International Journal of Education, Technology and Science

DETERMINANTS OF TEACHERS’ PROFESSIONAL SKILLS DEVELOPMENT IN THE PRIVATE UNIVERSITIES OF BANGLADESH

Faria Sultana — 2024-12-03

University teachers’ professional development programmes directly affect the quality of education and teaching in universities and tertiary-level education. This was a cross-sectional study and a total of 96 private university teachers were included in this study. The average age of the respondents was 33.17±4.904 years. The difference in age of respondents by sex was found statistically significant at the .003 level (x2 = 29.90, df = 8; Cramer’s V = .39). We found an association between respondents’ years of teaching experience and monthly income (x2= 38.25, df = 9, Gamma V= .36, Lamda λ = .39cOR= 1.69; 95% CI = 2.855–3.650; P = 0.003). The majority (83%) of respondents had no research training on how to train their students, followed by technology operating training (20%), scientific writing training (80%), personal quality improvement training (60%), and computer and internet use training (34%) (χ2 =24.60, DF= 7, p =.05). The majority of respondents seem unhappy regarding university authority policy about their professional skills development (χ2 =29.55, DF= 9, p =.002). Lack of participation in professional development activities (90%), not enough encouragement from university authorities to participate in professional development activities (75%), sharing common values related to professional development activities among colleagues (40%), lack of staff agreement on common values about student learning and teaching at university (45%) and high cost of travel expenses to participating in professional development activities at foreign countries are the common barriers to university teachers professional skill development. Career-oriented professional development activities can directly enhance the teachers' professional and personal growth, which positively impacts university development.

AN EXAMINATION OF FOURTH GRADE ELEMENTARY SCHOOL STUDENTS’ SELF-REGULATED LEARNING, MOTIVATION FOR SOCIAL STUDIES AND SOCIAL STUDIES ACHIEVEMENT IN TERMS OF SOCIOECONOMIC STATUS

Abdullah Baki Güllü — 2024-12-03

This study aims to explore self-regulated learning skills, motivation for social studies, and academic performance in social studies among fourth-grade elementary school students, with a specific focus on how these elements interact with students' socioeconomic status. The research employs a cross-sectional survey model. The sample comprises 195 fourth-grade students enrolled in five public elementary schools in Kulu district of Konya province. The data were collected using the Self-Regulated Learning Inventory developed by Çokçalışkan et al. (2019), the Social Studies Motivation Scale by Tahiroğlu and Aktepe (2015), the Social Studies Achievement Scale by Münevver Menteşe (2021), and a demographic form. The research findings are as follows: parental education levels did not significantly affect students' self-regulated learning or their motivation towards social studies. While maternal education level showed no impact on students’ academic achievement, a significant difference (p<.05) favoring students whose fathers held a graduate degree was observed in academic performance. Furthermore, monthly household income did not significantly influence students' self-regulated learning skills or their motivation in social studies. However, a significant difference (p<.05) in social studies achievement was found, favoring students from families with a monthly income of 15,001 to 17,500 TRY.

RELATIONSHIP BETWEEN LEVEL OF ADEQUACY OF THE SCHOOL FARM AND THE ACQUISITION OF AGRICULTURAL SKILLS AMONG SECONDARY SCHOOL STUDENTS IN KENYA

Robert Recha — 2024-12-03

The school farm is arguably the most important facility in the implementation of practical Agriculture. It is within this facility where students get the opportunity to engage in practical activities thus reinforcing the theoretical concepts learnt. With the continuous increase in student enrolment coupled with the increasing pressure on land due to human factors, the sustainability of using the school farm for instructional purposes remains uncertain. This study aimed at determining the relationship between level of adequacy of the school farm and the acquisition of agricultural skills among secondary school students in Malava Sub-County, Kakamega County, Kenya. Correlational research design was adopted. 15 secondary schools participated in the study whereby one teacher was purposively sampled from each school. Using the Yamane formula, 150 form three students of Agriculture were sampled. The data collection instruments included questionnaires and an observation guide. Reliability of these instruments was ascertained by conducting a pilot study in Khwisero Sub-County where Cronbach’s alpha of .89 and .72 were obtained for the agriculture teachers’ and students’ instruments respectively. Chi-square test of relationship was used to analyse the findings of this study aided by the Statistical Package for Social Sciences (SPSS) version 26. The study established that adequacy of the school farm significantly contributes to acquisition of agricultural skills.

