Challenges Faced by Teachers and Students at Apayao State College When Using Modular Distance Learning Model: Basis for Intervention | Chapter 1 | Research Perspectives of Microbiology and Biotechnology Vol. 4

The main objective of this study is to identify the problems encountered by the teachers and students in the implementation of modular distance learning modality in the BEEd Department of Apayao State College – Luna Campus, Philippines. Distance learning became the immediate response of academic institutions to sustain the learning continuity of the students. This learning delivery modality has different types that include online distance learning, TV or radio-based instruction, and modular distance learning. The study used a descriptive phenomenological approach to identify the problems encountered by teachers and students in implementing modular distance learning, as well as the possible solutions to the identified problems. The study was conducted among the teachers and students of the Bachelor of Elementary Education Department (BEEd) of Apayao State College – Luna Campus in the Philippines. Four (4) BEEd program mainstay teachers and ten (10) BEEd students were approached to request their voluntary involvement as key participants in the study. Data were analyzed using a thematic analysis approach to find any patterns in the participants’ responses by transcribing, organizing, and coding. Findings revealed four (4) themes of problems related to the preparation of printed learning materials; management in the distribution of printed learning materials; retrieval of students’ activities and outputs; and checking of students’ activities and outputs identified by teachers. Using digital technology to learn the lessons, such as recorded instructional videos and tutorial sites or links, may be beneficial. The quantity and level of difficulty of the activities to be given can be determined by considering the students' competency and ability to complete the tasks. Students also identified two (2) themes of problems they had in using modular distance learning that are related to the submission of their activities and outputs, as well as their capability to learn independently. School administrators can use the findings of this study to develop interventions, programs, and activities to address issues in the implementation of the modular distance learning modality. Schools may conduct relevant training, seminars, and workshops for teachers and students to upgrade their knowledge, skills, and competence in implementing modular distance learning modalities.

 

 

Author(s) Details

 

Marfred T. Sanchez

Apayao State College, San Isidro Sur, Luna, Apayao 3813, Philippines

Ruth A. Tumaneng

Apayao State College, San Isidro Sur, Luna, Apayao 3813, Philippines.

Shane Pearl Lae S. Espanol

Apayao State College, San Isidro Sur, Luna, Apayao 3813, Philippines.

 

 

Please see the link:- https://doi.org/10.9734/bpi/cpassr/v2/207

The State of Guidance and Counselling Programmes in High Schools: A Case Study from Manicaland, Zimbabwe| Chapter 1 | An Overview of Literature, Language and Education Research Vol. 4

 

The study provides empirical evidence and insights into the challenges facing school guidance and counselling programs in Zimbabwean high schools. It addresses critical issues such as inadequate training of counsellors, inconsistent program implementation, and lack of resources, which are crucial for improving educational practices and student outcomes in similar contexts worldwide. This study is set in three urban high schools in Mutare Urban, Manicaland Province, of Zimbabwe. The study seeks to determine the state of high school guidance and counselling programmes. Participating schools included one girl-only high school, one co-educational mission high school, and one government co-educational school. High schools were purposively selected while students were randomly selected. Using an exploratory sequential mixed method, quantitative data was collected from students, while qualitative was obtained from guidance teachers and head teachers. A questionnaire for students and two in-depth interviews with head teachers and guidance teachers were used. Data was analysed thematically and using frequency tables. Results suggest that guidance and counselling are generally responsive services where students can receive help with personal/emotional challenges and needs. Other services that are part of a comprehensive programme, such as student career planning, exploration, and development, as well as the professional development of counsellors, are minimal. Results also indicate that there is very little consultation between counsellors and teachers in the schools. Comments by guidance and counselling teachers suggest that the formal training that is available is offered in Harare at personal cost and that there is no professional association for counsellors. Further comments by guidance and counselling teachers suggest a lack of in-service training by the provincial education personnel responsible for guidance and counselling. Guidance teachers or counsellors tend to lack training and rarely keep records of their activities. The counsellors interviewed in the study did not demonstrate an awareness of the relevant Ministry regulations governing the implementation of guidance and counselling in schools.

 

Author (s) Details

 

John Mapfumo
Faculty of Education, Africa University, Zimbabwe.

 

Elliott Nkoma
Great Zimbabwe University, Zimbabwe.

