Experience of Female Elementary School Teachers in Teaching Student-Athletes and Activation of Female Teachers’ Participation

2020 ◽  
Vol 20 (16) ◽  
pp. 405-429
Author(s):  
Sangbong Park
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Student Athletes ◽  
School Teachers ◽  
Female Teachers ◽  
Teaching Student

Two Factors Contributing to Elementary School Teachers' Predictions of Students' Scores on the Gates-MacGinitie Reading Test, Level D

1993 ◽  
Vol 76 (2) ◽  
pp. 536-538 ◽  
Author(s):  
John G. Freeman
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Reading Test ◽  
Male Teachers ◽  
School Teachers ◽  
Female Teachers ◽  
Two Factors ◽  
Gates Macginitie Reading Test ◽  
Test Level

The prediction by 13 elementary school teachers of 214 students' achievement in Grades 4 to 6 on the Gates-MacGinitie Reading Test, Level D was examined. Although teachers were generally good predictors of students' achievement in reading, predictions were affected by various factors related to students and teachers. Female teachers, but not male teachers, tended to overestimate the number of correct responses by girls and underestimate that by boys. A similar trend was evident for inexperienced teachers. When they overestimated, male teachers and inexperienced teachers tended to overestimate more.

scholarly journals Motivational Techniques Used by Elementary School Teachers: A Comparative Analysis based on Gender

2021 ◽  
Vol VI (III) ◽  
pp. 62-70
Author(s):  
Nazir Haider Shah ◽  
Muhammad Naqeeb ul Khalil Shaheen ◽  
Sobia Yaseen
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
School Level ◽  
School Teachers ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Jammu And Kashmir ◽  
Male And Female ◽  
Female Teachers ◽  
Significant Difference

The study aimed to compare the emotional techniques of males and females at the elementary school level in Azad Jammu and Kashmir. The nature of this study was descriptive, and a cross-sectional survey was applied for the collection of data. All male and female teachers working in the elementary school of district Sudhnuti were the population of the study. Three hundred nine elementary school teachers of District Sudhnuti were selected by using a random sampling technique. A questionnaire was developed to collect data based on a five-point Like rt scale from elementary school teachers. For data collection, the researcher collected the data personally from the nearest areas while using the postal service for far-flung areas. The data collected through the questionnaire were analyzed by using mean scores and an independent sample t-test. It was found that there is a significant difference in the mean score of male and female teachers regarding motivational techniques. Furthermore, female teachers are using all the motivational techniques instead of male teachers.

scholarly journals Female teachers’ math anxiety affects girls’ math achievement

2010 ◽  
Vol 107 (5) ◽  
pp. 1860-1863 ◽  
Author(s):  
Sian L. Beilock ◽  
Elizabeth A. Gunderson ◽  
Gerardo Ramirez ◽  
Susan C. Levine
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Math Achievement ◽  
Math Anxiety ◽  
The United States ◽  
Early Elementary ◽  
School Teachers ◽  
Female Teachers ◽  
School Year ◽  
Early Elementary School

People’s fear and anxiety about doing math—over and above actual math ability—can be an impediment to their math achievement. We show that when the math-anxious individuals are female elementary school teachers, their math anxiety carries negative consequences for the math achievement of their female students. Early elementary school teachers in the United States are almost exclusively female (>90%), and we provide evidence that these female teachers’ anxieties relate to girls’ math achievement via girls’ beliefs about who is good at math. First- and second-grade female teachers completed measures of math anxiety. The math achievement of the students in these teachers’ classrooms was also assessed. There was no relation between a teacher’s math anxiety and her students’ math achievement at the beginning of the school year. By the school year’s end, however, the more anxious teachers were about math, the more likely girls (but not boys) were to endorse the commonly held stereotype that “boys are good at math, and girls are good at reading” and the lower these girls’ math achievement. Indeed, by the end of the school year, girls who endorsed this stereotype had significantly worse math achievement than girls who did not and than boys overall. In early elementary school, where the teachers are almost all female, teachers’ math anxiety carries consequences for girls’ math achievement by influencing girls’ beliefs about who is good at math.

scholarly journals Saudi School Education During the COVID-19 Pandemic: The Madrasati Platform

2021 ◽  
Vol 22 (2) ◽  
pp. 1-9
Author(s):  
Fawzia Alubthane
Keyword(s):  
Elementary School ◽  
Public Schools ◽  
Elementary School Teachers ◽  
Computer Skills ◽  
Structured Interviews ◽  
School Teachers ◽  
Technical Problems ◽  
Female Teachers ◽  
Quantitative Results ◽  
Teachers Perspectives

This study aimed to evaluate the Madrasati Electronic Platform (MEP) from female teachers’ perspectives in public schools in Riyadh. It also investigated whether students’ educational level or teachers’ computer skills significantly affected teachers’ views. The study applied the mixed-method approach, whereby a questionnaire was distributed to a random sample of 384 teachers, and semi-structured interviews were conducted with five teachers. Quantitative data were analyzed via appropriate statistical methods, while thematic analysis was used to interpret the interviews and comments. The quantitative and qualitative results indicated that MEP and its tools are effective and appropriate. Technical problems, internet interruptions and difficulties with evaluating students' learning represented the most common challenges. Teachers’ suggestions focused on solving technical problems, increasing internet speed, providing internet incentive packages, training teachers and educating parents. The quantitative results demonstrated significant differences amongst teachers’ views of the challenges in favor of elementary school teachers, and the qualitative results showed that some elementary school teachers oppose distance learning at this stage. The outcomes revealed significant differences amongst teachers with respect to their views of MEP’s effectiveness and challenges stemming from their varied computer skills.

scholarly journals A Comparative Study OF Elementary School Teachers Competency in Relation to Sex and Age in India and Iran

