers participated and their job satisfaction (JS). Methods: The sample of the study comprised of 357 teachers. In order to seek the answers to the research questions, correlational research models were used in addition to survey. The data was collected through implementation of two different instruments. These were Participation to PD Activities Questionnaire (survey) and Job Satisfaction (JS) Scale. These instruments were developed within the scope of the study. Results: The findings of the study could be summarized as follows: the teachers’ frequency of participation to peer coaching-based PD activities, participated PD activities, number of individualized and self-directed PD activities was at a lower level; however, the teachers restated that they experienced positive effects at higher or moderate levels from PD activities in their teaching practices. Within the scope of the existing study the hypothesis was tested that PD activities would increase the teachers’ job satisfaction and the findings were supported. It was seen that there was a positive relationship between the PD activities participated by the teachers and the teachers’ job satisfaction. Discussion: In the study it was noticed that more than one third of the participant teachers did not perform PD based peer coaching and observations, but more than one third of the teachers accessed virtual platforms and watched videos and related feed on lecturing and techniques for PD. In TALIS study done at OECD countries, it was noted that almost half of the teachers participated to peer coaching-based activities. Limitations: Data were collected from teachers that research is limited with teachers’ perceptions. Research is limited with teachers’ professional development activities and their job satisfaction. Conclusions: It was found out that very few teachers attended educational congresses to present their activities/scientific studies. Therefore, it might be recommended to improve teachers’ study skills in terms of scientific studies, and they might be encouraged to present their studies at conferences.

DISTANCE TEACHING OF CHEMISTRY DURING THE COVID-19 PANDEMIC: CHALLENGES AND SOLUTIONS

The aim of this paper was to examine the opinion of chemistry teachers on distance learning realized during the COVID-19 pandemic in the period from March 17 to June 15, 2020. The sample includes 75 primary and secondary school chemistry teachers. The results show that the third of teachers and students followed the teaching contents in chemistry that were broadcast on the channels of the Public Media Service of Serbia. Most teachers realized distance learning using the Google classroom, using teaching materials that they created in the form of presentations, videos and tests, while communication with students and parents was mostly reduced to Viber and social networks. Chemistry teachers had difficulties during the planning and preparation of teaching materials, but also during the assessment which, in the opinion of most teachers, was not objective. The paper presents the suggestions of teachers in order to improve the assessment process. The general attitude and satisfaction of chemistry teachers about the realized teaching is divided - while some teachers are very satisfied, others are dissatisfied. Chemistry teachers have clearly pointed out the need for professional training in the field of making materials for distance learning, working with software and platforms for the implementation of teaching itself, but also in the field of methodological training and preparation for distance learning.

Teachers navigating distance learning during COVID-19 without feeling emotionally exhausted: The protective role of self-efficacy.

In the context of the Coronavirus disease (COVID-19) outbreak, teachers faced unprecedented challenges and threats while implementing distance learning. Consequently, teachers may have experienced emotional exhaustion. The aim of our study was threefold: To explore teachers' threat appraisals, to investigate the relation between teachers' threat appraisals and their emotional exhaustion, and to examine processes protecting teachers from emotional exhaustion. Self-efficacy belief, especially, may have driven teachers' perceptions of distance learning as an opportunity (i.e., distance learning strengths), rather than an impediment (i.e., distance learning weakness) to teaching. During the first wave of COVID-19, Italian teachers (N = 1,036) filled in an online survey. A mixed-method design was used to address our three research aims. Findings indicated that, above and beyond other COVID-19 threats, one third of teachers reported worries, fears, and concerns related to their job (i.e., job-related threats). Furthermore, those who mentioned job-related threats experienced greater emotional exhaustion. Finally, teachers' self-efficacy was related to lower emotional exhaustion both directly and indirectly via teachers' perceptions of distance learning. Indeed, distance learning weaknesses (but not distance learning strengths) mediated the negative relationship between self-efficacy and emotional exhaustion. Altogether, our findings encourage reflection on possible interventions to reduce teachers' job-related threats and help them navigate distance learning effectively. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

