Secondary school teachers' management and assessment strategies of free-riders in group work: implication for engaging the disengaged.
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ABSTRACT:
SUBMITTER: Gedamu AD
PROVIDER: S-EPMC9214814 | biostudies-literature |
REPOSITORIES: biostudies-literature
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Project description:OBJECTIVE:We conducted a cross-sectional study to assess perceived work-related stress and associated factors among public secondary school teachers in Gondar city, northwest Ethiopia. A self-completed questionnaire was used for data collection. Data was entered into Epi-info version 7.1 and analyzed by SPSS version 20 software. The associations between dependent and independent variables were assessed using a multivariate binary logistic regression analysis based on the adjusted odds ratio (AOR) with 95% confidence intervals (CI) and p values < 0.05. RESULTS:The response rate was 96.4%. The overall prevalence of perceived work-related stress was 58.2%. Teaching experience < 5 years (AOR 2.03, 95% CI (1.10, 3.73), education level BSC/BED (AOR 1.66, 95% CI (1.07, 3.17), high job demand (AOR 1.61, 95% CI (1.29, 3.74), and poor relationships (AOR 1.88, 95% CI (1.07, 3.31) were significantly associated with work-related stress. In conclusion, the findings showed a high proportion of stress among participants. Therefore, we suggested a need to take action to balance job demand and teaching experience, offering the opportunity to upgrade their educational level and establish good relationships to ease the burden of stress factors related to work.
| S-EPMC6969455 | biostudies-literature
Project description:IntroductionEpilepsy is a continuing tendency to have seizures, i.e., a convulsion or any transient abnormal event resulting from paroxysmal cerebral neurons discharge, even if the attacks are separated by long intervals. Eighty-nine percent of the global burden of epilepsy is in developing countries. Knowledge about the disease is the cornerstone for its treatment and prevention.ObjectivesThe aim of this study was to assess knowledge, attitude, and practice of secondary school teachers toward epilepsy in Khartoum state, Sudan.MethodA 38-item structured close ended questionnaire was self-administered to 317 secondary school teachers in Khartoum state, Sudan.ResultsThe majority of the teachers knew about the term "epilepsy" (93.6%) and had witnessed an epileptic seizure (83.5%). But their knowledge about the etiology and treatment is generally poor: 48% believe that epileptic patients should not be treated normally in the community; 12.9% would tie and 47.6% would put a spoon in the mouth of the seizing patient.ConclusionThere is a relatively low level of knowledge, especially about treatment and whether the disease is curable or not. Also there is misconception about the etiology and treatment by traditional means in spite of the high educational level. There is a high level of negative attitude toward epileptic patients, especially in dealing with them as normal people who can live their lives, get married, and work in areas that suit them. There is a good level of positive practice toward epileptic seizures and their first aid measures, but there is also a high level of negative practice that can harm patients like tying them and putting a spoon in their mouths.
| S-EPMC5700905 | biostudies-literature
Project description:BackgroundThe teaching profession is highly stressed job. A high level of stress is associated with poor health outcomes, such as burnout and psychological distress. Therefore, teachers' use of coping styles becomes imperative. However, relatively little is known about primary school teachers' psychological distress, burnout, coping strategies, and associated factors in Nigeria. The study investigated psychological distress, burnout, coping strategies among primary schools, and associated factors in Nigeria.MethodsA total of 264 teachers aged 20-59 years participated in the study between May 2019 to October 2019. Questionnaires on psychological distress, burnout, coping strategies, and demographic profile form were used for data collection. Factors associated with psychological distress, burnout, and coping strategies were identified using t-test, univariate ANOVA, Pearson's correlation, Chi-square test, and hierarchical linear regression analysis.ResultsOf 264 participants enrolled for the study, 253 responded, giving a response rate of 95.8%. The prevalence of psychological distress and burnout was 69.9% (176/253) and 36.0% (91/253), respectively. Sex (β = 0.158), a high level of emotional exhaustion (β = 0.193) and reduced personal accomplishment (β = 0.358), adoption of problem-focused strategies (β = 0.904), and dysfunctional strategies (β = 0.340) were positively associated with psychological distress. Age (β = - 0.338), academic qualification (β = - 0.210), and income level (β = - 0.146) were inversely associated with psychological distress, which together explained 51.5% of the total variance. Psychological distress (β = 0.275 vs. β = 0.404) was significantly associated with emotional exhaustion (EE) and reduced personal accomplishment (PA) and explained 11.4 and 24.2% of the variance in EE and reduced PA, respectively.ConclusionsThe high prevalence of psychological distress and burnout among teachers should receive urgent attention. Teachers' training curricula should include developing interpersonal skills, stress management abilities, and resilience to equip them for the job. Also, teacher training curricula should integrate mental health promotion interventions.