2004 ◽  
Vol 2 (2) ◽  
pp. 23
Author(s):  
Parvin Abbasi ◽  
Abbas Madandar Arani
Keyword(s):  
Elementary School ◽  
Elementary Schools ◽  
Comparative Study ◽  
Elementary School Teachers ◽  
Random Sampling ◽  
Simple Random Sampling ◽  
School Teachers ◽  
Female Teachers ◽  
Arak City

The present study investigated elementary school teachers' competency in relation to their sex and age in India and Iran. 484 teachers were selected through Simple Random Sampling from elementary schools of Mysore city (India) and Arak city (Iran). Subjects consisted of 187 men and 297 women. The tool of study was 'Teachers Competency Scale' developed by investigators. Results revealed that female teachers are more competent in some dimensions of competency. Also, it was found that age has no influence on teachers' competency.

scholarly journals A Comparative Study of the Attitude of the Male and Female Elementary School Teachers towards Teaching Profession

2018 ◽  
Vol 5 (2) ◽  
pp. 227
Author(s):  
Uzma Shakoor ◽  
Dr. Irshad Ahmad Farrukh
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Working Conditions ◽  
Quantitative Research ◽  
Attitude Scale ◽  
Teaching Profession ◽  
Favorable Attitude ◽  
Inservice Teachers ◽  
School Teachers ◽  
Female Teachers

<p>The process of education is shaped and made by the teachers who play a pivotal role in web of educational system. Teaching characteristically is a moral enterprise and its function is aimed at guiding and working desirable growth in others. The need to know more about teacher and teaching stems not only from the commonness of the phenomenon, but also from the realization that our notion of teacher and teaching guides our future endeavors. There is a dearth of empirical evidence about the attitude of teachers towards their profession. Quantitative research methodology was deployed using descriptive design. The study included 160 pre and in-service elementary school teachers for which equal representative was given to pre and inservice teachers and both genders. The participants included 80 male and 80 female teachers. A three point validated and reliable attitude scale was used to gather the data which  comprised 30 statements. The results of the present study revealed that<br />the majority of teachers working in the elementary school and also the prospective one’s had less or not favorable attitude towards the teaching profession. The reasons for such attitude seemed to be justifiable, because of the working conditions and academic environment in schools as mentioned by the teachers were sufficient enough to be the great source of influence, development and reinforcement of a particular type of attitude. The study recommends the induction of teachers with the positive and more favorable attitude towards teaching profession. </p><p> </p><p><strong>Keywords:</strong> comparative, attitude, elementary school, teachers, teaching profession </p>

scholarly journals Elementary School Teachers' Attitude towards Including Students with Special Educational Needs into Regular Public Schools in Saudi Arabia

2017 ◽  
Vol 9 (1) ◽  
pp. 49
Author(s):  
Mohaned Ghazi Abed ◽  
Shahir Alrawajfh
Keyword(s):  
Elementary School ◽  
Saudi Arabia ◽  
Elementary School Teachers ◽  
Educational Level ◽  
Educational Needs ◽  
Behavioral Disorder ◽  
Mental Disability ◽  
Special Educational Needs ◽  
School Teachers ◽  
Female Teachers

The inclusion of students with special educational needs (SEN) into the regular educational system is a major concern. Hence, in the present study, the reactions of 100 qualified reqular elementary school teachers were evaluated to explore their opinions on the inclusion of students with SEN in the mainstream schools within Saudi Arabia. Moreover, these opinions were scrutinized based on certain criteria of the teachers including gender, educational level, teaching experience, knowledge and awareness about SEN, in addition to the type, character, and severity of students’ SEN. The outcomes of the study showed that the level of strategies used by the male/female teachers for teaching the children with special educational needs was on an average level. The study has also shown that there are no statistically significant differences for variables such as "years of experience", "educational level", and "teachers' knowledge of teaching students with special needs. As for the variable of "gender", the study has shown statistically significant differences in favor of the female teachers. The study has also shown that mild mental disability followed by mild visual and health disabilities are the most amenable categories. However, the least amenable categories for inclusion are severe mental disability preceded directly by the behavioral disorder.

scholarly journals Comparison of Vocal Loading Parameters in Kindergarten and Elementary School Teachers

2014 ◽  
Vol 57 (2) ◽  
pp. 406-415 ◽  
Author(s):  
Angélique Remacle ◽  
Dominique Morsomme ◽  
Camille Finck
Keyword(s):  
At Risk ◽  
Elementary School ◽  
Elementary School Teachers ◽  
Kindergarten Teachers ◽  
Cumulative Effects ◽  
Specific Group ◽  
School Teachers ◽  
Female Teachers ◽  
Professional Environment ◽  
Voice Use

Purpose Although a global picture exists of teachers' voice demands in general, few studies have compared specific groups of teachers to determine whether some are more at risk than others. This study compared the vocal loadings of kindergarten and elementary school teachers; professional and nonprofessional vocal load were determined for both groups. Method Twelve kindergarten and 20 elementary school female teachers without voice problems were monitored during 1 workweek using the Ambulatory Phonation Monitor. Vocal loading parameters analyzed were F0, SPL, time dose, distance dose, and cycle dose. Results Comparisons between the groups showed significantly higher cycle dose and distance dose for kindergarten teachers than for elementary school teachers, in both professional and nonprofessional environments. Professional and nonprofessional voice use comparisons showed significant differences for all parameters, indicating that vocal load was higher in the professional environment for both groups. Conclusions The higher vocal doses measured in kindergarten teachers suggest that particular attention should be paid to this specific group of teachers. Although nonprofessional vocal load is lower than professional vocal load, it is important to take both into account because of their cumulative effects.

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