 

Please see the book here:- https://doi.org/10.9734/bpi/aoller/v4/1293

An Assessment of TVET Teachers Continuous Professional Development Practices: A Case Study of Adis Ababa, Ethiopia | Chapter 3 | Language, Literature and Education: Research Updates Vol. 3

The process of developing a teacher's knowledge, abilities, competence, attitudes, and other traits is known as continuous professional development for TVET teachers. Teachers are the most important change agents in the educational system, which makes technical and vocational education and training teachers' ongoing professional growth crucial.

The purpose of the study is to investigate the Assessment of TVET teachers’ continuous professional development and their impact in Addis Ababa TVET College and Institute. The effectiveness of Technical and Vocational Education and Training largely depends on the continuous professional development of its teachers.

The main objective of this study is to analyze the current status and positive impact of Continuous Professional Development on Technical and Vocational Education and Training teachers and identify the current need for TVET teacher CPD. The study is guided by positivism and constructivism theory of learning. A mixed research method, both quantitative and qualitative, is employed in the study. The researcher has collected questionnaires randomly from 204 Technical and Vocational Education and Training College and Institute teachers (one hundred seventy-four males and thirty females). To substantiate the study, in-depth interviews were collected from eight purposefully selected academic leaders (department head, faculty dean, research director, and college dean). The result of the study indicated that the majority of the Technical and Vocational Education and Training teachers had professional skills of knowledge and understanding of the main major subject field(s), knowledge and understanding of instructional practices (knowledge mediation) in their main major subject field(s), and ICT skills for teaching. Also, the majority of TVET teachers replied that they need knowledge of curriculum development and new technology adoption in the workplace due to the fact that technology changes from time to time. As indicated in the result, they need different types of CPD in order to improve students’ outcomes. The professional development of teachers has to be improved by providing capacity building on different types of continuing professional development and modifying TVET policy. For this, CPD organizers and teacher educators should conduct a careful need analysis before designing and implementing continuous professional development programs for TVET teachers.

 

Author (s) Details

 

Begna Asirat Negash
School of Automation and Electrical Engineering, Tianjin University of Technology and Education, Tianjin, China.

Jing Mi
School of Vocational Education, Tianjin University of Technology and Education, Tianjin, China.

Yanqiu Che
School of Automation and Electrical Engineering, Tianjin University of Technology and Education, Tianjin, China.

 

Please see the book here:- https://doi.org/10.9734/bpi/lleru/v3/4440

A Study on Performing Arts Education in Basic School Cultural Festivals in Ghana | Chapter 5 | New Ideas Concerning Arts and Social Studies Vol. 1

In the days gone by, the Ghanaian child acquired knowledge, skills and understanding in the performing arts through direct involvement and participation in the culture in which he or she belongs. This learning process has been interrupted primarily due to economic and social changes taking place in most African communities. The school has now become the main social institution which provides such learning experiences to children in society. Notwithstanding, it is not fulfilling this task effectively. An innovation which has been employed to equip Ghanaian children with knowledge, understanding and skills of their traditional performing arts practices is the introduction of the school cultural festivals by the Ghana Ministry of Education through the Ghana Education Service The disciplines of this festival include choral music performance, traditional music and drama performance, folk poetry recital, traditional drum language, and story-telling. This festival is organised annually and participants include basic and secondary school students. This paper, therefore, re-emphasises the role of the annual school cultural festivals in exposing Ghanaian basic school students at first-hand, to the processes of their traditional music, dance and drama practices.

 

Author (s) Details

Benjamin Adjepong
Wesley College of Education, Kumasi, Ghana.

 

Yaw Owusu Asiamah
Wesley College of Education, Kumasi, Ghana.

 

Please see the book here:- https://doi.org/10.9734/bpi/nicass/v1/4789

Exploring Personality Types and Burnout among School Teachers: A Study in Rasht, Iran | Chapter 5 | Progress in Language, Literature and Education Research Vol. 7