| S-EPMC8719383 | biostudies-literature
Project description:Presents problem/focus of studyThe Covid-19 outbreak has had a staggering impact on the global economy, public health and safety, trade and education. In Malaysia, the government implemented the Movement Control Order (MCO) as a preventive measure against Covid-19. In education, the learning process has been transferred to online teaching. However, pandemic pedagogy is making learning into completely online either synchronous or asynchronous. Therefore, the current research aims to determine the secondary school teachers' psychological status, competencies in e-teaching and teachers work motivation as well as determine the relationship between secondary school teachers' psychological status and competencies in e-teaching during the Covid-19 outbreak.Design/methodology/approachCurrent research is a descriptive-correlational quantitative survey to determine teachers' psychological status, e-teaching competencies and working motivation during Movement Control Order (MCO) to contain the Covid-19 pandemic. The study sample consists of 595 secondary school teachers selected via convenient sampling. Quantitative data are collected from an online survey through the questionnaires with demographic, psychological status (stress, anxiety and depression), e-teaching competencies (teaching, monitoring and evaluation) and teaching motivation developed by the researchers were distributed during the MCO period. SPSS 25 is applied, Statistical measures such as Cronbach's alpha, means, percentage and standard deviation were employed to analyze the data to obtain the value of the school teachers' psychological status, e-teaching competencies and teaching motivation. Consequently, a Pearson correlation table was created to show the analysis of the school teachers' psychological status and competencies in e-teaching.FindingsThis finding indicated that the teachers' psychological factors in stress, anxiety and depressed are moderate, the teachers' competencies in e-teaching is moderate as well as teachers' working motivations is also the moderate level. However, the highest mean value was found among the variables, this is revealed that despite the challenges during the Covid-19 outbreak, teachers showed positive and strong motivation in conducting e-teaching. Additionally, the result showed a negative relationship between psychological status and e-teaching competencies (-0.286, p < 0.01), as well as reported a negative relationship between dimension of psychological status and competencies in e-teaching.Limitation & recommendationsThis study has its limitations. This study is included only Selangor teachers and given that the information obtained from the study was gather from secondary schools, the generalizability might be limited. future research may consider expanding the scope from secondary schools to primary schools' teachers and then to university lecturers. Perhaps the scope is expanding, so more information could be obtaining and help researchers understand the teachers' competencies in e-teaching, psychological status and work motivation.
| S-EPMC8539843 | biostudies-literature
Project description:BackgroundReproductive health education (RHE) is an important component of school curricula. It helps students in the decision-making process regarding several issues concerning reproductive health. However delivering RHE at schools is a difficult task for the teachers.MethodsThis study was conducted to assess the experiences and perceptions towards reproductive health education (RHE) among 236 secondary school teachers in January 2019. Data were collected using a self-administered questionnaire.ResultsOnly 21 (8.9%) were trained in RHE. Majority [179 (75.8%)] identified cultural barriers as the major challenge involved in its implementation. 95 (40.3%) teachers felt that the provision of sexual education as a part of RHE will promote pre-marital sexual activity among the students. Of the total, 185 (78.4%) had average while 51 (21.6%) participants had a good perception towards RHE. It was taught in only 3 (16.7%) out of the 18 schools surveyed. Only 11 (4.7%) participants felt that the availability of teaching aids to conduct RHE classes at their schools was adequate. Hardly 14 (5.9%) teachers had taken RHE classes for students. Among the rest, 135 (60.8%) expressed their willingness to take RHE classes with appropriate training. In multi variable analysis, participants aged ≤ 40 years (p = 0.031), those belonging to nuclear families (p = 0.013), and those who had taken classes in RHE (p = 0.037) had significantly good perception level towards RHE.ConclusionsTeachers therefore need to be trained and given more opportunities to take RHE sessions which will help improve their perception towards RHE. Schools need to be better equipped with resources and various perceived barriers need to be overcome before RHE can be successfully implemented.
| S-EPMC8394108 | biostudies-literature
Project description:BACKGROUND:To identify if e-cigarette usage is an on-campus problem for secondary schools and evaluate initial school survey responses. More specifically, this survey can aid in identifying where students are seen using e-cigarettes, if smoke alarms have been newly inserted on school property, if smoke alarms have been tampered with to allow for vaping without detection; and, if any e-cigarette fires or explosions have occurred on school property. METHODS:This survey, disseminated to New Jersey secondary school teachers across seven sessions January-July 2019, resulted in 104 complete responses of 109 respondents. The survey was conducted after fire prevention, exit/egress, and life safety portions of "OSHA 10 Plus for General Industry" courses. Survey questions included number of times teachers observed students vaping and location where vaping in last 12 months, fire alarm installation and tampering, and fires or explosions and injuries from vaping/e-cigarette devices. RESULTS:Many (63%) respondents reported very or moderately common rates of vaping within their schools; however, three of four questions regarding school fire and smoke alarm use specifically to detect vaping had a majority of unsure/I don't know responses. CONCLUSION:Results suggested concerns regarding student vaping and e-cigarette use inside and outside secondary schools. Improved school detection and response are warranted. TRIAL REGISTRATION:Not applicable.
