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action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="female teachers"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 4926</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: female teachers</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4926</span> Relationship between Quality of Life and Perceived Stress among Teachers of Physical Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Minu%20Lakra">Minu Lakra</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The present study was done on 100 (male=50 and female=50) teachers of physical education at tertiary level from Varanasi city. They were chosen according to the stratified sampling method. Data collection tool was Perceived Stress Scale: 14 items (Cohen, Kamarck and mermelstain 1983) and Quality of Life was developed by THE WHOQOL GROUP in 1991. Data was analyzed with the help of correlation. Findings explore that perceived stress and quality of life has been positively correlated in female teachers of higher education from physical education whereas in male teachers the relationship was found insignificant. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title="higher education">higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=male%20and%20female%20teachers" title=" male and female teachers "> male and female teachers </a>, <a href="https://publications.waset.org/abstracts/search?q=percieved%20stress" title=" percieved stress"> percieved stress</a>, <a href="https://publications.waset.org/abstracts/search?q=quality%20of%20life" title=" quality of life"> quality of life</a> </p> <a href="https://publications.waset.org/abstracts/64384/relationship-between-quality-of-life-and-perceived-stress-among-teachers-of-physical-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/64384.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">355</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4925</span> Teachers' Gender-Counts a Lot: Impact of Teachers’ Gender on Students’ Score Achievement at Primary Level</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Aqleem%20Fatimah">Aqleem Fatimah</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of study was to find out the impact of teachers’ gender on students’ score achievement. Focusing on primary level’s teachers & students, a survey research was conducted by using convenient sampling technique. All the students of grade four (1500) and fifty-six teachers (equally divided by gender) from the 50 randomly selected coeducational schools from Lahore were taken as sample. The academic performance was operationalized using a t-test on standardized achievement tests of the students in language, science mathematics and social studies. In addition, all those gender based characteristics of teachers that count a lot in classroom interactions (taking Multi-grade classes, classroom strategies, feedback strategies and evaluation method) that influence students’ achievement were also analyzed by using a questionnaire and an observation schedule. The results of the study showed better academic achievement of students (girl &boy) of female teachers comparatively to the students of male teachers. Therefore, as the female teachers’ number lacks in Pakistan, the study suggests policy makers to seek guidelines to induct more specialized and professionally competent female teachers because their induction will prove highly beneficial for the betterment of students’ score achievement. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=gender" title="gender">gender</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher" title=" teacher"> teacher</a>, <a href="https://publications.waset.org/abstracts/search?q=competency" title=" competency"> competency</a>, <a href="https://publications.waset.org/abstracts/search?q=score%20achievement" title=" score achievement"> score achievement</a> </p> <a href="https://publications.waset.org/abstracts/42633/teachers-gender-counts-a-lot-impact-of-teachers-gender-on-students-score-achievement-at-primary-level" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/42633.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">318</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4924</span> Voices of Fear: A Case Study Of Tobephobia Experienced by Female Teachers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Prakash%20Singh">Prakash Singh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this exploratory qualitative case study, the voices of female teachers are captured that describe their fear of failure in coping with their daily anxieties, stresses, and tensions in their classrooms. When teachers are usually appointed, the curriculum forms the heart of all their professional obligations. The policy of quality and equality of education for all learners is a must as part of these deliberations, otherwise it would spell the inevitable failure for teachers. Yet, how often have teachers been asked whether they are happy during their professional tenure. Research affirms that this question is not a priority, seeing that the happiness of learners and the educational administrators enjoy precedence. Teachers are often subject to undue pressures and tensions because of environmental factors that extends beyond the curriculum. School violence, bullying, drug abuse, and gangsters are not uncommon to the school milieu, no matter where such schools can be located. In this case study, the voices of female teachers find space concerning their experiences of tobephobia (TBP). The questions that inevitably arise are: Are the educational authorities aware of the effects of TBP in education? What can be done to arrest and eliminate the debilitating effects of TBP? This exploratory study contributes to the growing concerns of TBP in education. It is therefore imperative that the effects of TBP on human resources in education must be accentuated so that meaningful solutions can be found to address challenging educational issues such as school violence, bullying, and drug abuse amongst learners. