scholarly journals Teachers’ Perceptions About School Innovation Practices in Secondary Schools

2020 ◽  
Keyword(s):  
Secondary Schools ◽  
Teachers Perceptions ◽  
School Innovation ◽  
Innovation Practices

scholarly journals Use Of Informatıon And Communıcatıon Technology (Ict) Devıces For Instructıonal Delıvery In Secondary Schools In Ebonyı State Of Nıgerıa

2016 ◽  
Vol 12 (4) ◽  
pp. 222
Author(s):  
S. N Aja ◽  
P. I. Eze
Keyword(s):  
Secondary Schools ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Instructional Delivery ◽  
Teachers Perceptions ◽  
Trained Personnel ◽  
Information And Communication ◽  
Structured Questionnaire

The study examined teachers perceptions on the use of information and communication technology (ICT) devices for instructional delivery in secondary schools in Ebonyi State, Nigeria. Four research questions guided the study. The population of the study comprised of all the three thousand two hundred and eighty-five (3,285) teacher in the two hundred and twenty-one (221) public secondary schools in Ebonyi State. Simple random sampling technique was used to select (8) teachers each from ninety schools used for the study to give a sample of seven hundred and twenty (720) respondents. The instrument used for data collection was structured questionnaire. Pearson’s Moment Correlation Co-efficient was used to calculate the reliability co-efficient of the pilot tests to get established reliability value of 0.79. The data collected were analysed using mean scores. It was found among other things that ICT devices are not adequately available, most available ICT devices are not in good working condition in schools studied, hence they are not adequately used and above all trained personnel are not also adequately available to operate the functional ones. Government through her appropriate agencies should as a matter of urgency procure and distribute the necessary ICT devices to secondary schools, more trained personnel should be recruited but for the interim the available ones could be retrained through short term holiday programmes, workshops and conferences to ensure adequate use and maintenance of these ICT devices as this will go a long way in improving instructional delivery in Ebonyi State Secondary Schools.

An Exploratory Study of EFL Teachers’ Perceptions on Grammar Terminology Use in Kosova

2019 ◽  
Vol 5 (1) ◽  
pp. 39
Author(s):  
Sermin Turtulla
Keyword(s):  
Secondary Schools ◽  
Exploratory Study ◽  
Curriculum Change ◽  
Language Teaching ◽  
National Curriculum ◽  
Communication Competence ◽  
Frequency Count ◽  
Teachers Perceptions ◽  
Percentage Distribution ◽  
Efl Teachers

This exploratory study aims to find out perceptions of EFL teachers on grammar terminology use in Kosova in the light of recent national curriculum change in language teaching. Data was collected through semi-structured questionnaires administered to EFL teachers teaching in primary and lower secondary schools in Prizren. Data was analysed using frequency count and percentage distribution. Findings of the study revealed that teachers show superiority of communication competence over grammar competence in thought and the opposite in practice.

scholarly journals TEACHERS’ PERCEPTION OF SCHOOL GOALS AND APPROACHES TO INSTRUCTION: EFFECTS ON STUDENTS’ ACHIEVEMENT GOALS

2013 ◽  
Vol 30 (1) ◽  
Author(s):  
Abdul Basit ◽  
Fazal Ur Rehman
Keyword(s):  
Secondary Schools ◽  
Goal Orientation ◽  
Achievement Goals ◽  
Achievement Goal ◽  
Achievement Goal Orientation ◽  
Goal Structures ◽  
Teachers Perceptions ◽  
Female Teachers ◽  
The Subject ◽  
Perceptions Of School

Secondary school is considered to be the gateway for development of other sectors of education. It provides students the opportunity for quality education and a platform from which to proceed to higher education or vocational work. It has been a challenge for secondary schools to incorporate relevant skills, knowledge, and experience in the teaching-learning process as to address students’ needs. Some students learn English better than others even if they are given the same opportunities. The present study intended to make contributions in clarifying the findings regarding effects of goal orientations on students’ academic achievement in the subject of English. This study aimed to determine the effect of teachers’ goals and approaches to instruction on student achievement goals in the subject of English at secondary level. Main objectives of the study were to Survey the teachers’ perceptions of school goal structures for students, investigate the effects of teachers’ perceptions of school goal structures and their approaches towards instruction on students’ achievement goal orientation and to determine the kind of approaches teachers had towards instruction. It is a survey research and it was conducted in conventional classrooms in government Higher Secondary schools in district Peshawar. The sample consisted of 224 male and female teachers. The Patterns for Adaptive Learning Scale (PALS) developed and revised by Midgley et al, (2000) was used for the study. Descriptive statistics and correlation analysis were applied to identify teachers’ goals and approaches to instruction and its relationship with students’ achievement goal orientation. It was concluded that teachers’ perception of school goal structure was not significantly correlated with students’ achievement goal orientation. Teachers had low mastery approaches to instruction. Gender differences were found as more female teachers had high mastery approaches to instruction than male teachers.

The music curriculum in Hong Kong secondary schools — intentions and constraints

1998 ◽  
Vol os-31 (1) ◽  
pp. 37-58 ◽  
Author(s):  
Fanny Yuen-Fun Ng ◽  
Paul Morris
Keyword(s):  
Hong Kong ◽  
Secondary Schools ◽  
Qualitative Data ◽  
Objective Assessment ◽  
The Other ◽  
Music Curriculum ◽  
Teachers Perceptions ◽  
Academic Knowledge ◽  
Key Dimensions ◽  
Three Components

This paper has three purposes: it reviews the official aims of the formal music curriculum as promulgated by the Hong Kong Government, compares them to teachers’ perceptions of those aims and analyses the explanations of teachers for the pedagogic approach they emphasize. The analysis indicates that a balanced music curriculum is promoted which incorporates three components, namely: listening, performance and composition as its key dimensions. However, a combination of quantitative and qualitative data, collected by questionnaires and interviews showed that musical experiences associated closely with listening were perceived by teachers to be more important than the other components. What emerged most clearly from the explanations of the teachers was the extent to which the prevailing ethos of schooling in Hong Kong, which places a premium on the transmission and objective assessment of academic knowledge, was seen to be a powerful influence on the music curriculum. The result is an implemented music curriculum which is constrained by the broader context of schooling and is heavily.oriented to providing students with listening experiences.

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