scholarly journals Teaching Performance of Slovak Primary School Teachers: Top Motivation Factors

2021 ◽  
Vol 11 (7) ◽  
pp. 313
Author(s):  
Jana Javorčíková ◽  
Katarína Vanderková ◽  
Lenka Ližbetinová ◽  
Silvia Lorincová ◽  
Miloš Hitka
Keyword(s):  
Primary School ◽  
Relative Proportion ◽  
Appraisal System ◽  
School Teachers ◽  
Primary School Teachers ◽  
Research Results ◽  
Motivation Factors ◽  
Significant Difference ◽  
Long Time ◽  
Basic Salary

Teaching is a specific type of profession with a specific mission. In this study, the motivation level of primary school teachers in Slovakia in the period from 2015 to 2020 was analyzed. A total of 1189 Slovak teachers with a stratified selection were addressed. Cronbach’s Alpha, Tukey’s HSD (honest significant difference), and ANOVA were used to analyze the data obtained. The research results confirm that Slovak teachers are motivated most by relationship and financial factors. Other important motivation factors are atmosphere in the workplace, a good work team, a supervisor’s approach, a fair appraisal system, and a basic salary. The research also confirms that, over the duration of the study, there was a significant change in the average level of motivation factors; however, there was no change in their relative proportion and structure. In relation to gender, significant diachronic differences were confirmed. Research results prove that Slovak teachers have stable requirements in terms of motivation. This study’s findings will further help school management create effective motivation programs for primary school teachers. Regarding the fact that no similar research has been conducted in Slovakia in a long time, the research results presented here are original and unique.

Role of Teachers in Building the Concept of Sustainable Development: Success or Failure

2020 ◽  
Vol 1 (1) ◽  
Author(s):  
Ayaz Muhammad Khan ◽  
Amber Jamshaid ◽  
Tayyibah Roohi ◽  
Amna Ramzan
Keyword(s):  
Sustainable Development ◽  
Primary School ◽  
Sampling Technique ◽  
School Teachers ◽  
Primary School Teachers ◽  
Primary Level ◽  
Significant Difference ◽  
Role Of Teachers ◽  
Major Factors

Sustainable Development (SD) is a rich, challenging and thought-provoking construct in social sciences. The main purpose of this paper was to identify and explore the role played by primary school teachers in building up the idea of sustainable development (SD) among students. This paper was intended to identify that how a teacher can successfully execute the concept of SD by influencing students’ minds at the primary level. Quantitative survey technique were utilized for data collection. All the primary school teachers of Lahore division comprised the population of the study. Through multistage sampling technique, 352 primary school teachers were selected as participants of the study. A self-developed SD questionnaire incorporating four major factors (teachers’ awareness, pedagogy, curricular and co-curricular activities) with Cronbach’s alpha value = .93 was used to measure the role of teachers in building the sustainability concept among students at primary level. The results indicated a significant mean score difference among SD scores of teachers, sector wise (private and public). Furthermore, the results also reconnoitered the significant difference (p=.04) between the mean scores of female and male teachers in building up the SD concept in students’ minds.

scholarly journals The Degree To Which Primary School Teachers In Amman Governorate Possess Soft Skills In Light Of Coronavirus Pandemic From Their Principals' Perspectives

2021 ◽  
Vol 12 (6) ◽  
pp. 1199-1212
Author(s):  
Dr. Fawaz Shehada , Et. al.
Keyword(s):  
Primary School ◽  
Soft Skills ◽  
School Teacher ◽  
Reliability And Validity ◽  
Survey Method ◽  
Primary School Teacher ◽  
School Teachers ◽  
Primary School Teachers ◽  
Female Principals ◽  
Significant Difference