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=curriculum" title="curriculum">curriculum</a>, <a href="https://publications.waset.org/abstracts/search?q=female%20teachers" title=" female teachers"> female teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=school%20violence" title=" school violence"> school violence</a>, <a href="https://publications.waset.org/abstracts/search?q=tobephobia" title=" tobephobia"> tobephobia</a> </p> <a href="https://publications.waset.org/abstracts/37153/voices-of-fear-a-case-study-of-tobephobia-experienced-by-female-teachers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/37153.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">404</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4923</span> A Mixed Methods Study to Examine Teachers’ Views towards Using Interactive White Boards (IWBs) in Tatweer Primary Schools in Saudi Arabia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Azzah%20Alghamdi">Azzah Alghamdi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The Interactive White Boards (IWBs) as one of the innovative educational technologies have been extensively investigated in advanced countries such as the UK, US, and Australia. However, there is a significant lack of research studies, which mainly examine the use of IWBs in Saudi Arabia. Therefore, this study aims to investigate the attitudes of primary teachers towards using IWBs in both the teaching and learning processes. Moreover, it aims to investigate if there is any significant difference between male teachers and females regarding their attitudes towards using this technology. This study concentrated on teachers in primary schools, which participated in Tatweer project in the city of Jeddah, in Saudi Arabia. Mixed methods approach was employed in this study using a designed questionnaire, classroom observations, and a semi-structured interview. 587 teachers (286 men and 301 women) from Tatweer primary schools were completed the questionnaire as well as twenty teachers were interviewed including seven female teachers were observed in their classrooms. The findings of this study indicated that approximately 11% of the teachers within the sample (n=587) had negative attitudes towards the use of IWBs in the teaching and learning processes. However, the majority of them nearly 89% agreed about the benefits of using IWBs in their classrooms. Additionally, all the twenty teachers who were interviewed (including the seven observed female teachers) had positive attitudes towards the use of these technologies. Moreover, 87% of male teachers and 91% of female teachers who completed the questionnaire accepted the usefulness of using IWBs in improving their teaching and students' learning. Thus, this indicates that there was no significant difference between male and female teachers in Tatweer primary schools in terms of their views about using these innovative technologies in their lessons. The findings of the current study will help the Ministry of Education to improve the policies of using IWBs in Saudi Arabia. Indeed, examining teachers’ attitudes towards IWBs is a very important issue because they are the main users in classrooms. Hence, their views should be considered to addressing the powers and boundaries of using IWBs. Moreover, students will feel comfortable to use IWBs if their teachers accept and use them well. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=IWBs" title="IWBs">IWBs</a>, <a href="https://publications.waset.org/abstracts/search?q=Saudi%20teachers%E2%80%99%20views" title=" Saudi teachers’ views"> Saudi teachers’ views</a>, <a href="https://publications.waset.org/abstracts/search?q=Tatweer%20schools" title=" Tatweer schools"> Tatweer schools</a>, <a href="https://publications.waset.org/abstracts/search?q=teachers%27%20gender" title=" teachers' gender"> teachers' gender</a> </p> <a href="https://publications.waset.org/abstracts/57327/a-mixed-methods-study-to-examine-teachers-views-towards-using-interactive-white-boards-iwbs-in-tatweer-primary-schools-in-saudi-arabia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/57327.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">228</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4922</span> Effect of Male and Female Early Childhood Teacher's Educational Practices on Child' Social Adaptation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Therese%20Besnard">Therese Besnard</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Internationally in early childhood education (ECE), the great majority of teachers are women. Some groups believe that a greater male teacher presence in ECE would be beneficial for children, specifically for boys as it could offer a positive male model. It is a common belief that children would benefit from being exposed to both male and female models. Some believe that women are naturally better suited to offer quality care to young children comparatively to men. Some authors