 The present study investigated the relationship between John Holland’s personality types (realist, investigative, conventional) with burnout among female and male teachers at first duration of high school (guidance school) and second duration of high school (secondary school). Burnout is emotional exhaustion which is a result of continuous reaction task to chronic emotion- al and interpersonal stress triggers that are defined by the help of three aspects, emotional exhaustion, depersonalization and lack of success (sense of incompetence).  For this purpose, 327 persons were selected by multistage cluster sampling method. In order to gather information, Meshach burnout questionnaire and John Holland’s job-personality questionnaire were used. This research is a kind of correlation that in this method, personality traits and (dependent) criterion variable of burnout will be predicted from (independent) predictor variable and method of gathering information is field type. Descriptive and inferential statistic methods were utilized to analyze the data. It was worth mentioning that Pearson correlation coefficient r, linear regression and the analysis of multivariable variance (MANOVA) were used to measure the relationship between predictor and criterion variables. Obtained results by the investigation of relations showed that there was a reversed relationship between personality types and the degree of burnout, with correlation coefficient of r = (–2.24), respectively, in the level of (p = 0/01). The relationship between realist, investigative and conventional personality types with burnout which was calculated by (r = –1.15, r = –1.84, r = –2.19) respectively, was significant and reversed. It was necessary to say that among demographic variables (gender, age, precedent, education and teacher’s marital status) there was just a significant relationship between gender, personality type and the degree of burnout in the level of (p = 0/05). It showed that from the view point of gender there was a significant difference between burnout. The degree of burnout in male teachers was more than female, and there were no significant differences in other demographic variables. The most important application of this study is that everybody will be employed according to his/her job-personality type to avoid any physical and mental damages arising from working. This study has determined that people who scored high in the personality constructs of extraversion, conscientiousness, and agreeableness tend to have higher levels of emotional exhaustion and depersonalization. In addition, individuals who scored high on the personality construct of neuroticism were shown to have a positive correlation with emotional exhaustion and depersonalization.

Author(s) Details:

Abbas Sadeghi,
Department of Educational Sciences, University of Guilan, Rasht, Iran.

Nader Ofoghi,
Department of Social Sciences, University of Guilan, Rasht, Iran.

Gholam Hossein Niyafar,
Department of Psychology, University of Islamic Azad University of Rasht, Guilan, Iran.

Koorosh Dadashi,
Department of Psychology, University of Islamic Azad University of Rasht, Guilan, Iran.

Please see the link here: https://stm.bookpi.org/PLLER-V7/article/view/13938

Combatting Bullying in School and Its Consequences | Chapter 3 | Research Highlights in Language, Literature and Education Vol. 6

 The study focuses on which school violence is, allure characteristics, allure forms, its effects and habits it can be obviated. School violence and domineering have a considerable number of results for both the casualty and the aggressor, as they will two together face many difficulties, both in their smooth psychosomatic incident, and their subsequent adult history. The study’s material consists of items related to the argument, found in Greek and International kαl databases, the Google Scholar, and the Hellenic Academic Libraries (HEAL-Link)The study of the wonder of school violence is main since it constitutes the establish top of which stop schedules can be devised. Violence prevention measures concerning the school facilities themselves can too be taken. Parents must always act thoughtfully and without violence inside their residences, and teachers can support the incident of positive friendships between the youth. The abuse and isolation of the adolescents can be reduced thus. Schools must provide the teenagers with safety. The graduates that are the most inclined become domineering victims especially endure be under the impression that they are being shielded in the school.

Author(s) Details:

Evangelos Panagiotis Kaltsas,
Department of Primary Education, University of Thessaly, Greece.

John Kaltsas,
7th High School of Athens, Greece.

Please see the link here: https://stm.bookpi.org/RHLLE-V6/article/view/10799

Learning Metaverse Powered by Artificial Intelligence| Chapter 8 | Recent Progress in Science and Technology Vol. 4

 The Metaverse plank allows users to communicate with 3D virtual rooms and objects using natural language commands. This allows the creation of highly mutual educational applications that are two together engaging and informative. The aim concerning this research proposal is to survey how the Metaverse platform maybe applied in education backgrounds and determine its potential benefits for coaches and learners alike. Specifically, this research will identify opportunities place AI could further improve upon existent solutions in the education area. In addition, the paper will discuss how AI-stimulate Metaverse applications can be used to constitute a smart education ecosystem in addition to evaluate whether combining artificial intelligence into metaverses would result in revised student learning effects.

Author(s) Details:

Alex Mathew,
Department of Cybersecurity, Bethany College, USA.

Please see the link here: https://stm.bookpi.org/RPST-V4/article/view/9446

Keywords: Metaverse, artificial intelligence, student, teachers, learners, and education settings

Administration or Finance Positions vs Teaching. Seeking Work Satisfaction and Professional Development | Book Publisher International

 The purpose of this study is to determine why some instructors choose or are compelled (?) to shift to a different job position than teaching, which is the role for which they were employed initially. The purpose of this study is to look at a) the factors that prompted teachers to transfer, b) their level of satisfaction and the issues they confront, and c) their professional growth in their new workplace.

A questionnaire was utilised to collect the data for this study. Finally, teachers who were transferred into administrative posts from 24 Administration Offices of Primary and Secondary Education in Greece completed 126 surveys.