The problem and the aim of the study: The rapid growth in technologies and the threat of COVID-19 pandemic have brought remarkable changes in the twenty-first century. Corona pandemic has caused a series of transformations in the different spheres of social, political, labor,  economic and educational life. Different governments have launched emergency policy initiatives based on the suspension of classes and the closure of educational centers to continue teaching activities from homes through the use of information and communication, which led to the emergence of new skills that the teacher should possess in order to keep pace with modern developments and to continue with the student learning process. The primary school teacher is required to develop his soft skills with quality and efficiency, to be in line with the great technological renaissance the world is witnessing in the field of teaching, knowledge and culture, and to realize that one of his new tasks is to be a guide, facilitator and assistant for students to learn by themselves. Accordingly, the study aimed at finding out the degree to which primary school teachers in Amman Governorate, possess soft skills in light of Coronavirus pandemic from the viewpoint of their principals. Research methods: The researcher reviewed the related literature to narrow the topic and aggregate the theoretical and empirical research related to the topic. The descriptive survey method was used in the study in addition to a 41- item questionnaire distinctly developed for gathering data. Reliability and validity of these items were checked by applying it to a pilot group of 30 principals selected randomly. (837) male and female principals from Amman governorate were selected as a study population. The sample of the study was (228) principals who were randomly selected, and constitutes (27%) of the study population.The results of the study were obtained through appropriate statistical analyses, then  analyzed and discussed according to the questions of the study. Results: The results showed that the degree to which primary school teachers' possess soft skills was high. The results also indicated that there is a statistically significant difference according to gender variable in favor of females, while there are no statistically significant differences attributed to experience variable and the interaction between gender and experience. Conclusion: the study pointed out that the importance of soft-skills for teachers has got more importance under COVID-19 pandemic crisis, as utilizing soft skills in teaching will improve the quality of educational results. There is a need to create awareness among the teachers about the importance of soft skills for career advancement and how to develop and practice such skills. schools should carefully review and incorporate the desired soft skills into their curricula. However, they should also continue running specialized training workshops to help teachers further improve their soft skills. It is equally important that teachers should also make efforts for improving their skills level through self-directed readings and participation in appropriate skills development programs and activities.

scholarly journals ASSESSMENT OF ADMINISTRATIVE ROLE PERFORMANCES OF HEADMASTERS OF PRIMARY SCHOOLS IN EBONYI STATE SOUTH EAST, NIGERIA

2020 ◽  
Vol 7 (9) ◽  
pp. 6-16
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Survey Design ◽  
Research Question ◽  
Sampling Technique ◽  
School Teachers ◽  
Primary School Teachers ◽  
Adequate Funding ◽  
Multi Stage ◽  
Significant Difference

This study was carried out to identify the administrative role performances of headmasters of primary schools in Ebonyi state, southeast Nigeria. The study also identified the challenges faced the headmasters in performing their roles and strategies for handling these challenges. Three research questions were developed in line with the purpose of the study. Three null hypotheses were formulated and tested at 0.05 level of significance. The study adopted descriptive survey design. The population of the study is 1471 headmasters and 10,188 teachers, and the sample comprised 150 headmasters and 1000 primary school teachers from the area of study. This sample was drawn using multi-stage sampling technique. A–21 item instrument termed “Headmasters’ Administrative Role Performance Assessment Questionnaire” (HARPAQ) was used by the researcher for data collection. The instrument was first validated by experts and reliability was determined using Cronbach Alpha Statistics and the reliability got was 0.85. The administration and retrieval of instrument were through direct contact and use of research assistants with the respondents. Data collected were analysed using mean and standard deviation for the research question while z-test statistics were used for testing the null hypotheses. The findings of the study revealed that all the 21 items were accepted by the respondents. Findings on the hypotheses tested revealed that there was no significant difference in the mean responses of headmasters and primary school teachers from Ebonyi state on the items presented. Adequate funding, prudency and accountability in fund management, regular leadership training of headmasters, formation of formidable umbrella union for the headmasters to always interact with government on issues of school funding and management, involving the PTA and community in school management among others were recommended.

scholarly journals The Tendency of Primary School Teachers towards Teaching the Profession in Light of Some Variables