New Evidence on Teacher Turnover in Early Childhood

This brief provides a systemwide look at early childhood teacher turnover using data from all publicly funded, center-based early childhood programs in Louisiana, including subsidized child care, Head Start, and pre-kindergarten. It provides new evidence on the prevalence of turnover and explores whether teachers who leave differ from those who stay on a widely used measure of teacher–child interaction quality. Results show that more than one third of teachers leave their program from one year to the next, and the vast majority of teachers who leave are not teaching in another program the following year. Turnover rates are higher among teachers working in child care and with younger children. Compared with teachers who stay, those who leave are rated lower on interaction quality.

Teachers' Content Knowledge and Pedagogical Beliefs Regarding the Use of African American English.

Purpose In order to provide appropriate and effective assessment and instructional activities, teachers are encouraged to develop their cultural competency. Although speech-language pathologists (SLPs) receive training on the linguistic features of nonmainstream dialects of English, such as African American English (AAE), less is known about teachers' training, beliefs, and pedagogical knowledge surrounding this topic. Method Using stratified random sampling by county population, we invited educators within selected Ohio school districts to complete an online survey (n = 17,548). The survey probed teachers' pre- and postservice training, beliefs, and knowledge of linguistic features and terminology relating to AAE. A total of 571 teachers completed at least 50% of the survey items (3.66% response rate). Results Few teachers report receiving training on AAE and demonstrated a limited grasp of linguistic terms commonly found in AAE literature; however, many teachers reported feeling confident in their abilities to identify features of AAE in written language tasks. In terms of school culture, teachers reported that they believed AAE to be more appropriate outside (rather than inside) the classroom, and only one third of teachers received resources to enhance their knowledge of the cultural and linguistic features of AAE. Conclusions Results suggest that teachers may benefit from increased access to training and materials to further develop their cultural competence. Given SLPs' familiarity with cultural and linguistic variability, SLPs may work to support teachers' cultural competence and encourage culturally appropriate assessment and intervention practices. Additional research is needed to determine how teachers' skills in these areas predict effectiveness/teaching ability and which factors are most important in the provision of culturally relevant instruction.

Metodički potencijal modela obrnute učionice u nastavi prirode i društva

In the last few years, the concept of a flipped classroom has become relevant and is increasingly being used as a teaching model. The first introduction to the teaching contents no longer takes place at school, but at the students' home, through individual work. Teaching time is devoted to a more in-depth interpretation of the content. This paper presents the theoretical foundations of this model, the results of the previous research on the effectiveness of this model, as well as its implications in the Science and Social Studies classes. The aim of the conducted empirical research was to look at primary school teachers 'awareness of the flipped classroom model, their attitudes about the possibilities of applying this way of working in teaching Science and Social Studies, as well as teachers' self-assessment of their competencies for applying this model. The data were collected by an online survey of 105 teachers. The first part of the questionnaire examined teachers' awareness of the flipped classroom model and the frequency of its use in teaching Science and Social Studies. The second part of the questionnaire provides an explanation of the flipped classroom model together with an example of a scenario for a Science and Social Studies class based on this model. Through six statements, the teachers assessed the methodological potential of this model of work, as well as their own ability for this form of work, taking into account the presented scenario and their teaching experience. The obtained results show that teachers are not fully informed about the flipped classroom model, which conditions its relatively rare application in teaching, regardless of the pedagogical experience of teachers. After offering an explanation of the flipped classroom model and an example of one Science and Social Studies lesson scenario based on it, most teachers expressed a positive attitude towards this model, pointing out its advantages in the conative-social aspect (positive impact on learning motivation, possibility of individualization, better communication between teachers and students), while they showed less confidence in the positive impact on student achievement. Teachers' assessment of their own methodological competence for the application of this model shows that more than two thirds of teachers express the need for additional training for the application of the flipped classroom model in the first cycle of primary education.

