elementary school teachers

Where there abilities are respected, educational needs are met and potential is realized. Inclusive Education is the practice of educating students with disabilities alongside children without disabilities in general classrooms. If teaching is effective and responds to both students’ needs and strengths, there is a possibility for all children to learn. Academic success depends on how much a student learns from teachers, whether they have disabilities or not. Teacher attitude is one of the most important variables in the education of children with disabilities. Successful and effective implementation of Inclusive Education depends upon teachers' knowledge and positive attitudes towards it. Hence the researcher conducted the research to know the attitudes of elementary school teachers towards Inclusive Education. STATEMENT OF THE PROBLEM:

Mean=41.04 S.D. = 15.34Min. Percentage= 9.09 Max. Percentage= 84.85 Range = 75.76 The table 1 illustrates the frequency distribution of percentage of score in awareness about Learning Disabilities among Elementary School Teachers. The mean score (41.04) of data falls in interval of 41-50 and 18 percent of sample falls in the same interval. Whereas, 50.5 percent of sample falls in the lower percentage intervals and 31.5 percent of sample lie in higher percentage intervals than the mean interval i.e. 41-50. Overall perception of the table reveals that the mean percentage of Elementary school teachers in awareness about Learning Disabilities is lower than 50 percent which is very low. Moreover, the major part of sample (50.5 %) has lower percentage than mean value.

According to the results of national and international level examinations, the achievement of students in Turkey in mathematics is low. Elementary school teachers play a significant role in the education of stu- dents. Elementary school teachers differ from other teachers in that they are responsible for teaching more than one subject. In determining the competencies and performance indicators of elementary school teachers, the Ministry of National Education has paid regard to the common ground and integrating char- acteristics of the subjects rather than the special content knowledge of each subject. However, owing to the fact that each subject taught by the elementary school teachers necessitates different disciplines and approaches, it is also essential to determine the special content competencies related to the subjects being taught. The objective of this study is to analyze the opinions of elementary school teachers on their mathematical special content competencies. The study group consists of 72 elementary school teachers who are employed in official primary schools in Manisa. The data were collected through questionnaires. The collected raw data were analyzed by content analysis. Mathematics special content competencies of elementary school teachers were grouped under three main categories. These themes are mathematics special content knowledge, knowledge about mathematics teaching and learning as well as confidence, at- titude and values regarding mathematics. Teachers’ opinions particularly underline the significance of field content knowledge, while laying less weight on associating the program content with daily life and with other subjects. It is observed that the teachers are aware of the information in the written sources; however, they are not fully aware of the process of putting the program content into practice, nor their skills. Some teachers are aware of the fact that it is important to teach mathematics topics and associate them with life, rather than possessing knowledge about mathematics special content at an advanced level. Furthermore, little emphasis is given to “utilizing appropriate measurement-evaluation methods”. A great majority of teachers stress keeping the students active and teaching the subject by taking the students’ level into account; however, only few make reference to the importance of treating students equally and knowing about the differences among students.

Positive early experiences. Participants’ responses in the interviews indicated that prior to them experiencing mathematics anxiety, they had positive experiences related to mathematics at some points in their early lives, particularly in the primary grades (1-3). For example, Ron expressed that he “felt confident [in math] at the primary grade, grasped the concepts fairly quickly and enjoyed it.” Rita said “I love math because my father was a mathematician…and my excitement will always be there for math.” Cindy responded that “right at the beginning, I did enjoy math like primary grade 1 to 3.” Abby said she “felt successful” and “felt prepared” in mathematics. Subsequently, they responded to the first part of research question #4 (that is, ‘what are the self-reported causes of mathematics anxiety among elementary school teachers?’) and described the causes of their mathematics anxiety and its impact on their personal and professional lives. Two main themes emerged from the interview responses as the causes of mathematics anxiety that the participants experienced. These are i) their teachers’ teaching strategies, insensitive comments, and “mean” behaviour; and ii) their own (participants’) lack of understanding of mathematics concepts. These themes are elaborated on in the further text.

