scholarly journals Investigation of stressors teachers face in schools

2021 ◽  
Vol 16 (3) ◽  
pp. 192-203
Author(s):  
Zdenka Gadušová ◽  
◽  
Alena Hašková ◽  
Keyword(s):  
Secondary School Teachers ◽  
Structured Interview ◽  
Interview Data ◽  
Social And Emotional ◽  
Emotional Factors ◽  
Performance Requirements ◽  
Teaching Aids ◽  
Class Environment ◽  
Pre Service Teacher ◽  
Primary And Secondary School

Teachers have to face many different stressful situations in schools. In this context serious attention has been paid, and much research has been carried out, to investigate the issue of potential stressors occurring in school or class environment. Although pre-service teacher training does not usually include training related to the development of the teachers` competence to solve stressful situations in lessons, as soon as teachers start their teaching career, they are automatically considered to be equipped with this competence. In the research, presented in this paper, the main goal was to identify the most frequent stressors that primary and secondary school teachers face in their everyday teaching. Two methods were used to collect necessary research data: a semi-structured interview with teachers, and observation of teachers during the lessons they taught. Based on the interview data analyses the following nine stressors were identified as the most frequent and most serious (in order): difficult students, mismatch between students’ performance requirements and their abilities, disruptive behavior of students, inadequate student attention, social and emotional factors of the environment in which students live, use of mobile phones during lessons, overwork and fatigue of teachers, insufficient school equipment and lack of teaching aids, conflicts among students. The aim of the observation was to confirm in practice, the types of the stressors identified from the interview data. Analysis of the records from observations, confirmed some of the previously (in interviews) identified stressors and also identified some further stressors.

scholarly journals Teacher Positioning and Students with Dyslexia: Voices of Croatian EFL teachers

2021 ◽  
Vol 7 (3) ◽  
pp. 76-88
Author(s):  
Agnieszka Kałdonek-Crnjaković ◽  
Zrinka Fišer
Keyword(s):  
Secondary School Teachers ◽  
Structured Interview ◽  
Positioning Theory ◽  
Language Teachers ◽  
Caring Teachers ◽  
Positive Attitudes ◽  
Inclusive Learning ◽  
Efl Teachers ◽  
Teacher Positioning ◽  
Primary And Secondary School

How students with dyslexia are positioned by their language teachers and what roles teachers assume when working with this group of students have rarely been investigated. In this study, using positioning theory as a theoretical framework and collecting data by means of an in-depth semi-structured interview and lesson observations, which were subsequently coded, we enquired about the positioning of 10 in-service Croatian primary and secondary school teachers. We wanted to know how teacher participants positioned students with dyslexia and how they positioned themselves towards this group of students. The analysis revealed that participants expressed positive attitudes, whereas their positioning was diverse. Participants positioned themselves as caring teachers and teachers of all learners. By recognising various learner needs, they created an inclusive learning environment by adapting teaching approaches and providing accommodations. However, this caring resulted in emotion labour, with both emotional costs and rewards. These results imply that teaching students with dyslexia may be challenging, and we hope that discussing teacher positioning in this context can help educators better understand teacher agency when working with students with SpLDs.

Practitioners’ Involvement and Challenges, they Encountered in Curriculum Development: The Case of Secondary Schools in Amhara Sayint Woreda, Amhara Region, Ethiopia

2020 ◽  
Vol 11 (01) ◽  
Author(s):  
Solomon Melesse ◽  
Mulu Melesse
Keyword(s):  
Secondary Schools ◽  
Curriculum Development ◽  
Secondary School Teachers ◽  
School Principals ◽  
Sampling Technique ◽  
Structured Interview ◽  
Amhara Region ◽  
Vice Principals ◽  
Development Phases ◽  
Perceived Involvement

The purpose of this study was to assess practitioners’ perceived involvement and challenges they encountered in the process of curriculum development in Secondary schools of Amhara Sayintworeda. Mixed research design was employed to provide answer to the basic questions of this research. The sample consisted of 125 secondary school teachers, 3 school principals, 4 vice principals, and 1 supervisor. Proportional random sampling technique was used to select the sample teachers and comprehensive sampling technique was used to select the sample school principals, vice principals, and the supervisor. The data was collected through questionnaire and semi-structured interview. The collected data was analyzed using percentage, one sample t-test and thematic description. The findings indicated low practitioners’ perceived involvement in all the curriculum development phases other than curriculum implementation. Absence of financial and material incentives and practitioners’ lack of motivation were considered as the major inhibiting factors for practitioners’ involvement in the different phases of the curriculum development process. On the basis of the major findings, relevant recommendations are suggested in the paper.

