scholarly journals Four-day-follow-up study on the voice monitoring of primary school teachers: Relationships with conversational task and classroom acoustics

2017 ◽  
Vol 141 (1) ◽  
pp. 441-452 ◽  
Author(s):  
Giuseppina Emma Puglisi ◽  
Arianna Astolfi ◽  
Lady Catherine Cantor Cutiva ◽  
Alessio Carullo
Keyword(s):  
Primary School ◽  
School Teachers ◽  
Classroom Acoustics ◽  
Primary School Teachers ◽  
Follow Up Study ◽  
The Voice

scholarly journals Effect of Implementing a Training Program on the Performance of Primary School Teachers Regarding Disaster Management in Al Malikeyeh - Syria

2019 ◽  
Vol 4 (03) ◽  
Author(s):  
Basem Essa Abozeed ◽  
Zakia Toma Toama ◽  
Amina Ahmad Mohamed ◽  
Alyaa Farouk Abd El-Fattah Ibrahim
Keyword(s):  
Primary School ◽  
Training Program ◽  
Disaster Management ◽  
Primary Schools ◽  
Management Practice ◽  
Structured Interview ◽  
School Teachers ◽  
Primary School Teachers ◽  
Awareness Campaigns

Background: Disasters are a global problem, concern every community and no community is immune from it, schools all over the world suffer from disasters, which affect children health and safety. Teachers play essential roles in child protection so, teachers’ training is very significant for effective school disaster management. The study aimed to evaluate. The effectiveness of implementing a training program on the performance of primary school teachers in Al Malikeyeh regarding disaster management. Methods: Design: Quasi-experimental design. Setting: the current study conducted in six primary schools at Al-Malikeyeh distracts. Sample: 78 school teachers. Tool of the study: Teacher's knowledge and practice about disaster management structured interview questionnaire which contained three parts: part (I): Socioeconomic data, part (II): knowledge of the teachers, part (III): practice of the teachers .Results: about 35.8% of teachers had good knowledge pre program; meanwhile post and follow up the program this percent was increased respectively 87.2 % and79.5%. Also the findings observed that 30.8% of teachers had satisfactory practice, whereas, respectively 84.6% and 76.9 of them gained satisfactory disaster management practice post and follow up the program,. Conclusion: Implementing the training program had statistically significant improvement on knowledge and skills of primary school teachers in Al-Malikyeh regarding disaster management. Recommended: Training programs and workshops about disaster issues should be organized for the school teachers and key teams on regular basis, in addition to, awareness campaigns should be implementing with employing mass and social media technologies.

scholarly journals HUMAN RIGHTS EDUCATION: AN ANALYSING STUDY OF THE PROGRAMS OF STUDY OF GREEK PEDAGOGICAL DEPARTMENTS

2014 ◽  
Vol 59 (1) ◽  
pp. 68-76
Author(s):  
Charikleia Pitsou ◽  
Stathis Balias
Keyword(s):  
Human Rights ◽  
Primary School ◽  
Human Rights Education ◽  
School Teachers ◽  
Primary School Teachers ◽  
Preschool Educators ◽  
Programs Of Study ◽  
Undergraduate Programs ◽  
Further Development

The United Nations (UN) declared 1995-2004 the Decade for Human Rights Education (HRE); as a follow-up, a HRE World Program (2005-2009) was initiated, aiming at the support and development of sustainable national strategies and programs in HRE. Many higher education institutions and universities seized upon the opportunity and infused their curricula with the philosophy and principles of HRE. HRE is a type of education that promotes training, dissemination, and information efforts aiming at building a universal culture of human rights (HR) by imparting knowledge and skills and shaping attitudes. This paper presents a thorough quantitative content analysis of a descriptive assessment of HRE in all Greek Pedagogical Departments’ (GPD) Undergraduate Programs of Study (PS), where future Primary School Teachers (PST) and Preschool Educators (PE) are educated. A review of course titles and descriptions of the 19 PS of GPD was conducted to identify HR content. The results suggest that HR content is present in a variety of GPD courses. It is especially evident in 17 courses. The question arising and discussed is whether the attendance of such courses can lead to a robust and consistent implementation of HRE. Recommendations for further development of HRE in Pedagogical Departments (PD) are provided. Key words: Greek pedagogical departments, human rights education, programs of study, training of primary school teachers and preschool educators.

scholarly journals Mindfulness-based stress reduction intervention for elementary school teachers: a mixed method study

Trials ◽  
2021 ◽  
Vol 22 (1) ◽  
Author(s):  
J. H. Lensen ◽  
S. E. M. J. Stoltz ◽  
M. Kleinjan ◽  
A. E. M. Speckens ◽  
J. T. Kraiss ◽  
...  
Keyword(s):  
Mental Health ◽  
Primary School ◽  
Stress Reduction ◽  
Mixed Method ◽  
Classroom Climate ◽  
Mixed Method Study ◽  
School Teachers ◽  
Primary School Teachers ◽  
Mindfulness Based Stress Reduction