The relationships based on trust which are established by a teacher with a school’s internal stakeholders can provide greater engagement in work. Teachers who are engaged in their jobs can be decisive in turning their schools into successful and effective schools. It is important to research the relationship between work engagement and organizational trust in teachers since these are two significant variables affecting the performance and productivity of employees. The main purpose of this study is to determine the relationship between elementary school teachers’ sense/understanding of work engagement and their understanding of organizational trust. The research is a correlational research study. Its environment consisted of 4016 elementary school teachers. 559 of the teachers were included in the sample. In the research the “Utrecht Work Engagement Scale” and “Multipurpose T Scale” were appropriately/ favourably used. In this research, confirmatory factor analysis and reliability analyses were repeated in order to validate the structure described in the scale. In the research, it is concluded that there is a positive, high level of significant relationship between participant teachers’ perceptions of work engagement and their perceptions of organizational trust. Keywords: work engagement, organizational trust, elementary school teachers, teachers’ perceptions

The empirical data that forms the basis of this study was generated in the course of the author's doctoral dissertation on the influence of gender on the promotion of elementary school teachers to principal. It was gathered through semi-structured interviews and participant observation. The interviews were conducted with 15 teachers seeking promotion and newly promoted principals (under two years in office) and lasted between 45 and 80 minutes each. All were transcribed in full. Respondents were chosen according to the following criteria: They were employed at a public elementary school in the state of Schleswig-Holstein in order to ensure they had comparable career structures (these differ in other states). Further, they were to already have taken part in one of the two options for professional qualification offered by the state. Finally, the sample was selected to ensure a reasonably balanced proportion of genders. The age of respondents was between 32 and 56 years.

For comparison between respondents of English and Mizo medium elementary school teachers, the two scores were calculated with the help of ‘t’ ratio. As depicted in the given table 3 and figure 1, it can be seen that there were no significant difference in the total mean scores between English and Mizo medium elementary school teachers in Aizawl city. The standard deviation indicated that the divergence in scores was more in Mizo medium than in English medium elementary school teachers. As the t – value is 1.12, which is less than the table value both at 0.05 and 0.01 level (table value at 0.05 level is 1.96 and 0.01 level is 2.57), it can be said that there were no significant difference in the perceptions of teachers on the organisational climate between English and Mizo medium elementary schools in Aizawl city. Therefore, the null hypothesis is accepted.

Research question: This paper investigated the correlation between the perceptions of strategies that affect professional development and the obstacles to successful implementation of technology-based professional development. Motivation: The research sought to determine elements that make professional development effective in the eyes of teachers, so that they may be more apt to use what they learn in classroom practice. The concept draws upon the TPACK framework while discussion and recommendations draw upon the UTAUT stages that teachers pass through when faced with new innovations. This study looks at the variables of a) time spent teaching, b) level of education, c) knowledge/use of computers, d) class preparation, and e) technology seminars of survey participants, to determine what demographical characteristics may have an impact on certain belief patterns surrounding professional development and technology use. Idea: The idea of this study is to look at the effectiveness of professional development to integrate technology into classroom practice and to allow for recommendations for improved technology-based professional development. Data: Data collected from a paper-based survey was completed by elementary school teachers in the school district of the city of Belgrade, Serbia. Tools: To explore possible correlations and to measure the strength of the relationship between nominal variables in this study, a non-parametric Spearman coefficient was used. Findings: This study has found that educational experiences and practice using technology do correlate with self-efficacy, willingness to use technology and active resistance of professional development experiences. Contribution: The results call for more technology support and communities of collaboration to implement effective professional development and may help educational leaders in Serbia to develop effective technology-based professional development programmes.

out item analysis of preliminary draft of computer proficiency scale. At the second stage, a sample of 56elementary school teachers was selected to compute test-retest reliability of computer proficiency scale. At the time of second administration, 8 elementary teachers were not present. Therefore, test-retest reliability was computed on the basis of responses given by the 55 elementary school teachers. At the third stage, 80 elementary school teachers were selected to estimate Cronbach‟s Alpha of computer proficiency scale. At the last stage, a sample of 550 upper primary school teachers was chosen for establishing norms for interpretation of scores obtained on computer proficiency scale.

Nowadays, information technologies (ITs) are becoming essential for maintaining relationships and social roles. There are new expectations for how, where, and when people maintain their social networks. Therefore, new constructs are being introduced to expand the understanding of this intertwinement between humans and information technologies and human behavior in general. One such construct is called IT identity. This study tests and operationalizes the concept of IT identity, defined as “the extent to which a person views the use of IT as integral to his or her sense of self” (Carter & Grover, 2015, p. 938). Carter and Grover (2015) claim that this novel and powerful concept has potential to furnish a rich understanding of how technologies can become routinized and infused within organizations. Carter and Grover (2015) developed a set of variables to measure IT identity. However, this novel and possibly powerful concept has not been tested enough to say that it is applicable to every situation. The main goal of this study is, therefore, to see if the original model as proposed by Carter and Grover (2015) is applicable to the context of elementary school teachers.