THE INFLUENCE OF TEACHERS’ PERSONAL CHARACTERISTICS ON INTEGRATION OF ICT IN PEDAGOGICAL PRACTICES: A STUDY ON KENYAN SECONDARY SCHOOL TEACHERS

Charles Gichuru — 2024-12-03

This quantitative cross-sectional study investigated the influence of selected personal attributes on the integration of Information and Communication Technology (ICT) tools in pedagogical practices among secondary school teachers in Nyeri county, Kenya. The study targeted a population of 3,141 teachers, employing a stratified sampling technique to ensure representation across gender, age groups, and educational levels. The sample size of 341 teachers was determined using the modified Cochran's formula. Data was collected through a structured questionnaire, focusing on personal attributes such as self-efficacy, attitude, creativity, problem-solving, adaptability, continuous learning, and resilience, along with the level of ICT integration in teaching practices. Ordinal regression analysis was utilized to explore the predictive relationships between these attributes and ICT integration. Results revealed significant findings regarding the influence of personal attributes on ICT integration. Self-efficacy in ICT use was found to be a significant predictor (χ² = 16.128, p = .001), with teachers exhibiting higher self-efficacy more likely to integrate ICT tools into their teaching practices. Attitude towards ICT also emerged as a significant predictor (χ² = 7.981, p = .018), indicating that teachers with positive attitudes towards ICT were more inclined to integrate technology into their teaching methods. Creativity (χ² = 17.430, p < .001), adaptability (χ² = 15.537, p = .001), continuous learning (χ² = 93.406, p = .000), and resilience (χ² = 10.964, p = .004) were also identified as significant predictors of ICT integration. However, problem-solving orientation did not significantly impact ICT integration (χ² = 1.465, p = .481). The study emphasized the complexity of factors affecting ICT integration in teaching, stressing the role of teachers' personal attributes in shaping technology utilization. It filled gaps in the literature by identifying specific personality traits that influence the adoption of ICT tools. Future research could explore additional factors and interventions to address identified challenges.

STRESSORS AMONG SENIOR HIGH SCHOOL TEACHERS IN LAGUNA TAKING GRADUATE DEGREE

Renelle Caraig — 2024-12-03

This study investigates the main stressors among the selected Senior High School Teachers in Laguna taking a Graduate Degree. Moreover, this research specifically determines the stress level of the selected senior high school teachers in Laguna in terms of several causes. The study used both qualitative and quantitative research. To measure Physical Stress, Interpersonal Stress, Graduate School Stress, Work Stress, and Environmental Stress, quantitative methods were used. The qualitative part of the study will determine the coping mechanisms and the reasons why such specific stressor is the main cause of their stress. The researchers analyzed the respondents' answers and came up with themes that were used for generalization. This research has 45 respondents and used stratified random sampling for data collection. Some of the respondents answered the survey questionnaires personally while others answered them online due to their unavailability and location. It was found that anxiety and sleeping problems are the two main effects of physical stress. Meeting people's expectations and socialization problems affect the respondents the most when it comes to interpersonal stress. Difficulties in written work and pressure from the deadline are common effects of graduate school-related stress. Time management between work and social activities are the main stressors in work and school stress. Inadequate campus facilities are the common cause of environmental stress. Financial and workload problems are the two emergent themes in terms of the respondents' perceived main stressors. As recommended by the researcher, public school teachers could also become the sample of the study since it is more stressful to handle the situation in public schools. It is also evident that work stress is one of the top stressors, so the Department of Education can make a study on how to deal with stressful situations at work. Also, an in-depth study on how to resolve stress among teachers taking graduate degrees could be undertaken. Students in UPLB College of Public Affairs and Development students should be involved in further study as well.