2021 ◽  
Vol 11 (6) ◽  
pp. 255
Author(s):  
Amaal Al Masri ◽  
Mutaib Al-Otaibi
Keyword(s):  
Primary School ◽  
Random Sample ◽  
Negative Attitude ◽  
Teaching Profession ◽  
Years Of Experience ◽  
School Teachers ◽  
Primary School Teachers ◽  
Female Teachers ◽  
Study Results ◽  
Significant Difference

The study aimed to reveal attitudes in primary school teachers and their female teachers in the Mubarak Al-Kabeer educational district in Kuwait towards the teaching profession in light of some variables. To achieve the study's objectives, the researcher chose a random sample consisting of (400) teachers, and the researcher also designed a questionnaire consisting of (50) A paragraph that was judged, and the necessary honesty and consistency were given to it. The study found that all members of the study sample had a negative attitude towards the teaching profession and found no statistically significant difference between the average grades of primary school teachers and their teachers according to their literary and scientific specializations in the direction towards the teaching profession. In contrast, the study results showed that there are statistically significant differences between the average grades of teachers and the degrees of teachers towards the teaching profession and for the benefit of female teachers. The results also showed statistically significant differences for years of experience and in favor of those with experience (less than five years) in the direction towards the teaching profession. Therefore, the study recommended that the opportunity for teachers with long experience be given encouraging opportunities, motivation, and working to inform them of their importance, assigning them to tasks that satisfy their needs and desires, as well as spreading the spirit of respect for the teaching profession in the hearts of members of society as well as in the hearts of teachers who practice the profession of teaching.   Received: 2 September 2021 / Accepted: 30 October 2021 / Published: 5 November 2021

scholarly journals Investigation of Primary School Teachers’ Perception of Discipline Types They Use for Classroom Management

2017 ◽  
Vol 7 (1) ◽  
pp. 30 ◽  
Author(s):  
Hatice Vatansever Bayraktar ◽  
M. Cihangir Dogan
Keyword(s):  
Classroom Management ◽  
Primary School ◽  
Personal Information ◽  
State School ◽  
School Teachers ◽  
Primary School Teachers ◽  
Discipline Practices ◽  
Significant Difference ◽  
Education Status ◽  
Scale Data

The objective of this study is to examine the primary school teachers’ the perceptions of discipline types they use for classroom management; and also to find out if there is a statistically significant difference between the perceptions of discipline types used in classroom management according to the demographic characteristics of primary school teachers.The research is prepared in accordance with the survey model. Population consists of primary school teachers working in İstanbul province in 2015-2016 academic years. As for the sample, it consists of 275 primary school teachers working in Bağcılar, Bahçelievler, Başakşehir, Gaziosmanpaşa and Küçükçekmece districts in İstanbul province in 2015-2016 academic years. Data were collected through “personal information form” and “discipline types that teacher use for classroom management scale”. Data were analyzed with SPSS and frequency, percentage, t-test, Mann Whitney-U Test, Kruskal Wallis-H Test were used.As a result of the study, it was found out that the total perception of primary school teachers regarding the sub-dimensions of the types of discipline they use in classroom management, and their perception of the sub-dimensions of preventive discipline, supportive discipline and corrective discipline are at the level of “totally agree (always)”. In general, teachers use all three types of discipline in classroom management. It was seen that primary school teachers prefer most the preventive discipline approach in classroom management, which is followed by the supportive discipline approach. The types of discipline used by primary school teachers in classroom management do not vary significantly by the variables of gender, age, education status and professional seniority. The perceptions of the primary school teachers working at private schools of preventive discipline are higher than those of the primary school teachers working at a state school. Widowed teachers prefer the preventive discipline and corrective discipline practices more than single, married and divorced teachers. Teachers who worked at their school for 16-20 years prefer supportive discipline practices more than teachers who worked at their school for 1-3 years, 4-7 years, 8-10 years and 11-15 years. Teachers who worked at their school for 16-20 years prefer corrective discipline practices more than the teachers who worked at their school for 1-3 years, 4-7 years, and 8-10 years. Furthermore, teachers who worked at their school for 11-15 years prefer corrective discipline practices more than the teachers who worked at their school for 1-3 years.

