The aim of present study was a comparative study of educational achievement assessment system of primary schools in Syria and Iran. For data collection, curriculum document analysis and ...semi-structured interviews with primary school teachers were used. Participants included 15 primary school teachers in both countries. The data obtained from the interview were analyzed using MAXQDA software. The results showed that assessment system of academic achievement in primary schools of Iran is qualitative-descriptive; whereas In Syria, it is quantitative, and pupils must obtain required scores to be promoted to a higher grade. Iranian students are interested in participating in qualitative assessment and this method has reduced their stress and anxiety. Conversely, Syrian students experience anxiety, fear, stress, and lack of self-confidence, and most feel disgusted with quantitative assessment system of academic achievement. The recommendation of study is reconsideration of assessment system – based on the goals of educational system and philosophical and psychological foundations – in Syria. It is also recommended to deepen and develop descriptive evaluation in Iran.
Resilience is needed for township teachers to overcome their stressful classroom and school environment. The main objective of this paper is to examine the role of teacher resilience in enabling them ...to respond positively to challenges they encounter. To address these challenges, the study explored the fostering of resilience in township primary school teachers in the Lejweleputswa District of the Free State Province in South Africa. A qualitative approach was followed as it allowed the researchers to gather the necessary in-depth data based on the opinions, experiences, and beliefs of the participants. The sample of the study consisted of two principals, two heads of department, and thirty-three teachers from two township primary schools. Data were collected through semi-structured interviews and open-ended questionnaires. The study's major findings revealed that the most common challenges adversely affecting teachers’ resilience were a lack of teaching and learning resources, a negative work atmosphere, and overcrowded classes. The study recommends that the fostering of resilience should be brought about by school management teams (SMT) implementing the Resilience Wheel model in support of teachers’ resilience regardless of the challenges they faced.
This research aimed to explore the impact of organizational commitment on turnover intention of substitute teachers in public primary schools in Xuzhou, and applied psychological capital as a ...mediator variable to establish a research model. A questionnaire was conducted with 400 substitute teachers using convenience sampling. The results show that organizational commitment has a negative yet significant effect on turnover intention. It also shows positive impact on psychological capital. Furthermore, psychological capital is shown to negatively impact turnover intention, while having a mediating effect between organizational commitment and turnover intention.
The aim of the work was to compare the level of somatic and selected motor abilities of pupils of the 1st year in Svit with a national research of primary schools. The goal was to choose boys for ...athletic training based on individual and overall physical performance. The parameters showing the bodily development of the probands were body height, body weight and BMI index. To determine the all-round readiness of students, we used a test set consisting of the following tests: maximum forward bend, endurance in pull-ups, long jump from standing position, shuttle run 4 x 10 m and endurance Beep test. We processed empirical data using statistical-mathematical characteristics. We used the Shapiro-Wilk test to calculate the normality of the data and then calculated the statistical significance of the mean values using the Parametric Unpaired T-test. We recorded significant differences at the 1% and 5% level of statistical significance when comparing the results of our groups with the national ones in individual motor tests: maximum forward bend, long jump from a place, shuttle run 4 x 10 m and endurance Beep test. Differences in somatic indicators and performance between Svit students were confirmed without statistical significance. In the end, we evaluated the level of performance of pupils according to the standards of the population on the basis of their achieved results. We recommended children who achieved the highest points of overall readiness for athletic preparations, as well as those who showed an above-average level of performance in individual tests.
The Aussie Optimism: Positive Thinking Skills Program (AOP-PTS) is an innovative curriculum-based mental health promotion program based on cognitive and behavioural strategies. The program is aimed ...at preventing depressive and anxiety symptoms and disorders in middle primary school children aged 9–10 years. Students from 22 low SES primary schools (N = 910) were randomly assigned to an intervention or a control group and assessed at baseline, post-test, 6 months and 18 months. The intervention group received the program implemented by teachers and the control group received their regular Health Education curriculum. Students completed questionnaires on depression, anxiety, and attribution style. At risk students were further assessed with the computerised Diagnostic Interview for Children and Adolescents. Parents reported on their children's externalising and internalising problems at home. Children in the intervention condition reported a significant pre-post reduction in depressive symptoms, and there was a significant pre-post reduction in parent-reported emotional difficulties which was maintained at 6 month follow-up; no changes were evident in the control group. Both groups showed significant improvements in child-reported anxiety and attribution style, and significant improvements in parent-reported pro-social behaviours. For both groups, there were no significant post-baseline changes in incidence and recovery rates for depression, anxiety, or internalising symptoms. These findings suggest that AOP-PTS has the potential to treat depressive symptomatology in the immediate term but the effects were not sustained. There is also evidence of improved emotional resilience up to 6 months following the program. Further follow-up to investigate longer term effects is needed.
•Intervention children had less depressive symptoms at post-test compared with children in the control condition.•Intervention children had less emotional difficulties at post-test and at 6 months compared to children in the control condition.•No effects found between children in the intervention and control conditions at the 18 months follow-up.
Competency Evaluation Model for Primary Schools Principals Ahmad AkbarKhansari; Gholamreza Sharifirad; AliAkbar Khoshgoftar Moghadam ...
Iranian Evolutionary Educational Psychology Journal,
05/2023, Volume:
5, Issue:
2
Journal Article
Peer reviewed
Open access
The current research was conducted with the aim of designing a model for evaluating the competence of primary education principals. The current research is applied in terms of objective and ...qualitative in terms of data collection method, which was done with grounded theory method. Research data was collected by studying scientific documents and specialized books (36 articles, 24 master's and doctoral theses, and 14 books) and interviewing experts in the field of educational sciences. The interview process reached theoretical saturation after interviewing 18 people. Snowball sampling method was used to select experts. The results showed that the evaluation model of primary schools principals' competency includes 6 main dimensions: 1- Intellectual and mental competency 2- Operational competency 3- Interpersonal competency 4- Personality competency 5- Leadership competency 6- Moral competency and 13 components of decision-making and problem-solving skills ; social-communication skill; awareness skills; resource management; executive management; teamwork skills; knowledge skills; professional behavior; valuable features; personality characteristics; management skills; moral characteristics and perceptive skills. Findings can help senior managers in the selection process of school principals.
► Educational reading assessment is increasingly digitized. ► We compared comprehension of linear texts read on paper and computer screen. ► Students reading print performed better than students ...reading on screen. ► Certain features of digitized text display may impede aspects of reading comprehension.
To explore effects of the technological interface on reading comprehension in a Norwegian school context.
72 tenth graders from two different primary schools in Norway.
The students were randomized into two groups, where the first group read two texts (1400–2000 words) in print, and the other group read the same texts as PDF on a computer screen. In addition pretests in reading comprehension, word reading and vocabulary were administered. A multiple regression analysis was carried out to investigate to what extent reading modality would influence the students’ scores on the reading comprehension measure.
Main findings show that students who read texts in print scored significantly better on the reading comprehension test than students who read the texts digitally. Implications of these findings for policymaking and test development are discussed.