The Capabilities of Secondary School Teachers to Provide Financial Education

This study examines the capabilities of in-service secondary school teachers to provide financial education. Data was gathered from online surveys which were spread among 300 teachers in the Flemish region of Belgium. We distinguish between perceived and actual capabilities. Our results reveal that only one third of teachers considers themselves sufficiently competent to provide financial education. Actual capabilities are assessed using a broad measure of financial literacy which takes into account teachers’ financial knowledge, financial behaviour and financial attitudes. Our results indicate that only approximately half of teachers score sufficiently on financial knowledge and only a third attains the preferred minimum score for financial attitudes. In addition, our heterogeneity analysis shows differences in scores related to teacher characteristics such as gender, teaching discipline, and teaching experience. The large share of teachers not reaching the threshold indicating adequate capabilities for providing financial education raises concern, as teacher quality is an important factor contributing to the effectiveness of financial education. Teacher professional development can play a crucial role here.

The capabilities of secondary school teachers to provide financial education

This study examines the capabilities of in-service secondary school teachers to provide financial education. Data were gathered from online surveys, which were spread among 300 teachers in the Flemish region of Belgium. We distinguish between perceived and actual capabilities. Our results reveal that only one third of teachers consider themselves sufficiently competent to provide financial education. Actual capabilities are assessed using a broad measure of financial literacy, which takes into account teachers’ financial knowledge, financial behaviour and financial attitudes. Our results indicate that only approximately half of teachers score sufficiently on financial knowledge and only a third attains the preferred minimum score for financial attitudes. In addition, our heterogeneity analysis shows differences in scores related to teacher characteristics such as gender, teaching discipline and teaching experience. The large share of teachers not reaching the threshold indicating adequate capabilities for providing financial education raises concern, as teacher quality is an important factor contributing to the effectiveness of financial education. Teacher professional development can play a crucial role here.

Reviews of Educational Policy regarding one laptop per child: Escuela 2.0 program in Castilla-La Mancha, Spain.

The present study assesses the attitudes and practices of teachers in relation to the national program Escuela 2.0 in Spain, implemented in 2009. The study analyzes attitudes and needs of 424 teachers and it assesses teaching practices developed with Information and Communication Technologies (ICT). Data is analyzed through mixed methods with various instruments using descriptive analysis, factor analysis and a detailed analysis regarding teaching practice from 21 cases. In conclusion, one third of teachers properly integrate Educational Technology into practice. Moreover 62% of teachers support the applied one laptop per child policy and have positive feedback in this regard, however two thirds of the teachers in the sample integrate technology with isolated activities, adapting persisting traditional pedagogical models. There are deficiencies concerning school performance, group work, problem solving and communication in learning activities. Therefore, students need educational guidance for the appropriate use of ICT in the learning process.

Functionality of the course book and the resource pack in developing vocal abilities of students of lower grades of the primary school

The aim of the paper is examining functionality of music material from the Music course book from the aspect of the role in vocal development, in accordance with natural vocal maturity of student's age 7 to 11. Analysed system which the resource pack creates by the choice of music material and accompanying sound tracks (CD with the course book), as well as the way in which the manual supports it with metrological instructions. The course book and the resource pack are seen thorough the methodological potential which is being enriched by developmental-supporting means of vocal and interpretative abilities. Our aim was to represent author's strategies which by creating the choice and the order of musical contents stimulate and encourage further development of the both aspects of vocal development. The results have shown that the course book can be path which functionally encourages developmental phases of vocal abilities. Nevertheless, empirical research determined that only one third of teachers use a course book as a systematic means in teaching through all four classes and this points at the need of strengthening professional competencies in the situation when the course books of different publishers differ in each grade. Methodological implications of the paper are directed towards observing possibilities for new solutions for creating structural components of the course books and suggestions for strengthening the connection between musical and lingual development.