bring forth that after equivalent training, differences in the educational practices are purely individual and do not depend on the teacher’s gender. Others believe that a greater male presence in ECE would increase the risk of pedophilia or child abuse. The few scientific studies in this area suggest that differences could exist between male and female ECE teacher, in particular when it comes to play which is the mainstay of the ECE educational program. Male teachers describe themselves as being more playful and having a greater tendency to initiate physical and turbulent play comparatively to female teachers, who describe themselves as favoring games that are calmer and focused on social interaction. Observed directly, male teachers appear more actively engaged in play with children and propose more motor play than female teachers. Furthermore children who have both male and female teachers for one year show less behavior difficulties when compared to children with only female teachers. Despite a variety of viewpoints we don’t know if the educational practices of male ECE teachers, (emotional support, classroom organization or instructional support) are different than the educational practices of female teachers and if these practices are linked with children’s adaptation. This study compares the educational practices of 37 ECE teachers (57 % male) and analyses the link with children' social adaptation (n=221). Educational practices were assessed through observational measurements with the Classroom Assessment Scoring System (CLASS) in a natural class environment. Child social adaptation was assessed with the Social Competence and Behavior Evaluation (SCBE). Observational data reveals no differences between men's and women's scale of the CLASS. Results using Multilevel models analyses suggest that the ability to propose good classroom organization and give good instructional support are linked with better child' social adaptation, and that is always true for men and women teachers. The results are discussed on the basis of their potential impact on future educational interventions. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=child%20social%20adaptation" title="child social adaptation">child social adaptation</a>, <a href="https://publications.waset.org/abstracts/search?q=early%20childhood%20education" title=" early childhood education"> early childhood education</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20practices" title=" educational practices"> educational practices</a>, <a href="https://publications.waset.org/abstracts/search?q=men%20teacher" title=" men teacher"> men teacher</a> </p> <a href="https://publications.waset.org/abstracts/29369/effect-of-male-and-female-early-childhood-teachers-educational-practices-on-child-social-adaptation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/29369.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">373</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4921</span> Comparing Quality of School Work Life between Turkish and Pakistani Public School Teachers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Muhammad%20%20Akram">Muhammad Akram</a>, <a href="https://publications.waset.org/abstracts/search?q=Abdurrahman%20Ilgan"> Abdurrahman Ilgan</a>, <a href="https://publications.waset.org/abstracts/search?q=Oyku%20Ozu-Cengiz"> Oyku Ozu-Cengiz</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The quality of Work life is the general state of wellbeing of employees in the workplace. The quality of work life focuses on changing climate at work so that employees can lead improved work life. This study was designed to compare the quality of work life between Turkish and Pakistani public school teachers based on their location, gender, and marital status. A 30 items scale named The Quality of School Work Life (QSWL) was used for this study. 995 teachers from 8 Turkish provinces and 716 from four Pakistani districts were conveniently selected. The overall reliability coefficient of the scale was measured as .81. Exploratory and confirmatory factor analysis yielded five subscales of the construct. The Study revealed that Turkish and Pakistani teachers significantly differed, separately, on all the five subscales of Quality of School Work Life. However, no significant differences were found between Turkish and Pakistani teachers perspectives on the composite score of the QSWL. Further, Male, married, and Single teachers did not significantly differ on their perceptions of QSWL in both countries. However, Pakistani female teachers significantly perceived better QSWL than female teachers in Turkey. The study provided initial validity and reliability evidence of the QSWL. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=developmental%20opportunities" title="developmental opportunities">developmental opportunities</a>, <a href="https://publications.waset.org/abstracts/search?q=fair%20wages" title=" fair wages"> fair wages</a>, <a href="https://publications.waset.org/abstracts/search?q=quality%20of%20work%20life" title=" quality of work life"> quality of work life</a>, <a href="https://publications.waset.org/abstracts/search?q=Pakistan" title=" Pakistan"> Pakistan</a> </p> <a href="https://publications.waset.org/abstracts/64804/comparing-quality-of-school-work-life-between-turkish-and-pakistani-public-school-teachers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/64804.