The physics’ subject aims to provide the student with a broad understanding of the physical phenomena that occur around them every day and introduce them to the scientific search. The use of ...experiments in the teaching of the subject contributes to the understanding of these phenomena, the development of skills and critical thinking and has many benefits for the emotional, social and psychomotor fields of the students. In total, 178 primary school teachers who have taught physics from West Greece, were enrolled in our study. All participants completed a questionnaire electronically, based on teachers’ attitudes towards physics teaching on specific factors. No differences were found between genders, teachers’ attitudes towards the use of physics experiments are not affected by their years of service with minor exceptions, while teachers develop more positive attitudes towards experiments over the years of teaching physics. Moreover, teachers’ field of study plays an important role on their attitudes towards experiments, there are no differences to the age group of teachers and their attitude towards the use of experiments in the teaching of physics with an exception. Though further research is needed, our questionnaire helps to identify factors that affect teachers’ attitudes towards performing experiments in physics teaching.
Purpose: The aim of the study is to evaluate the level of job satisfaction among government primary school teacher in district Dadu. The quantitative method was Applied to carry out this study. Data ...was gathered via Survey questionnaire based on five-point Likert scale. The population of the study Comprised of government primary school teachers, the 58 schools were chosen for this study from taluka Johi and Dadu of District Dadu. 343 PSTs were selected. Design/Methodology/Approach: Data collection instruments included ‘Teachers’ job satisfaction related questions. Data was analyzed in SPSS software version 25, and the descriptive test and independent T-test were conducted. Findings:, according to the first objective, PSTs are not satisfied with PROMOTIONAL OPPORTUNITIES and SALARY, while to achieve the second objective the independent variables were examined through independent sample T-test with gender group and According to the Significant value of 0.006 (<0.05) the job satisfaction varies from Male to Female in terms of Promotional Opportunities and working environment with significant value of 0.013. Implications/Originality/Value: so it was concluded that the primary school teachers are not satisfied with Salary and Promotional Opportunities and satisfied with Fringe Benefits while neutral in terms of Recognition and Administration Support.
Background: Public primary school teachers receive more stable remuneration and service benefits (e.g., pension, housing allowances, bonuses, and medical aid) than teachers in most private schools. ...However, private school teachers perform better in local and international assessments than their public school counterparts.Purpose of the study: There is limited research on how public and private primary school teachers differ in terms of employee engagement and organisational commitment in South Africa, which are associated with low learner outcomes and widespread teacher resignations. This study aimed to determine the empirical differences between public and private primary school teachers' employee engagement and organisational commitment. Moreover, this study ascertained the relationship between employee engagement and organisational commitment and assessed whether teachers' biographical variables influence employee engagement and organisational commitment.Design/methodology/approach: A quantitative correlational research design was used. Data were collected using both simple random and convenient sampling methods. The employee engagement questionnaire and organisational commitment scale were self-administered to 300 participants in a rural educational circuit in South Africa.Findings: The results revealed that public and private primary school teachers differed on only two employee engagement subscales. No significant differences were observed between public and private primary school teachers regarding organisational commitment. Significant relationships were observed between some dimensions of employee engagement and organisational commitment. Significant associations were observed between some dimensions of the measured constructs and biographic variables.Recommendations/value: Workplace intervention initiatives should focus on addressing work-related and organisational issues efficiently, as this could impact employee engagement and organisational commitment. This study is deemed the first of its kind where public and private primary school teachers were compared on the two constructs simultaneously in South Africa and, therefore, contributes to the literature.Managerial implications: In addressing low learner outcomes and teacher retention, this study encourages continued interventions that promote teacher engagement and commitment.
Out-of-field teaching (OOFT) and its effects on teacher identity has been the focus of some research, but how teaching a language out-of-field impacts teacher identities has received less attention. ...This case study contributes to this research gap and reports on two Aotearoa New Zealand primary school teachers’ experience of out-of-field Mandarin teaching across a school year. Portfolio and interview data suggest that communities of practice support teachers’ OOFT and that OOFT can become part of teacher identity depending on how teachers perceive themselves, but more research is needed to investigate the influence of OOFT on teacher self-perception and teacher identity.
To determine the efficacy of a hybrid group telepractice program in voice therapy for primary school teachers.
The participants, consisting of 12 teachers with voice disorders (three males and nine ...females), participated in 11 sessions of the telepractice program, divided into one training session on vocal hygiene, five practice sessions by themselves, and five group practice sessions in 5weeks. Data on the vocal handicap index (VHI) measure was obtained pre- and post-intervention. The voice analysis included fundamental frequency (local), jitter (local), shimmer (local), harmonic-to-noise ratio (local), and maximum phonation time assessed by Praat software.