Prevalence of Hypertension in school teachers of Bengaluru

BACKGROUND The burden of hypertension is rapidly rising in India and if uncontrolled can lead to greater complications and mortality. Apart from the lifestyle factors it is important to explore the workplace stressors in the aetiology of hypertension.METHODS In order to understand the association of hypertension and stress in teachers of urban areas of India data was collected from 401 school teachers. A self-administered questionnaire was used to collect information on job stress and other risk factors. Data was collected from 123 schools using a validated questionnaire. Blood Pressure of respondents was measured using a modified approach of Peters Schnall and Karen Bettoic and classified as per the recommendations of the Joint National Commission UNG-VII.RESULTS Among the 401 schools teachers 28 had normal blood pressure 36 were pre hypertensive 24 were - 1 stage hypertensive and 12 in stage-II hypertension. Among the other results one fifth of the teachers whose parentssiblings had hypertension had normal BP and more than one third of teachers whose parents did not have hypertension had normal BP 35. The unadjusted estimates indicate that emotional and work profile stressors were associated with hypertension. However this effect disappeared after adjusting the confounders.CONCLUSION There is high prevalence of hypertension among public school teachers of Bengaluru. Creating awareness among BBMP school teachers regarding lifestyle modifications and regular screening of blood pressure is crucial.

Traditional and Modern Teaching Methodologies: Which One is More Successful and What are the Challenges?

The changes in society raised the need to change the teaching methodologies in school. Therefore, the traditional teaching methodologies with teacher in the center were not anymore able to meet the needs of these changes. Focusing on promoting critical thinking, modern teaching methodologies, with the student in the center, are being implemented all over the world. The aim of this study was to investigate teachers’ attitudes toward traditional and modern teaching methodologies such as RWCT, in terms of which one is more successful, more interesting for students and what are the main challenges for Kosovar teachers to practice RWCT techniques in their daily activities with students. This study used mixed methods of data collection (quantitative and qualitative methods). Questionnaire was used for collection of the quantitative data, while focus groups discussions with teachers were organized for qualitative data collection. 473 school teachers of primary and lower secondary schools in Kosovo were randomly selected to participate in this study. Additionally, four focus groups discussions were organized with school teachers to obtain in depth understanding of the issues. More than half of school teachers did not agree that “traditional teaching methodologies are more successful than modern teaching methodologies such as RWCT which one third of teachers agreeing with the above statement, with more than half of the teachers declaring that they prefer to use modern teaching techniques rather than traditional teaching techniques during their daily work with students. However, high numbers of students per teacher, overcrowded classrooms, environment, classroom organization, lack of trainings for teacher are some of the challenges that teachers face in using modern teaching methodologies in their daily work with students. DOI: 10.5901/ajis.2015.v4n2s2p311

Teacher views on the effects of the change from coursework to controlled assessment in GCSEs

When General Certificates of Secondary Education (GCSEs) were introduced in the late 1980s, coursework was included as a requirement in many subjects. Coursework was intended to help best represent students' attainments, but concerns about various issues (e.g., tasks becoming formulaic, authenticity of student work, workload) led to a review and ultimately to its replacement with “controlled assessments”. This research investigated the effects of this change. A questionnaire was completed by 346 teachers across 6 subjects. Most teachers felt the risks of plagiarism are similar or have reduced. Two thirds of teachers reported that the introduction of controlled assessment has affected the way they teach, and around 60% feel it has affected the nature of the knowledge and skills learnt by students. There are reportedly practical challenges relating to timetabling, student absence, and increased administration. However, over 70% of teachers consider it “important” or “very important” to have some form of internal assessment in their subject.

Teachers’ knowledge and confidence for promoting positive mental health in primary school communities

This paper reports an investigation into Australian primary school teachers’ knowledge and confidence for mental health promotion. Questionnaires were delivered to 1397 teachers. In-depth interviews were held with 37 teachers. Quantitative results showed that half to two thirds of teachers felt efficacious and knowledgeable about selected components of mental health promotion. Independent judgments by staff about students’ mental health status concurred with students’ scores on the Strengths and Difficulties Questionnaire in about 75% of cases, indicating a good level of staff awareness about students’ mental health status. Exposure to the KidsMatter Primary mental health promotion initiative was associated with improvements in teachers’ efficacy, knowledge and pedagogy, with small to medium effect sizes. Qualitative analysis indicated that teachers’ subject-matter and pedagogical knowledge were heavily reliant on curriculum resources. Implications of the findings for the implementation of school-based mental health promotion initiatives are discussed.

