Search Strategy, Self-Concept and Metacognitive Skills of Secondary School Teachers in Selected Cities in Nigeria and South Africa

Libri ◽  
2017 ◽  
Vol 67 (2) ◽  
Author(s):  
Oluwole O. Durodolu ◽  
Dennis N. Ocholla
Keyword(s):  
South Africa ◽  
Secondary School ◽  
Information Literacy ◽  
Random Sampling ◽  
Search Strategy ◽  
Secondary School Teachers ◽  
Teaching Profession ◽  
Self Concept ◽  
Metacognitive Skills ◽  
School Teachers

AbstractInformation Literacy (IL) is fundamental for lifelong learning, especially for the teaching profession, where information is critical for imparting knowledge to students who are expected to be creative, critical thinkers and lifelong learners. The study investigates the search strategy, self-concept and metacognitive skills of secondary school teachers in selected cities in Nigeria and South Africa. The study adopted a post-positivist research paradigm combining both qualitative and quantitative research methodologies largely through a multi- case study research design. Data were gathered through questionnaires, interviews, observation and document analysis that included a literature review. The target population was secondary school teachers in Lagos and Durban. The sample for the research was drawn from teachers in government secondary schools in Lagos and Durban. A multi-stage sampling technique was used in the first stage to purposively select samples from the two cities of Lagos and Durban in order to make comparisons. The second stage involved stratified random sampling, and the third stage applied simple random sampling. Literature analysis and the Technology Acceptance Model (TAM) were used to inform the study. The study revealed the following: (i) teachers in Durban had a higher level of perception of the need for information literacy than their counterparts in Lagos; (ii) electronic information resources were infrequently used by the teachers; (iii) younger teachers tended to possess a higher level of information literacy than their older colleagues, which proves why in-service training is imperative; (iv) female teachers were significantly more information literate than their male counterparts; (v) many of the school libraries seem to have been afterthoughts, and the specifications for library building and planning were not observed as itemized by IFLA library building guidelines; and (vi) interaction and collaboration between teachers and librarians was limited. Recommendations have been made regarding how the issues and challenges could be addressed and solved with IL policy and work shopping of teachers for IL.

scholarly journals Professional Commitment Of Effective And Less Effective Secondary School Teachers In Kashmir.

2018 ◽  
Vol 1 (6) ◽  
pp. 63-68
Author(s):  
Rayees Ahmad Dar
Keyword(s):  
Secondary School ◽  
Effective Teachers ◽  
Random Sampling ◽  
Secondary School Teachers ◽  
Teaching Profession ◽  
Professional Commitment ◽  
School Teachers

This study examined the professional commitment of effective and less effective secondary school teachers in Kashmir. The sample for the study consists of 800 secondary school teachers which were collected by random sampling. Professional commitment scale developed by Ravinder Kaur and Sarbjit Kaur was used. The results of the study showed that the effective secondary school teachers have more professional commitment towards their teaching profession as compared to less effective teachers.

scholarly journals Secondary School Teachers Don’t Have Time to Engage in the Most Important Aspects of Information Literacy Due to Curricular Pressures

2009 ◽  
Vol 4 (1) ◽  
pp. 29
Author(s):  
David Herron ◽  
Lotta Haglund
Keyword(s):  
Secondary School ◽  
Information Literacy ◽  
Secondary School Teachers ◽  
Independent Learning ◽  
School Teachers ◽  
High Learning ◽  
Group Discussions ◽  
Making Meaning ◽  
Linguistic Understanding ◽  
Student Information