Factorial Validity and Measurement Invariance of the Principal Leadership Questionnaire in Greek Educational Context

2021 ◽  
pp. 003329412110091
Author(s):  
Aikaterini Gkolia ◽  
Nikolaos Tsigilis ◽  
Maria Evangelou ◽  
Athanasios Koustelios
Keyword(s):  
Secondary School ◽  
Principal Leadership ◽  
Concurrent Validity ◽  
Secondary School Teachers ◽  
Equation Modeling ◽  
General Factor ◽  
Educational Context ◽  
School Teachers ◽  
Validity Data ◽  
Primary And Secondary School

The purpose of this study was to investigate the applicability of the Principal Leadership Questionnaire (PLQ) to Greek educational context and to present the most important aspects describing educational leadership in a centralized educational context. It was sought to examine; a) the factorial structure of PLQ b) its invariance across teachers’ levels of education and c) its concurrent validity. Data were collected from 730 Greek primary and secondary school teachers of 77 schools. Teachers were asked to fill in the PLQ and Teacher’s Satisfaction Inventory (TSI). A bi-factor model was selected as the most tenable among five completive PLQ structures to describe teachers’ responses. Moreover, PLQ was found to be invariant across primary and secondary school teachers. Multiple-group analysis results indicate that primary, compared to secondary school teachers, reported more often that their principals behave as a transformational leader. On the contrary, secondary school teachers’ perceptions revealed that their principal implemented practices related to factor “intellectual; stimulation” more often than primary school teachers. Structural equation modeling showed that the general factor of the PLQ significantly and substantially predicted the “principal” facet of teachers’ job satisfaction, providing evidence of concurrent validity of the Greek version of the PLQ. Implications and suggestions for future research and policy are discussed.

scholarly journals DISTANCE LEARNING IN A PEDAGOGICAL UNIVERSITY: PROBLEMS AND PROSPECTS

2021 ◽  
Vol 1 ◽  
pp. 144-152
Author(s):  
Olga Granichina ◽  
Svetlana Surikova
Keyword(s):  
Distance Learning ◽  
Secondary School ◽  
Data Processing ◽  
Secondary School Teachers ◽  
Learning Technologies ◽  
Years Of Experience ◽  
Future Teachers ◽  
School Teachers ◽  
Distance Learning Technologies ◽  
Primary And Secondary School

The article discusses the possibilities, problems and prospects of using distance learning in the process of training primary and secondary school teachers. The presented results are based on a survey of students and undergraduates of one of the largest pedagogical universities in Russia. The identified problems that was based on data processing, are presented in an ordered form. The authors suggest possible solutions to problems based on many years of experience in using distance learning technologies in training of future teachers.

scholarly journals Domestic factors that constraint ecuadorian export performances

2021 ◽  
Vol 5 (38) ◽  
pp. 17-32
Author(s):  
Manuel Ruvin Quiñónez Cabeza ◽  
Luisa Nicole Quiñónez Caicedo ◽  
Karla Haydeé Ortiz Palafox ◽  
Olmedo Gregorio Farfán González
Keyword(s):  
Growth Rate ◽  
Central Bank ◽  
Structured Interview ◽  
Public Institutions ◽  
Interview Data ◽  
Inductive Method ◽  
Economic Area ◽  
Percentage Share ◽  
Mixed Approach

Exports play an important role in Ecuador, the income from these contributes to the growth of the economy. This research aims to describe the national factors that limit the performance of Ecuadorian exports. The research was carried out under the inductive method, of an exploratory type with a mixed approach and descriptive scope; the techniques used were the documentary review and semi-structured interview. Data provided by the Central Bank of Ecuador were taken on the growth rate of goods exports and the percentage share of the destinations of goods exports by continent, economic area and country during 2015-2020. The results showed that exports fluctuated and lost competitiveness during the analyzed period. In conclusion, the performance of exports is limited by national factors related to the policies and management of public institutions and procedures.

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