Epidemiology of voice disorders among male school teachers in Khamis Mushayt city, Saudi Arabia

Background: A teacher with voice disorders is displaying a form of limitation in the teaching activity. Objectives: To assess the magnitude of voice disorders among teachers and to identify the possible risk factors associated with voice disorders. Materials: A total of 380 teachers were included. The researcher developed a questionnaire for data collection which comprised personal characteristics and symptoms of voice complaints during the last scholastic year. The Voice Handicap Index was used for assessment of voice and its effects on the life of a teacher. Results: Most teachers experienced voice related symptoms during the last year (80.9%). Some had 1-2 symptoms (43.2%) while others had more than two symptoms (37.6%). The most frequent voice-related symptoms were dry throat (42.1%), sore throat (33.5%) and hoarseness of voice (32.9%). More than one third of teachers consulted a physician for their voice-related problems (35%). Moderate to serious severity of voice handicap index were reported by 8.2% of the teachers. There was an increasing prevalence of moderate to severe grade of voice handicap according to age group (p=0.004). Practice of non-healthy habits (e.g., smoking of cigarette, sheesha or moaassal and qat chewing) was associated with significantly higher prevalence of moderate to severe grade of voice handicap (p

Mokymo(si) tikslų ir uždavinių kėlimo, kaip aktualios didaktinės problemos, diskursas

Socialinių mokslų (edukologijos) daktarėVilniaus universiteto Edukologijos katedraUniversiteto g. 1/9, LT-01513 VilniusTel. (8 5) 266 76 25El. paštas: irenastonkuviene@fsf.vu.ltDocentėSocialinių mokslų (edukologijos) daktarėVilniaus pedagoginio universitetoLietuvių kalbos didaktikos katedraT. Ševčenkos g. 31, LT-03111 VilniusTel. (8 5) 233 08 52El. paštas: zitanauckunaitė@gmail.comStraipsnyje, remiantis „12–14 m. mokinių mokymo(si) didaktinių problemų ir kai kurių mokymo(si) motyvacijos silpnėjimo priežasčių kiekybiniu tyrimu“, analizuojama bendrojo lavinimo mokykloje egzistuojanti 12–14 m. mokinių mokymo(si) tikslų ir uždavinių kėlimo didaktinė problema mokinių ir mokytojų požiūriu. Pabrėžiama, kad mokiniams nepakankamai sudaromos sąlygos patiems kelti savo mokymosi tikslus ir planuoti veiklą, taip prisiimant atsakomybę už savo mokymąsi, todėl svarbiausias šiuolaikinės didaktikos reikalavimas, kad didaktinio proceso centre būtų mokinys, dar neįgyvendintas.

The Relationship Between Qualified Personnel and Self-Reported Implementation of Recommended Physical Education Practices and Programs in U.S. Schools

The authors analyzed data from the School Health Policies and Programs Study 2000 to assess the associations between the presence of a district physical education coordinator and district-level physical education policies and practices recommended by federal government agencies and national organizations. The authors also examined the relationship between teacher qualifications and staff development related to physical education and self-reported implementation of recommended teaching practices. District-level data were collected by self-administered mail questionnaires from a nationally representative sample of school districts. Classroom-level data were collected by computer-assisted personal interviews with teachers of randomly selected classes in elementary schools and randomly selected required physical education courses in middle/junior high and senior high schools. Nearly two thirds (62.2%) of districts had a physical education coordinator, and those were generally more likely than other districts to report having policies and practices that corresponded with national recommendations for high-quality physical education programs. More than two thirds of teachers (66.9%) met the criteria for teacher qualifications based on their education and certification. These teachers were more likely than others to report use of certain recommended physical education teaching practices. Teachers who participated in staff development also were more likely to use recommended teaching practices in their classrooms. Using a district physical education coordinator and teachers with appropriate qualifications as well as offering staff development opportunities on physical education may enhance school physical education programs.