The VHI assessment revealed a statistically significant difference (P < 0.05) in the emotional domain. There was no statistically significant difference (P > 0.05) in physical, functional, and total scores. Both males and females had no statistically significant difference (P > 0.05) in mean fundamental frequency. However, there was a statistically significant difference (P < 0.05) in jitter (local), shimmer (local), harmonics-to-noise ratio (local), and the maximum phonation time.
The group telepractice program in voice therapy for primary school teachers was effective. It could be utilized for voice therapy to prevent voice disorder problems in teachers.
At the end of the sixties of last century, the development of Realistic Mathematics Education (RME) started in the Netherlands. At the beginning of this century, the Indonesian adaptation of RME, ...Pendidikan Matematika Realistik Indonesia (PMRI), started. The implementation of RME / PMRI has proven to be challenging. In this research, a qualitative case study was used to investigate teachers’ perceptions and experiences in implementing RME/PMRI in their classes. Semi-structured interviews were conducted with several Dutch and Indonesian teachers who have joined the RME/PMRI training. We found similarities and differences between the two groups of teachers. Both groups of teachers understand the use of context as a starting point for students to construct mathematical understanding. The Dutch teachers considered the construction of interesting mathematical problems and the use of the guided-reinvention principle as the difficulties but motivated them to do more practice. Indonesian teachers mentioned that for them, the integration of mathematics with other subject areas for integrated thematic learning in the 2013 curriculum was their constraint but it was also a challenge for them to be more creative. These perspectives can become a reference for the development of a localized implementation of learning trajectory in classroom practices.
According to the Theory of Planned Behavior (TPB; Ajzen, 1991), each behavior results from a behavioral intention, which in turn depends on attitudes, subjective norms and perceived behavioral ...control. In this study, the TPB was investigated with respect to individualized student support and teachers' intrinsic and extrinsic support intentions involving 488 primary school teachers. Employing individualized support interventions was predicted directly by self-efficacy beliefs and the intrinsic support intention as well as indirectly by teachers’ attitudes. More practically experienced teachers implement support measures more often, while multi-groupcomparisons regarding advanced training showed no differences in the tested model for the TPB.
•The TPB was reviewed with respect to individualized student support in primary school teaching.•Experienced teachers are more likely to implement individualized measures of support.•Control of self-efficacy and intrinsic intentions to implement support interventions are of particular importance.•Teachers' attitudes towards individualized student support exert an indirect influence on its implementation.•Teachers with as well as without advanced training are equally likely to provide individualized support.
Illustrations as an effective means of communication help children to understand what they have read, enriching at the same time their vocabulary and ultimately influencing children’s motivation and ...achievement. The aim of this paper is to determine how teachers and illustrators perceive and understand the relationship between a text and an illustration in a primer. A qualitative research was conducted using a focus group with primary school teachers and an interview with an illustrator. The research results show that from the illustrator’s and teachers’ narratives one can single out, on one hand, the categories related to and explaining the relationship between a text and an illustration, and on the other hand, the categories describing the scope of the illustrator and the teachers in the process of text and illustration integration, as well as their motivation. A critical attitude of the illustrator and the teachers towards publishing, as well as the importance of illustration, was a common point in the narratives, where they emphasized that it is necessary to have a measure in order to establish the relationship between a text and an illustration in general. It was observed that the responsibility for the integration of texts and illustrations should be shared by all participants in creating the final textbook/primer, and that it is necessary to emphasize the need to connect the authors and illustrators during the creation of the relationship between a text and an illustration on one page of the primer/ textbook. It is additionally important to develop a further framework for teacher education in terms of emphasizing the importance of illustration in the learning process in teaching.
Based on the pursuit of research-oriented teachers, this study temped to understand whether school teachers have the time, willingness, and demands to conduct research while teaching. A qualitative ...survey was conducted among primary school mathematics teachers in southern Fujian province, the Southeast of China, through Questionnaires Star, and 102 texts were obtained. The survey found that primary school mathematics teachers' average daily work time in the sample was about 10 hours. The work contents were cumbersome and diverse, including rigid and semi-rigid tasks, and a social control mode of short-term responsibility with limited personal autonomy was found. The lesson preparation adopted the modification and imitation mode, and the classroom teaching conducted preset adjustment orientation. The research awareness and innovation ability of lesson preparation and teaching were insufficient, but the overall willingness to do research was very high. Teaching-based empirical research was their favorite, aiming at improving personal, professional rank, and student achievement. The reasons for not wanting to do research were mainly busy work, lack of theoretical literacy, and expecting mentors to lead or team up with famous teachers. As such, some recommendations were put forward.
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