Abstract Background In the Netherlands, more than half of the teachers working in primary education experience high levels of work stress. Compared to other professions, teachers are more likely to drop out from work and develop mental illnesses. Almost one in five even choose a new profession within 5 years after starting as a teacher. This indicates an urgent need for interventions to reduce stress levels in teachers. However, few evidence-based effective interventions targeting stress and work-related problems in the primary educational system are available. Aim In the current paper, we describe the protocol for a randomized controlled study (RCT) comparing an 8-week mindfulness-based stress reduction (MBSR) intervention with a wait list control condition in primary school teachers. We hypothesize that teachers who participate in the MBSR programme will report less stress (primary outcome) than those in the control group at post-test and at 3-month follow-up. We also expect a decrease in teachers’ absenteeism and improvements of mental health, teacher skills, classroom climate quality and the pupil-teacher relationship (secondary outcomes). Finally, we hypothesize that self-compassion, mindfulness skills and emotion regulation skills could mediate effects. Methods/design A mixed-method study will be conducted among N=155 Dutch primary school teachers (grade 1 to 6). The quantitative study will be an RCT, in which teachers will be randomly allocated to the MBSR or waiting list control condition. Trial participants will not be made actively aware of their condition. The data analysts will be blinded. Online questionnaires will be sent to teachers before and after the MBSR programme, and at 3-month follow-up. Information about absenteeism will be collected. In the qualitative part of the study, we will interview teachers to examine their perceived effects of MBSR on their teaching skills, the classroom climate quality and the pupil-teacher relationship. Discussion This protocol paper describes a mixed-method study design with an RCT and a qualitative evaluation to evaluate an MBSR programme on perceived stress among primary school teachers. If the MBSR programme proves to be effective, it could be implemented as a programme to reduce stress and improve mental health and teaching outcomes in primary school teachers. Trial registration Nederland Trial Register NL. Registered on 19 November 2019—retrospectively registered, https://www.trialregister.nl/trial/8171

scholarly journals Effect of rational-emotive adult education intervention on burnout symptoms among primary school teachers in Southeast Nigeria

2019 ◽  
Vol 48 (4) ◽  
pp. 030006051988220 ◽  
Author(s):  
Linus Okechukwu Nwabuko ◽  
Georgina Chinagorom Eze ◽  
Eberechukwu Charity Eneh ◽  
Ann Ebere Okechukwu ◽  
Inwang Etim Udom
Keyword(s):  
Adult Education ◽  
Treatment Group ◽  
Primary School ◽  
Control Group ◽  
Education Intervention ◽  
School Teachers ◽  
Primary School Teachers ◽  
Rational Emotive ◽  
Before And After

Objective To determine the effect of a rational-emotive adult education intervention (REAEI) on burnout symptoms among primary school teachers in Southeast Nigeria. Methods Primary school teachers with burnout symptoms were randomised to treatment or control condition. Treatment was a 16-week REAEI programme delivered in 32 group therapeutic sessions. The Teachers’ Burnout Inventory (TBI) score was recorded before and after therapy and at a three-month follow-up. Results Overall, 27% (86/320) of the sample of primary school teachers had burnout symptoms. TBI scores were statistically significantly lower in the treatment group compared with the control group both after therapy and at the three- month follow up. Conclusion In this sample of primary school teachers, burnout symptoms were alleviated by use of a REAEI program.

In-Service Training for Increasing Teachers’ ADHD Knowledge and Self-Efficacy

2017 ◽  
Vol 23 (3) ◽  
pp. 270-281 ◽  
Author(s):  
Alexandre Pascal Latouche ◽  
Michael Gascoigne
Keyword(s):  
Primary School ◽  
Self Efficacy ◽  
Intervention Group ◽  
Control Group ◽  
Training Workshop ◽  
School Teachers ◽  
Primary School Teachers ◽  
Brief Training ◽  
Service Training

Objective: The aim of this article is to evaluate the efficacy of a brief in-service training workshop at increasing primary school teachers’ ADHD knowledge and sense of self-efficacy. Method: Teachers from 10 schools participated in the study ( n = 274) and were allocated into either an intervention or waitlist control group. Teachers’ ADHD knowledge and self-efficacy were assessed following the provision of a brief training workshop on ADHD. Knowledge and self-efficacy retention were also assessed at a 1-month follow-up. Results: Within the intervention group, ADHD knowledge and self-efficacy increased following the intervention (both ps < .001). Knowledge increased more than twofold, from very low to high levels, although increases in self-efficacy were more modest. Both knowledge and self-efficacy decreased at the 1-month follow-up but, nevertheless, remained higher than baseline levels ( p < .001). Conclusion: Results demonstrate that a brief training workshop can increase primary school teachers’ ADHD knowledge and self-efficacy. Whilst increases in self-efficacy were modest, our findings suggest that a brief professional development intervention can be utilized to greatly increase teachers’ ADHD knowledge, providing a cost-effective, practical solution to address this well-evidenced gap in teachers’ training and knowledge about the disorder.