scholarly journals BURNOUT AMONG PRIMARY SCHOOL TEACHERS IN GOVERNMENT AND PRIVATE SCHOOLS: A COMPARATIVE STUDY

2019 ◽  
pp. 1-3
Author(s):  
Sangeeta Sood
Keyword(s):  
Primary School ◽  
Emotional Exhaustion ◽  
Private School ◽  
Personal Accomplishment ◽  
Three Dimensions ◽  
Burnout Syndrome ◽  
School Teachers ◽  
Primary School Teachers ◽  
Female Teachers ◽  
Significant Difference

Teachers' experience emotional exhaustion and develop a cynical attitude toward teaching and students (depersonalization). Feelings of exhaustion and ineffectiveness continue as mental and physical resources are depleted in the pursuit of unreachable and sometimes unrealistic goals (Maslach, Schaefeli & Leiter 2001).The teacher then experiences a reduction in accomplishments, leaving him or her with a loss of self-esteem and dissatisfaction with these job accomplishments. This chain of event ultimately interferes with the burnout in teacher's ability to continue to meet teaching demands. Thus, the three dimensions of the burnout syndrome: emotional exhaustion, depersonalization and a reduced sense of personal accomplishment, begins. Consequences of teacher burnout can lead to feelings of hopelessness, absenteeism, increased turnover, and decreased job performance. The results of current study indicated that male primary school teachers score higher mean scores than female teachers in depersonalization than female teachers had of personal accomplishment. No significant difference between private and government primary school teachers with reference to job burnout were found. However private school teachers feel more emotional exhaustion as compared to their counterparts in government schools.

scholarly journals Quality Assurance and Internal Efficiency of Primary School Teachers in Ekiti State

2019 ◽  
Vol 10 (2) ◽  
pp. 49-55
Author(s):  
B. B. Arogundade ◽  
F. A. Belo
Keyword(s):  
Quality Assurance ◽  
Primary School ◽  
Rural Areas ◽  
School Administrators ◽  
School Teachers ◽  
Primary School Teachers ◽  
Essential Variable ◽  
Rural And Urban ◽  
Significant Difference ◽  
Internal Efficiency

Abstract The study examined the relationship between quality assurance and internal efficiency of primary school teachers in Ekiti State. The study was a descriptive research design of the survey type. The study population comprised all the 9,310 primary school teachers and all primary school pupils in Ekiti State while a sample of 700 teachers and 700 primary six pupils were selected through random, proportionate and stratified sampling techniques. The instruments used to collect data were questionnaire titled “Quality Assurance Questionnaire” which was answered by teachers and “Teachers Internal Efficiency Questionnaire” which was administered on the pupils. The instruments were validated with reliability coefficients of 0.78 for QAQ and 0.75 for TIEQ. The hypotheses were tested using Pearson’s Product Moment Correlation and t-test at 0.05 level of significance. The findings revealed that there was a significant relationship between quality assurance and internal efficiency of primary school teachers. It was also revealed that there was significant difference in the quality assurance measures provided in rural and urban schools. It was concluded on the basis of the findings of the study that quality assurance is an essential variable of primary school teachers’ internal efficiency. It was therefore recommended that supervising agencies of primary education should closely monitor teachers’ activities, especially those in the rural areas in order to boost their internal efficiency. It was also recommended that workshop and conferences should regularly be organized for primary school administrators, most especially those in the rural areas on the various ways through which their teachers’ activities could be monitored in order to actualize school goals.

scholarly journals INVESTIGATING INSTRUCTIONAL LEADERSHIP, TRANSFORMATIONAL LEADERSHIP, SELF-EFFICACY AND TRUST AMONG PRIMARY SCHOOL TEACHER