awareness of the importance of the information that is contained within school board policies and procedures, but they also emphasized the overwhelming burden (both professionally and personally) that is experienced due to the high volume of paperwork and the increased workload associated with new policies. The increased strain that can be caused by accommodations and modifications, coupled with a perceived lack of support and training to fully implement their required duties, creates an atmosphere of confusion and potential resentment that may serve as a barrier to the full uptake of policy. Teachers seek the support of administration and parents/guardians when implementing policies that impact the health and safety of students within the school environment, emphasizing the need for a “team approach” to policy implementation, including adequate training and support for all involved individuals. It is difficult to ascertain from the current research study the impact of a school board concussion policy on the knowledge, skills, and attitudes regarding concussion in the school environment, due to the limitations of the present study. Research in this area will continue to grow and evolve as changes and advances are made. This research study provided an initial step towards understanding concussion within the school environment, as experienced and defined by a small sample of Ontario elementary school teachers.

teacher’s belief system surrounding science is complex (Ernest, 1989). Although several instruments have been used in an attempt to measure self-efficacy for teaching science, fail to use over-generalized statements out of context of the criteria task (Gibson & Dembo, 1984; Pajares, 1997). Other researchers have used locus of control instead of self-efficacy constructs to measure self-efficacy, and this has not proven fruitful either (Henson, 2001). Another issue with current measures of teacher self-efficacy, including “The Teacher’s Sense of Efficacy Scale” (TSES), is the lack of specificity to a teacher’s grade level (elementary, middle, or high school). Because education is different at each of these grade levels, expectations of a classroom teacher and sub-tasks associated with teaching content are different. In an effort to measure context-specific self-efficacy, elementary education is the setting of this study. Elementary teachers are often expected to be able to expertly teach all subjects to their students, but this may not be how they view their abilities. The self-efficacy is context specific, teachers often have varied beliefs toward different aspects of teaching science. Some teachers feel highly efficacious in their knowledge of content but less efficacious in their ability to teach science concepts to students. This study considers the elementary science content and context with regard to teachers’ science teaching self-efficacy. The purpose of this study is to show evidence of reliability and validity for a new scale that measures the science teaching self-efficacy of elementary school teachers. The following research questions are of interest:

Creative teacher can handle individual differences effectively to promote harmonious development of pupils and can create congenial environment in the classroom. Though the difference is not statistically significant in the present study but trend of mean scores shows that female in comparison to male and open in comparison to reserve category elementary school teachers are high on creativity. Therefore, it is necessary to promote creativity among teachers in accordance to their gender and socio-cultural background, so that they may connect themselves with the process of cultivating creative abilities among them. There should be special creativity promoting activities for teachers where they can show their creative abilities and get acquainted with the latest creative trends in education process. There creative ideas and practices should be encouraged and appreciated

and awareness of the interviewed teachers and whether they implement outdoor education or not along with the reasons in the case they do not. Expert opinions are consulted in the process of preparing the interviewing form. As one of the qualitative analysis techniques, content analysis has been used to analyze the opinions of teachers. Content analysis aims to categorize the collected data that are similar in terms of certain concepts and themes and then to organize and to evaluate them in a manner, which the reader can understand [28]. For this reason, first, seven separate semi-structured interview questions were prepared to detect whether teachers employ outdoor education in their teaching and to reveal the reasons in case they do not. 18 elementary school teachers, with whom the interviews were conducted, were chosen amongst teachers of both private and public schools. The study group comprised teachers of all grade levels of the 4-year elementary school system in Turkey. Thus, teachers of 1st, 2nd, 3rd, and 4th grades were included in the study. Following tables display the grade levels that the teachers are teaching, type of school they are working at, and the gender distribution of teachers; respectively.

The researcher had consulted the related literature as requirement of the problem. There were so many studies conducted on science education, importance of teaching material, need of training program to make teaching effective at all stages. Some studies emphasized on preparation of low cost/no cost teaching material at country level in developing countries like India, Pakistan etc. but no one study was found which tell us about availability and use of low cost/no cost teaching material at elementary level in India. The focus of this study is on use of low cost no cost teaching material by elementary school teachers in teaching of science. For it we have to study the availability of low cost/ no cost teaching material, explore the level of teachers involvement in preparation of low cost/ no cost teaching material, asses the usage of low cost/ no cost teaching material by teachers and to see the behavioral change through use of low cost / no cost teaching material in students.

