scholarly journals Predicting Job Dissatisfaction among Community Junior Secondary School Teachers in Botswana

Psychology ◽  
2012 ◽  
Vol 03 (03) ◽  
pp. 277-283 ◽  
Author(s):  
M. N. Isaiah ◽  
H. J. Nenty
Keyword(s):  
Secondary School ◽  
Secondary School Teachers ◽  
Job Dissatisfaction ◽  
School Teachers ◽  
Junior Secondary School ◽  
Junior Secondary

scholarly journals Teachers Self Efficacy: Is Reporting Non-Significant Results Essential?

2013 ◽  
Vol 9 (4) ◽  
pp. 397-406 ◽  
Author(s):  
Smitta Waitshega Tefo Moalosi
Keyword(s):  
Student Engagement ◽  
Secondary School ◽  
Classroom Management ◽  
Student Learning ◽  
Secondary School Teachers ◽  
School Teachers ◽  
Teaching Activities ◽  
Junior Secondary School ◽  
Junior Secondary ◽  
Enhance Student Learning

Self-efficacious teachers are viewed as having the ability to organize relevant activities, patient with students who are struggling in learning, and spending more time designing relevant teaching activities. The teachers exhibit good performance and probably remain committed to their work. And they are committed to organizing appropriate teaching activities, engaging students in learning. Teachers with high self- efficacy keep students on task and perform better because they use innovative teaching methods that encourage students autonomy and reduce custodial control. The main purpose of this paper is to report non-significant findings of a study that was carried out in Botswana with 1000 junior secondary school teachers in Gaborone and surrounding areas between November 2010 and February 2011. The study was about teacher efficacy and classroom management among Botswana junior secondary school teachers. Teacher Sense of Efficacy scale (TSES) instrument was used to collect data for the study. TSES comprises of three subscales, Efficacy in Student Engagement, Instructional Strategies and Classroom Management. Efficacy in Student Engagement was the only significant subscale among other sub-scales of TSES. The TSES means of districts, cities, towns and villages were not significant. This prompted the researcher to report non-significant results because they can assist teacher educators and stakeholders on how best to improve the training of pre-service and in-service teachers. Teacher commitment to work can enhance student learning. Teacher effectiveness can also promote positive effect in student learning, because teachers can plan their work using relevant materials that can motivate students to learn. Managing classrooms can enhance student learning if teachers encourage students to be responsible to their learning, and can put students on task and to reduce students undesirable behaviors that may interfere with their learning.

scholarly journals Job-Related Stress among Public Junior Secondary School Teachers in Abuja, Nigeria

2019 ◽  
Vol 9 (1) ◽  
pp. 136 ◽  
Author(s):  
Ukonu Ifeanyichukwu Ojeka ◽  
Rachel Serieke Dickson ◽  
Georgina Edoga
Keyword(s):  
Secondary School ◽  
Secondary School Teachers ◽  
Teaching Profession ◽  
Mediating Effect ◽  
Negative Effects ◽  
School Teachers ◽  
Junior Secondary School ◽  
Junior Secondary ◽  
Analyse Data ◽  
Related Stress

In time past, teaching profession was presumed to be stress free. Conversely, stress is gradually becoming endemic in various professions.  However, recent studies have shown an exponential increase in the number of educators reporting that stress is affecting their work. Hence, this study seeks to examine causes, signs, symptoms and consequences of job stress among Junior Secondary School teachers in Abuja. This qualitative study used interview to elicit information from a focused group. Thematic content analysis was used to analyse data generated. The findings showed that teachers’ stress emanated from external and internal work environments which have moderating and mediating effect on the level of stress an individual feel in carrying out his/her work. Moreover, the consequences of the identified stressors were psychological, behavioural and physiological. Furthermore, the study suggests preventive and interventional measures which can aid to reduce the negative effects of stress on teachers.

MANAGEMENT OF JUNIOR SECONDARY SCHOOLS TEACHERS TRAINING ACTIVITIES UNDER ACCESSING HUMAN RESOURCES IN THE CURRENT PERIOD. Situation and measures

2019 ◽  
Vol 8 (1) ◽  
Author(s):  
Tran Dang Khoi
Keyword(s):  
Secondary School ◽  
Junior High School ◽  
Secondary School Teachers ◽  
Current Status ◽  
School Teachers ◽  
Junior High School Teachers ◽  
Junior Secondary Schools ◽  
Current Period ◽  
Junior Secondary ◽  
Teachers Training

In approaching capacity, professional capacity plays an important role. One of the current major trends in the approach to professionalcompetence is standardization. The criteria of the professional standards are designed according to the model of expanded development, the level of increasing and higher than the standard of training, is the orientation to continuously strive for the career of junior high school teachers. Therefore, management of secondary school teachers’ training according to competency to build secondary teachers with adequate moral qualities, knowledge and professional skills is an important and urgent issue contributing to the development of teachers. sex in the future. From deeply evaluating the current status of management of training of secondary school teachers according to human resource access in the current period, the author has proposed 7 measures to manage the training of middle school teachers. The basis for access to the source of resources has the necessity and high feasibility

scholarly journals Task-based Language Teaching in Southwest China: Insider Perspectives from Secondary School Teachers

2018 ◽  
Vol 8 (11) ◽  
pp. 1415
Author(s):  
Xuejun Ye
Keyword(s):  
Secondary School ◽  
Southwest China ◽  
Secondary School Teachers ◽  
Language Teaching ◽  
Structured Interviews ◽  
Junior Secondary School ◽  
Implementation Gap ◽  
Junior Secondary ◽  
Problems And Solutions ◽  
Feasible Solutions

A voluminous body of research has examined the implementation of task-based language teaching (TBLT). However, research investigating the implementation of TBLT in Southwest China remains limited. This article reports on a study of teachers’ knowledge of TBLT, difficulties in deploying TBLT and their perceived feasible solutions. Thirteen teachers from a private junior secondary school in Sichuan, China participated in the semi-structured interviews. The findings reveal that teachers’ understanding of TBLT was limited and varied. The implementation gap was attributed to various contextual constraints such as exams, teachers’ beliefs, and pressures and challenges from the school. Participants of this study disseminated both similar and differentiated views towards problems and solutions. The study concludes by highlighting the need for an overhaul of the assessment and a reinforcement of teacher support and development.

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