MANAGEMENT OF UNDESIRABLE STUDENT BEHAVIORS IN THE CLASSROOM IN THE CONTEXT OF CLASSROOM MANAGEMENT

Melike Cömert — 2024-12-03

All behaviors, attitudes, strategies and many other characteristics of the teacher in the classroom can be effective in maintaining discipline in the classroom. Teachers who have the knowledge and skills of effective classroom management can also use teaching methods and classroom materials effectively, and can recognize and apply the curriculum in a way that can change student behaviors. However, the teacher may encounter some difficulties while fulfilling this basic task. These difficulties include controlling students' classroom activities and homework, improving working conditions in the classroom, and eliminating factors that hinder teaching. The concept of classroom management includes the strategies that teachers use to accomplish all these in the classroom (Shechtman & Leichtentritt 2004). Classroom management is a multifaceted concept that includes organizing the physical environment of the classroom, establishing classroom rules, determining routine tasks, developing effective relationships, preventing negative behaviors and how to intervene in negative behaviors (Garrett, 2008) Effective classroom management is not only a set of rules and procedures, but also requires the teacher to have sensitivity and a caring attitude (Taylor, 2009).

ACADEMIC PERFORMANCES IN SOCIAL SCIENCE THROUGH COMPREHENSIVE LEARNING PORTFOLIO

Rheyjhen Cadawas — 2024-12-03

A Portfolio assessment is a collection of student works that are associated with standards you are required to learn (Meador D, 2019). The proponent aimed to study the students’ feelings, experiences and reflections in doing portfolios and how it was helpful for better academic performances. The study used a convergent parallel design mixed method of research to obtain information based on the recollections of opinions and students’ quarterly grades. The researcher utilized at least 60 participants from the gathered quantitative data and purposively selected 20 students for qualitative data both from Grade 11-HUMSS of Balian Integrated National High School, SY 2022-2023. The data were gathered through synchronous text-based instant messaging interview and collected 3rd quarterly grades. The data were interpreted by relating the findings after thematic analysis and comparative descriptive statistics were done. The Findings shows a computed two-tailed p-value is <0.0001. Hence, there was an extremely significant difference on the performances between students with and without comprehensive portfolio based on the mean of their average. It was confirmed as well as from collected opinions that students’ triggering positive self-concept and knows their responsibility as they manage his/her time properly, applies creativity, organized, and follows the instructions resulted to very good academic performances as it was proven and represented with 10.30 interval of difference compare to the students with poor self-concept and motivation in learning during 3rd Quarter. This study implied that comprehensive learning portfolio leads for better grades of the students.

CRISIS MANAGEMENT SKILLS OF PRIMARY SCHOOL ADMINISTRATORS

Fırat Kıyas Birel — 2024-12-03

It is evident that the crises frequently encountered in primary schools lately are of critical importance for all individuals. Particularly, the way that these crises affect primary school students and the fact that the process is more traumatic than at other levels makes the solution of these problems a higher priority. The research aims to identify and reveal the crisis management skills of primary school schoolboards. This research employs a survey design in order to describe the crisis management abilities of primary school administrators through teacher consultation. The universe of the research consists of elementary schools (primary school-secondary school) located in the four central districts (Bağlar, Kayapınar, Sur, Yenişehir) within the borders of Diyarbakır Metropolitan Municipality. A scale was given to the sample, which consisted of 319 primary school teachers. The scale titled “Crisis Management Skills of Primary School Principals” was used to collect required data. The scale's Cronbach alpha value was determined to be.97. It was discovered that the scale's responses ranged from 3.66 to 3.96, with the “Mostly” level representing the average of all items. Regarding the gender variable, there was no discernible difference in the perceptions of teachers regarding the crisis management abilities of school principals. It was found that there was a significant difference between teachers' opinions on school principals' crisis management skills in terms of seniority variable. A statistically significant difference was observed favoring school principals with 21 years or more of experience. Expert lectures on how school administrators should prioritize crisis management and increase public awareness should be given.