How university teaching changes teachers: Affective as well as cognitive challenges

This paper argues that the teaching of a subject can change our understanding of what it means to know, to teach and learn that subject. It also argues that when our understanding is questioned and changes then academic work can become an emotionally charged endeavour. This paper reports on a study where, over a semester’s teaching, around two thirds of teachers changed some aspect of their scholarly thinking or practice. These teachers were teaching a range of first and second year classes, they were not new to teaching, nor were they unfamiliar with the teaching of the subject. For approximately one third, the change in understanding was not major. It involved a change in teaching practice but it did not involve the questioning of their existing understanding of subject matter. For another third, however, the change was substantial. These teachers, in some way, questioned previously taken for granted assumptions, they re-thought aspects of the structure of the discipline or the relationship of the subject to the discipline. They also revised their ideas about how to best teach that subject and what learning the subject involved. This change invariably involved anxiety and uncertainty and in some cases this was extreme. Little attention has been paid to change in teachers’ understanding of subject matter and little, or no, research has focused on the emotional impact of this change. This initial exploration of these neglected aspects of university teaching suggests a rich vein for further exploration. This paper builds on previous work that has used phenomenography to examine changes in university teachers’ understanding of subject matter taught. An analysis of metaphor is used to explore change and to tap into the rich and complex emotional experiences that accompany this change.

Return to school after brain injury

Aims: To examine return to school and classroom performance following traumatic brain injury (TBI). Methods: This cross-sectional study set in the community comprised a group of 67 school-age children with...

Inclusion of students with special needs: Benefits and obstacles perceived by teachers in new South Wales and South Australia

This study compares the views of primary teachers from South Australia and New South Wales on selected aspects of inclusive education. The questionnaire administered in the study probed the following issues: (i) the numbers and types of students with special needs in inclusive classes; (ii) any benefits that had occurred as a result of including children with disabilities in mainstream classes; (iii) the types of disability or , ‘special educational need’ most difficult to cater for in the regular classroom; (iv) the teachers’ level of satisfaction with the personal and material support available within their schools; and (v) the amount of special education training each teacher received during their pre‐service and in‐service experience. The questionnaire was sent to a representative sample of schools listed in the Disadvantaged Schools and Country Areas Programs in both states. Seventy‐seven (77) responses were received and analysed, comprising forty‐one (41) from teachers in South Australia and thirty‐six (36) from teachers in New South Wales. The overall patterns of responses from teachers in NSW and South Australia were similar. Major findings indicate that approximately one third of teachers in both South Australia and New South Wales report definite benefits associated with having students with disabilities enrolled in their classrooms. However, teachers in both states also report that the major difficulties they encounter are ‘lack of time’, combined with difficulty balancing the demands of all students. Specific obstacles to implementing inclusive practice included class size, lack of appropriate teaching resources, behaviour problems exhibited by some students (resulting in a need for constant behaviour management), and lack of appropriate professional training in inclusive methods. The article discusses these and other factors reported by the teachers. This investigation adds usefully to Australian research into problems and practices associated with inclusion. Peter Westwood is an Associate Professor in the Department of Education, University of Hong Kong, where he teaches and researches in the field of special education. For twenty‐five years he was a teacher, lecturer and researcher in Australia. He is author of the recent books Commonsense methods for children with special needs (published by Routledge), Spelling: approaches to teaching and assessment, and Numeracy and learning difficulties (both published by Australian Council for Educational Research). Lorraine Graham is senior lecturer in Special Education at the University of New England. After some years as a primary teacher in Queensland, she completed her Masters and Ph.D. at Simon Fraser University in Vancouver, British Columbia. Lorraine is particularly interested in ways to foster the literacy skills of students with learning difficulties. Her current projects focus on cognitive strategy instruction, inclusive education and automatkity in basic academic skills.