Between 1995 and 2000, a case- control prospective analytical study was performed on 2000 teachers (case group) and 2000 individuals (control group) with age range of 25 to 55 years. The case group was selected randomly from elementary school teachers of various educational districts with occupational history from 3 to 22 years who were willing to cooperate in this survey. The cases were evaluated by interview, making questionnaire, physical exam, pure tone audiometry in frequencies of 250, 500, 1000, 2000, 4000 and 8000 Hz and speech audiometry including SRT, UCL and SDS. Individuals with confounding variables such as age> 55 years, occupational history of working in noisy environments, using ototoxic drugs, history of otologic diseases like tympanic membrane tearing, chronic purulent otitis media, otosclerosis, history of otologic surgery, vertigo, tinnitus, alcohol

experiences of using the book King and King (Haan & Nijland, 2002) with children from ages 4 to 11. Kate found that the younger children "took the story at face-value," whereas the older children expressed discomfort. Understanding how to appropriately integrate LGBT content across a variety of subject areas, and with a diverse age range of students is critical. The reflections made by the practitioners were helpful in respect to disrupting their own existing knowledge and working toward resolving their own tensions and possible crises. Opportunities for queering education remain promising in this particular research. To conclude, Leanne writes about her experience when she engaged her year 1 class (ages 5-6) with role playing and creating a film of King and King. Leanne writes that she was surprised to have found that through her enthusiastic engagement of the literature with her students, some of the children become more comfortable about crossing gender boundaries, “girls wanting to be a prince; boys wanting to be a princess.” Providing the opportunity for children to deepen their understanding and critically reflect on gender expectations allows them to loosen the rigid binary paradigm. As Leanne conveys: “at least two of the boys chose very feminine costumes of their own free will, and we cast two boys as the two princes who fall in love” (pp. 28/29). This research highlights why I seek to investigate elementary school teachers’ pedagogical decision-making for the ontological and epistemological possibilities it holds in allowing for new ways of being that are not

GBL is based on five major dimensions that contributed to the game-based learning efficiency of the students are identified as: learning environment, learner, pedagogy, context, and teacher. The learning efficiency was divided into three domains: affective, cognitive, and psychomotor (Chang, Wu, "n.d.”). Learners’ experience and play time also play a critical role in the success of the GBL efficiency of the students. It is interpreted from that game design strategies should inspire the experiential learning to generate a positive effect in players, and students can be engaged and motivated through direct experiences with the game world (Chang and Wu, "n.d."). It is clear that using such an important method in education will be effective. As children like games and spend most of their time playing with them, games happen to be used in education. This study aims at understanding how elementary school teachers perceive GBL and to collect their views about advantages and problems of GBL. In order to understand elementary school teachers’ views on game- based learning. The following questions were asked to the participants:

The present study investigated the teacher effectiveness of elementary school teachers in relation to gender and professional commitment. Descriptive research design was used to accomplish the objective of the study. A sample of 400 elementary school teachers working in government schools was taken from four districts of Himachal Pradesh by random sampling technique. Mean, S.D., Analysis of variance and t- test was used for analyzing the collected data. . The findings of the study revealed that male and female elementary school teachers differ significantly in their teacher effectiveness. There exists a significant difference in teacher effectiveness of elementary school teachers with respect to their level of professional commitment. There is no significant interactional effect of gender and level of professional commitment on teacher effectiveness of elementary school teacher.

dissatisfaction are a function of perceived relationship between what one wants from one’s job and what one perceives it as offering or entailing” (Locke, 1961, p. 316). Teacher characteristics were collected as ancillary data. The focus of this study was on the influence of school variables of academic achievement, racial composition and social economic status on teacher job satisfaction among elementary school teachers. Maslow’s Hierarchy of Human Needs Theory (1943) was used to inform this study about job satisfaction. This study was conducted in the researched district where teacher turnover is high, the number of students qualifying for free and reduced-price lunches is rising, and school achievement levels are inconsistent. This research was conducted for the purpose of exploring teachers’ perceptions of job satisfaction. The researcher is currently a school administrator, not in the researched district, and works to keep teachers satisfied despite the given working conditions of a school. Satisfaction appears to influence teacher effectiveness which, in turn, promotes student achievement (NCES, 1997). Capable teachers have the greatest positive impact on student learning (Darling-Hammond, 2003). Hulpia and Devos (2010) examined the