2020 ◽  
Vol 5 (35) ◽  
pp. 237-248
Author(s):  
Jumadi Musa ◽  
Mohamad Nizam Nazarudin ◽  
Zakiah Noordin ◽  
Nur Afny Juati ◽  
Hujaimah @ Siti Syafiqah Juhumin
Keyword(s):  
Transformational Leadership ◽  
Instructional Leadership ◽  
Primary School ◽  
Self Efficacy ◽  
Rating Scale ◽  
Teaching Experience ◽  
Primary School Teacher ◽  
School Teachers ◽  
Primary School Teachers ◽  
Significant Difference

The purpose of this study is to investigate the relationship between headmaster instructional leadership, headmaster transformational leadership, self-efficacy, and trust among primary school teachers. Furthermore, the study aims to examine the role of gender, age, and teaching experience in headmaster instructional leadership, headmaster transformational leadership, and self-efficacy. The participants were selected by proportional stratified sampling and simple random selection. This study adopted a survey research design that utilized an ex-post facto research type in which the researcher used questionnaires to collect data from the respondents. The instruments used are the Principal Instructional Management Rating Scale (PIMRS), Multi-factor Leadership Questionnaire (MLQ), Teachers' Sense of Efficacy Scale (TSES), and Trust Scale - Trust in Principal. A total of 297 respondents (mean age 37.4 + 1.5 years) from 71 schools were involved in this study. The data gathered from the respondents were downloaded into the Statistical Package for the Social Sciences (SPSS) for quantitative analysis. The results of the study indicate that there is a positive significant relationship between headmaster instructional leadership (r = .708, p <.05), headmaster transformational leadership (r= .683, p<.05), self-efficacy (r = .615, p <.05) and trust. It is found there is no significant difference among primary school teachers of different ages and teaching experience concerning their headmaster instructional leadership [F (2, 296) = 1.533, p> 0.05][F (2, 296) =. 878, p> 0.05], , headmaster transformational leadership [F(2, 296)=.396, p> 0.05][F(2, 296)=.396, p> 0.05] and teacher efficacy [F (2, 296) = 1.164, p> 0.05] [F (2, 296) = 1.204, p> 0.05]. The present study gains significance as the results can assist the teachers and organizations in enhancing the thrust of teachers.

scholarly journals The Attitudes of Primary School Teachers towards Leisure

2019 ◽  
Vol 7 (4) ◽  
pp. 160
Author(s):  
Özden Tepeköylü Öztürk ◽  
Mümine Soytürk ◽  
Yeliz Ilgar Doğan
Keyword(s):  
Primary School ◽  
Leisure Activities ◽  
Leisure Activity ◽  
Attitude Scale ◽  
General Information ◽  
Professional Service ◽  
School Teachers ◽  
Primary School Teachers ◽  
Female Teachers ◽  
Significant Difference

This study aims to analyze the attitudes of primary school teachers towards leisure. It also aims to determine whether the attitudes of primary school teachers vary according to their gender and leisure activities they attend. A total of 355 primary school teachers ( age= 45.08±7.91), including 188 females and 167 males, volunteered to participate in this study. “Leisure Attitude Scale" developed by Beard and Ragheb (1982) and adapted into Turkish by Akgül and Gürbüz (2010) and “General Information Form” were utilized to collect data. The findings of this study indicates that the leisure attitudes levels of teachers were quite high ( mean= 4.28±.33). Also according to gender of the participants, a significant difference was found in favor of the female teachers in regards to the attitude of leisure in the cognitive sub-dimension and in total points but not in the affective and behavioral sub-dimensions. In terms of the most preferred leisure activity, there was a significant difference in the behavioral sub-dimension of the leisure attitude scale of teachers, whereas there was no statistically significant difference in the cognitive, affective sub-dimensions and total scores. Accordingly, teachers who preferred physical activities in leisure had higher points than the ones who preferred other activities with regards to the behavioral sub-dimensional. In addition, no significant relationship was found between the ages of the teachers, the years of professional service, the leisure attitude scale sub-dimensions and total score.

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