A Review of: Williams, D. and C. Wavell. “Secondary School Teachers’ Conceptions of Student Information Literacy.” Journal of Librarianship and Information Science 39.4 (2007): 199-212. Objective – To examine school teachers’ understanding of student information literacy and to look at the implications of the findings for developing information literacy in students. Design – Qualitative research design (group discussions; verbal and written reflections). Setting – Secondary schools in the United Kingdom. Subjects – Secondary school teachers with various subject specializations. Methods – The study initially involved 31 secondary school teachers; 24 from seven schools in Scotland and seven from two schools in England. Participant teachers were self-selecting. The study took a phenomenographic approach. Teachers’ perceptions of their students’ abilities and their experiences and perceptions of their role in developing these abilities were examined through data collection in three stages. During the first stage, group discussions established the teacher’s initial conceptions of information literacy. Participants also filled out an information task grid which, together with focus questions, ensured that discussions were kept in the realm of practice. During the second stage of data collection, teachers observed and reflected on their students’ use of information in classroom activities. This was accompanied by informal site visits during which 26 of the participants were introduced to information literacy frameworks and definitions in order to contextualize reflections and discussions. Field notes were used to record these informal meetings. Six participants provided written feedback on reflections. In the third and final stage, a summary of themes from the first two stages was sent to 23 of the participants prior to a second group discussion in order to try to stimulate further reflection. Discussions were audio recorded and transcribed. The transcribed data were analyzed for the dimensions of variation of teachers’ conceptions of student information literacy and key elements associated with each category of description were determined. Main Results – The data revealed six main conceptions of student information literacy among the teachers: “finding information,” “linguistic understanding,” “making meaning,” “skills,” “critical awareness of sources,” and “independent learning.” There was no particular hierarchy in their conceptualization, although independent learning seemed to be the ultimate goal. Teachers’ conceptions in the beginning of the study focused on the ability to find information, whereas after a period of reflection and further discussions, a broader and more complex understanding of information literacy appeared. Table 1 simplifies some of the data from the table in the article and shows conceptualizations as well as some of the contextual elements. [Table 1] Teachers felt that they had at least some control over the development of student ability to find information, develop skills, and critically appraise sources, even though these were not the highest learning priority outcomes. However, in the three areas of ability which the teachers regarded as of high learning priority (linguistic understanding, making meaning and independent learning), they felt that they had little control over the development of these abilities in the students. Conclusion – The teachers’ conceptions of student information literacy overlapped with the ideas in existing models and frameworks for information literacy. However, some areas of information literacy were not addressed by the teachers, i.e., ethical issues in the use of information. In the categories of description of high learning priority, the main reason for the low sense of control by the teachers seemed to be curricular pressures – “our content is prescribed and time allocated doing each of these things is prescribed so we have got limited room for maneuvering” (206). The teachers tended to regard information literacy as process and skills-orientated, with little connection to learning. The authors note that other research also suggests that school librarians also have difficulty relating information finding to learning in specific subject disciplines. There is a clear gap here as the authors point out that “there is a danger that students will not understand the significance of learning with information for academic achievement or for independent learning” (209). The authors suggest that the way forward for further development of information literacy in the classroom and library is through dialogue and that “librarian-teacher collaborations needs to be founded on shared understanding of the complex inter-relationship between information and learning” (209).

Barriers towards Teachers' Involvement in Development of Curriculum

1996 ◽  
Vol 79 (1) ◽  
pp. 113-114
Author(s):  
Lebusa A. Monyooe
Keyword(s):  
South Africa ◽  
Secondary School ◽  
Curriculum Development ◽  
Secondary School Teachers ◽  
The State ◽  
School Teachers ◽  
Resource Base ◽  
Bureaucratic Control ◽  
Item Questionnaire ◽  
Alternative Method

To investigate possible barriers towards teachers' involvement in the development of curriculum, a 10-item questionnaire was administered to 82 secondary school teachers in the Umtata district in South Africa. Analysis showed teachers were handicapped by inter alia strong bureaucratic control of the curriculum by the state, weak channels of communication, lack of teachers qualified in curriculum development, and a poor resource base to facilitate change in education. Collaborative involvement by those in education was seen as an alternative method of restructuring education and resolving conflicts over curricula.

scholarly journals Work Ability among Upper-Secondary School Teachers: Examining the Role of Burnout, Sense of Coherence, and Work-Related and Lifestyle Factors

2020 ◽  
Vol 17 (24) ◽  
pp. 9185
Author(s):  
Petr Hlaďo ◽  
Jaroslava Dosedlová ◽  
Klára Harvánková ◽  
Petr Novotný ◽  
Jaroslav Gottfried ◽  
...  
Keyword(s):  
Secondary School ◽  
Sense Of Coherence ◽  
Work Ability ◽  
Secondary School Teachers ◽  
Teaching Profession ◽  
Upper Secondary School ◽  
School Teachers ◽  
Upper Secondary ◽  
The Impact

Maintaining and promoting teachers’ work ability is essential for increasing productivity and preventing early exit from the teaching profession. This study aimed to identify the predictors of work ability among upper-secondary school teachers and examine the mediating role of burnout. A large and diverse group of Czech upper-secondary school teachers was surveyed to address this goal. The sample comprised 531 upper-secondary school teachers (50.0 ± 9.94 years, 19.9 ± 10.62 in the teaching profession, 57.6% females). Relatively greater empirical support was found for the effects of burnout, sense of coherence, work–life balance, and perceived relationships in the school environment on work ability than for the impact of age, homeroom teacher duties, workload, and caring for elderly relatives. Furthermore, burnout served as an important mediator of the relationship between sense of coherence and work ability. Teachers with a higher sense of coherence are thus better able to cope with adverse work circumstances and identify and mobilize internal and external resources to prevent professional exhaustion and the subsequent decline in work ability. The study can guide interventions on the work ability of teachers.