| S-EPMC7414759 | biostudies-literature
Project description:In spite of the importance of sexuality education and HIV and AIDS education in preventing HIV infections, Zimbabwean secondary school Guidance and Counseling teachers are not engaging optimally with the current Guidance and Counseling, HIV and AIDS & Life Skills education curriculum, and hence, they are not serving the needs of the learners in the context of the HIV and AIDS pandemic. The aim of the study, therefore, was to explore how Guidance and Counseling teachers could be enabled to teach the necessary critical content in sexuality education in the HIV and AIDS education curriculum. A qualitative research design, informed by a critical paradigm, using participatory visual methodology and methods such as drawing and focus group discussion, was used with eight purposively selected Guidance and Counseling teachers from Gweru district, Zimbabwe. The study was theoretically framed by Cultural Historical Activity Theory. Guidance and Counseling teachers found themselves in a community with diverse cultural practices and beliefs of which some seemed to contradict what was supposed to be taught in the curriculum. The participatory visual methodology, however, enabled a process in which the Guidance and Counseling teachers could reflect on themselves, the context in which they taught, their sexuality education work and learn how to navigate the contradictions and tensions, and to use such contradictions as sources of learning and sources for change. The results have several implications for policy in terms of the Guidance and Counseling curriculum and engaging with cultural issues; and for practice in terms of teacher professional development, teacher training, and for stakeholder contribution.
| S-EPMC6493312 | biostudies-other
Project description:(1) Background: Attention to diversity constitutes an aspect that influences system quality and offers a perspective of the capacity of educational centres to respond to educational needs. The present study carried out an examination of the perceptions held by secondary school teachers and the level of importance conferred by them to the variables that should be integrated into plans and will influence the degree of compliance. (2) Methods: Quantitative descriptive research was performed using a survey to collect data from teachers at schools that had a Quality Management System available. (3) Results: Interaction with families is necessary to agree upon the centre's objectives to address diversity and to define an optimisation strategy for resources in virtue of their availability within the centre. It is key to establish an appropriate teacher-student ratio to encourage compliance. (4) Conclusions: Teachers are the great pillars of quality education. Their perceptions are the route through which deficient aspects and the dimensions that must be improved when formulating these strategies can be recognised with attention to diversity.
| S-EPMC7312983 | biostudies-literature
Project description:ObjectivesComprehensive sexual education plays an essential role in adolescent sexual and reproductive health and rights (SRHR). The study aim was to investigate Kenyan secondary school teachers' attitudes toward girls associated with contraceptive use and abortion.Study designWe conducted a cross-sectional study in January 2018 among school teachers (n = 144) at 4 religiously affiliated suburban secondary schools in Kenya and used 2 validated Likert Scales (1-5) to capture contraception and abortion stigma.ResultsOverall, 122 teachers responded (85%) (females, 57%; males 43%; age, 21-70 years [mean, 36]). Respondents associated contraceptive use with a promiscuous lifestyle (43%) that will encourage peers to do the same (51%). Respondents indicated that married women were more deserving of contraception than unmarried women (57%), a girl could not herself decide to use contraceptives (50%), and contraceptive use could impair future fertility (57%). Abortion was considered a sin (74%), shameful for the family (48%), a habit (34%), and a behavior that might encourage peers to do the same (51%). Many believed an abortion will lead to worse health (73%). Male and female teachers gave similarly distributed responses. Younger teachers were more likely to find abortion shameful (<29, 64%; 30-39, 39%; ?40, 39%; p = 0.046). Contraception stigma and abortion stigma were highly correlated (r = 0.355, p < 0.001).ConclusionsStigmatizing attitudes associated with contraceptive use and/or abortion were common among teachers in Western Kenya.ImplicationsStigma may hinder the sexual and reproductive health and rights of students. Contraceptive use and abortion stigma need to be addressed in teacher education to ultimately improve health outcomes among adolescents.
| S-EPMC7907706 | biostudies-literature
Project description:Two datasets were obtained to develop an understanding of factors characterizing the eLearning experience of secondary school teachers and university undergraduate students in Jordan. Both datasets were collected via electronic questionnaires. The secondary school teachers' dataset was collected toward the end of the second semester of the 2019/2020 academic year, and the university undergraduate students' dataset was collected during the summer semester of the same year. Six hundred and sixty-six participants responded to the secondary school teachers' questionnaire, and one thousand participants responded to the university undergraduate students' questionnaire. A structural equation modelling approach was utilized to analyze the data. Future research might extend the two data models by collecting data about other factors and examine their impact on the eLearning experience of secondary school teachers and university undergraduate students in Jordan and other countries. Moreover, the datasets can be compared with other data from different developing and developed countries.
| S-EPMC7547838 | biostudies-literature