The findings of the study revealed that transferred instructors chose this choice for personal, familial, and economic reasons, including the distance from their current domicile and the cost of living. In addition to the motivations for the venture, there is a sense of protection against the threat of dismissal and curiosity in the new item desk. Furthermore, the findings of the research revealed that the majority of transferred teachers are satisfied with their new jobs, but are optimistic about their chances of returning to the classroom. Teachers who chose to transfer willingly are more happy with their new employment than those who were forced to do so.

The working environment does not provide satisfaction, nor does the opportunity of professional advancement, for which the host institution appears to lack particular initiatives. The organisation should increase mentorship and coaching in order to "exploit" the brilliant and experienced individuals.

Another finding of the study was that the majority of transferred teachers consider collaboration with their coworkers, continuing education and upgrading, as well as their basic training, to be the most important aspects of their professional development, factors that rank first in the study's findings, while attending post-graduate programmes and searching for knowledge on the internet rank last.

 

Author(s) Details:

Mihail Diakomihalis
Department of Accounting and Finance, University of Ioannina/ Hellenic Open University, Psathaki, 481 00 Preveza, Greece.

Eleni Bolovinou
Ministry of Education / Primary Education, Psathaki, 481 00 Preveza, Greece.

View Book: https://stm.bookpi.org/AFPTSWSPD/article/view/7156

Career Decision of Students: The Deciders | Chapter 13 | Modern Perspectives in Language, Literature and Education Vol. 10

 The study's goal was to look into the factors that influence public Senior High School students' job choices. The study was framed by three research questions and three hypotheses.

The investigation was conducted using a descriptive survey design. With the help of stratified and easy random sample techniques, 186 children, 30 teachers, and 50 parents were chosen to respond to self-designed questionnaires. Descriptive and inferential statistics were used to analyse the data.

The data revealed that teachers have no substantial influence on students' job decisions. Parental influence is a significant factor in pupils' profession choices. Male and female students are influenced differentially by their peers when making professional decisions. The impact of peers on students' job decisions is unaffected by their age or programme of study.

Conclusion: Peers and parents influence students' career decisions to a large extent. As a result, it is recommended that: School heads collaborate with the counselling unit in schools to organise career workshops for students in order to reduce the influence of stakeholders on students' career decisions. It can be deduced that students' professional intentions are impacted by their friends, particularly female students. Female students have been noted as being more vulnerable in the context of the greater discourse about peers.

Author(S) Details

Maxwell Kontor Owusu

Department of Education, Agogo Presbyterian Women’s College of Education, Agogo, Ghana.

Abraham Owusu

Berekum Municipal Education Office, P.O.Box 67, Berekum, Ghana.

Ebenezer Tetteh Fiorgbor

Department of Social Sciences, Agogo Presbyterian Women’s College of Education, Agogo, Ghana.

Joseph Atakora

Department of Education, Agogo Presbyterian Women’s College of Education, Agogo, Ghana.

View Book:- https://stm.bookpi.org/MPLLE-V10/article/view/4319

Physical Bullying in Guyanese Schools: Prevalence and Intervention Strategies – Head Teachers’ and Teachers’ Perspectives | Chapter 6 | New Horizons in Education and Social Studies Vol. 1

The purpose of this qualitative study was to examine how head teachers and teachers viewed the prevalence of physical bullying in their schools. Additionally, the study sought to investigate head teachers and teachers’ perspectives on the effectiveness of adult supervision, speaking with the bully and the victim, and communicating with the parents of the bully and victim in decreasing physical bullying in four government schools within the Central Corentyne area of Guyana. The study comprised sixteen teachers from both primary and secondary schools. The data indicated that participants felt that physical bullying was prevalent in the four schools regardless of the extent of prevalence. The data also indicated that participants were of the view that all three strategies had a positive effective in combating physical bullying in the four schools. The most effective strategies were adult supervision and speaking with the bully and the victim. The least effective strategy was communicating with the parents of the bully and victim about the bullying incidents. The findings of this research are very significant to Guyana. It is significant to Guyana because it provides landmark data on physical bullying prevalence and intervention strategies that have been used by Guyanese teachers and head teachers to combat physical bullying. This information can be used by educators to make informed decisions relating to bullying prevention

 Author(s)  Details

 Ms. Maureen Ann Bynoe
University of Guyana, Tain, Corentyne, Berbice, Guyana

View Book :-  http://bp.bookpi.org/index.php/bpi/catalog/book/204