HIV/AIDS EDUCATION IN SOUTH AFRICA: TEACHER KNOWLEDGE ABOUT HIV/AIDS: TEACHER ATTITUDE ABOUT AND CONTROL OF HIV/AIDS EDUCATION

2003 ◽  
Vol 31 (4) ◽  
pp. 349-356 ◽  
Author(s):  
Karl Peltzer ◽  
Supa Promtussananon
Keyword(s):  
South Africa ◽  
Secondary School ◽  
Teacher Knowledge ◽  
Secondary School Teachers ◽  
Behavioral Control ◽  
Community Support ◽  
Aids Education ◽  
Perceived Behavioral Control ◽  
School Teachers ◽  
Hiv Aids

The aim of this study was to assess secondary school teachers' comfort in teaching adolescents about sexuality and HIV/AIDS, behavioral control and outcome beliefs about HIV/AIDS education and teacher knowledge about HIV/AIDS. The sample consisted of 54 male (35.6%) and 96 female (64.4%) secondary school teachers who were mostly life skills teachers, from 150 schools across South Africa. Findings suggest that most secondary school teachers, are knowledgeable about AIDS, feel moderately comfortable teaching students about AIDS-related topics, have the knowledge and ability to teach about HIV/AIDS, but lack some material and community support. Teacher in-service training was found to have a significant impact on perceived behavioral control of HIV/AIDS education and HIV/AIDS knowledge.

scholarly journals EFL language assessment literacy among Jordanian EFL secondary school teachers

2021 ◽  
Vol 16 (5) ◽  
pp. 2858-2871
Author(s):  
Sara Mohammad El-Freihat
Keyword(s):  
Secondary School ◽  
Random Sampling ◽  
Sampling Method ◽  
Secondary School Teachers ◽  
Training Programs ◽  
Language Assessment ◽  
Assessment Literacy ◽  
Knowledge Level ◽  
School Teachers ◽  
Efl Teachers

The study aims to define EFL language assessment literacy among Jordanian EFL secondary school teachers. The study sample consisted of (214) EFL teachers at Irbid Governorate selected using random sampling method. To achieve the study objectives, a questionnaire consisted of (36) items was distributed on the study sample. The study showed that knowledge level of language assessment among Jordanian EFL teachers was low. The study revealed statistically significant differences in the knowledge level of language assessment among Jordanian EFL teachers due to years of experience, in favor of more than 10 years and due to qualification, in favor of PhD, while there were no statistically significant differences in light of gender. In light of the results the study suggests to pay more attention by university administrations to design training programs able to fulfill the actual needs of EFL pre-service teachers in Jordan. Keywords: Assessment Literacy, EFL Language.

scholarly journals Factors Influencing Professional Commitment of Public Secondary School Teachers in Trans-Nzoia West Sub-County, Kenya

2020 ◽  
Vol 1 (2) ◽  
pp. 65-73
Author(s):  
Nehemiah Kimutai Bett ◽  
Vencie B. Allida ◽  
Elizabeth Mendoza-Role
Keyword(s):  
School Culture ◽  
Secondary School ◽  
Secondary School Teachers ◽  
Teaching Profession ◽  
Value Systems ◽  
Professional Commitment ◽  
School Teachers ◽  
Public Secondary School ◽  
Factors Influencing ◽  
In Trans

This study sought to established factors influencing the professional commitment of public secondary school teachers in Trans-Nzoia West sub-county, Kenya. It adopted a descriptive correlational research design. Stratified random sampling was used to obtain categories of schools that best represent the entire population being studied. Cluster sampling technique was employed where all the 109 teachers from 10 randomly selected county schools, 58 teachers from the extra-county school and 67 teachers from the national school participated in the study. A total of 192 questionnaires were returned, giving a response rate of 82%. Data were analyzed using descriptive statistics, Pearson product-moment correlation coefficient and multiple regression analysis. It was found that there is a significant direct relationship between teachers’ professional commitment and their attitudes towards the teaching profession, beliefs about student learning, value systems and their evaluation of the school culture. These variables account for 83.6% of the variance in the professional commitment. It is therefore recommended that the schools should continue to find ways to enhance teachers’ attitudes towards the teaching profession, beliefs about students’ learning and value systems and the school culture in order to boost the teachers’ professional commitment.

Sign in / Sign up

Export Citation Format

Share Document