scholarly journals A Pilot Study on the Relationship between Primary-School Teachers’ Well-Being and the Acoustics of their Classrooms

2020 ◽  
Vol 17 (6) ◽  
pp. 2083
Author(s):  
Suvi Karjalainen ◽  
Jonas K. Brännström ◽  
Jonas Christensson ◽  
Birgitta Sahlén ◽  
Viveka Lyberg-Åhlander
Keyword(s):  
Primary School ◽  
Well Being ◽  
School Teachers ◽  
Classroom Acoustics ◽  
Vocal Health ◽  
Primary School Teachers ◽  
Bivariate Correlation ◽  
Sound Environment ◽  
The Relationship ◽  
Voice Symptoms

Although teachers’ well-being and vocal health are affected by noise, research on classroom sound environment from the teachers’ perspective is scarce. This study investigated the relationship between teachers’ well-being and classroom acoustics. The possible influence of teachers’ age, experience, teaching grade and class size on the relationship was also investigated. In this study, well-being refers to self-reported vocal health, stress, burnout and self-efficacy. Twenty-three primary-school teachers answered questionnaires on well-being. In each teacher’s classroom, the acoustical properties were measured with the variables reverberation time, clarity of speech (C50) and ventilation system noise (VSN). A series of non-parametric correlations were run to determine the relationship between teachers’ well-being and classroom acoustics. Initially, there was a significant bivariate correlation between burnout and VSN, as well as voice symptoms correlated with VSN and teaching grade. Although the results became not significant after correction for multiple tests, the findings indicate that higher degree of burnout is associated with higher levels of VSN in classrooms, and voice symptoms increase with higher VSN. Teachers working in lower grades had more voice symptoms than those working in higher grades.

scholarly journals COVID-19 vaccine uptake, predictors of vaccination, and self-reported barriers to vaccination among primary school teachers in Poland

2021 ◽  
Author(s):  
Marta Malesza ◽  
Karolina Sobolewska
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Strong Association ◽  
Vaccine Uptake ◽  
School Teachers ◽  
Primary School Teachers ◽  
Factors Associated ◽  
Vaccine Refusal ◽  
To Receive

It has been proposed that teachers, like healthcare workers, constitute a strategic target for COVID-19 vaccine programs as immunization is a key element in protecting both them and their pupils. The present study examined vaccine uptake among primary-school teachers and sought to identify factors associated with it. A sample was recruited from 553 Polish primary schools, and data were collected at two time points: December 2020 and March 2021. Associations between vaccine uptake among teachers and their attitudes toward COVID-19 vaccination were assessed through multivariate logistic regression. 6152 participants completed both baseline and follow-up surveys. Of these, 4502 (73.2%) reported their intention at baseline to receive a COVID-19 vaccination, if available; at follow-up, 3894 (86.5%) of the same 4502 reported having received the vaccination. A significant association was revealed between vaccine uptake and perceived severity, self-efficacy, and social norms. The principal driver for vaccine acceptance was the wish to avoid contracting the disease. Conversely, the principal driver for vaccine refusal was concern about side effects and safety. A strong association exists between intention to receive the COVID-19 vaccine and actual uptake. Future COVID-19 immunization programs may benefit from a stronger understanding of the factors associated with vaccine uptake among this cohort.

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.

The Performance of Primary School Teachers In the Unit of Education Technical Implementation, Banyumanik, Semarang

2018 ◽  
Vol 1 (2) ◽  
pp. 81
Author(s):  
Muhamad Afandi ◽  
Sari Yustiana
Keyword(s):  
Elementary School ◽  
Primary School ◽  
Learning Process ◽  
Random Sampling ◽  
Sampling Technique ◽  
Lesson Plans ◽  
School Teachers ◽  
Primary School Teachers ◽  
Assessment Of Learning ◽  
Overall Performance

The purpose of this study is mainly to describe the performance of primary school teachersin the unit of education technical implementation in Banyumanik, Semarang. This researchwas conducted in January- August 2017. The sample of this research is 162 primaryschool teachers selected by random sampling technique in order to get the same opportunityas sample. The instruments used in this study were the assessment sheets, the RatingSheet consisted of 64 items of question, and 3 indicators of Primary School TeacherPerformance. The results show that each of Implementation of lesson plans is categorizedvery well (90, 9%), the execution of the learning is 83.4%, assessment of learning is good(82.8%). The Overall performance of primary school teachers is categorized good( 85 , 7 % ). In other words, the primary school teachers of the unit of education technicalimplementation in Banyumanik Semarang can arrange the lesson plans, carry out learningand teaching process and assess the learning process in elementary school.

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