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">296</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4920</span> Iranian English as Foreign Language Teachers' Psychological Well-Being across Gender: During the Pandemic</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Fatemeh%20Asadi%20Farsad">Fatemeh Asadi Farsad</a>, <a href="https://publications.waset.org/abstracts/search?q=Sima%20Modirkhameneh"> Sima Modirkhameneh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this study was to explore the pattern of Psychological Well-Being (PWB) of Iranian male and female EFL teachers during the pandemic. It was intended to see if such a drastic change in the context and mode of teaching affects teachers' PWB. Furthermore, the possible difference between the six elements of PWB of Iranian EFL male vs. female teachers during the pandemic was investigated. The other purpose was to find out the EFL teachers’ perceptions of any modifications, and factors leading to such modifications in their PWB during pandemic. For the purpose of this investigation, a total of 81 EFL teachers (59 female, 22 male) with an age range of 25 to 35 were conveniently sampled from different cities in Iran. Ryff’s PWB questionnaire was sent to participant teachers through online platforms to elicit data on their PWB. As for their perceptions on the possible modifications and the factors involved in PWB during pandemic, a set of semi-structured interviews were run among both sample groups. The findings revealed that male EFL teachers had the highest mean on personal growth, followed by purpose of life, and self-acceptance and the lowest mean on environmental mastery. With a slightly similar pattern, female EFL teachers had the highest mean on personal growth, followed by purpose in life, and positive relationship with others with the lowest mean on environmental mastery. However, no significant difference was observed between the male and female groups’ overall means on elements of PWB. Additionally, participants perceived that their anxiety level in online classes altered due to factors like (1) Computer literacy skills, (2) Lack of social communications and interactions with colleagues and students, (3) Online class management, (4) Overwhelming workloads, and (5) Time management. The study ends with further suggestions as regards effective online teaching preparation considering teachers PWB, especially at severe situations such as covid-19 pandemic. The findings offer to determine the reformations of educational policies concerning enhancing EFL teachers’ PWB through computer literacy courses and stress management courses. It is also suggested that to proactively support teachers’ mental health, it is necessary to provide them with advisors and psychologists if possible for free. Limitations: One limitation is the small number of participants (81), suggesting that future replications should include more participants for reliable findings. Another limitation is the gender imbalance, which future studies should address to yield better outcomes. Furthermore, Limited data gathering tools suggest using observations, diaries, and narratives for more insights in future studies. The study focused on one model of PWB, calling for further research on other models in the literature. Considering the wide effect of the COVID-19 pandemic, future studies should consider additional variables (e.g., teaching experience, age, income) to understand Iranian EFL teachers’ vulnerabilities and strengths better. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=online%20teaching" title="online teaching">online teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=psychological%20well-being" title=" psychological well-being"> psychological well-being</a>, <a href="https://publications.waset.org/abstracts/search?q=female%20and%20male%20EFL%20teachers" title=" female and male EFL teachers"> female and male EFL teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=pandemic" title=" pandemic"> pandemic</a> </p> <a href="https://publications.waset.org/abstracts/178790/iranian-english-as-foreign-language-teachers-psychological-well-being-across-gender-during-the-pandemic" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/178790.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">47</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4919</span> Current Challenges Associated with Women Education in Pakistan and the Proposed Solutions</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sanam%20Mujahid">Sanam Mujahid</a>, <a href="https://publications.waset.org/abstracts/search?q=Aliza%20Ahmad"> Aliza Ahmad</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Women education and empowerment has fundamental importance in the development of a civilized society however, in a developing country like Pakistan, there are serious challenges in this regard. Herein, we summarize the findings of 2012 study which revealed the key problems associated with women education and their proposed solutions. A survey tool was used to question female students and female faculty members in 20 different public sector universities of all four provinces of Pakistan. In this study, 1755 female students and 410 female faculty members responded. In addition to survey, semi-structured interview were also conducted with 25 female students and 10 female faculty members. Respondents of the survey emphasize the lack of adequate educational institutions in nearby vicinity, social exclusion including gender discrimination, shortage of female teachers, lack of resources and inefficient government policies are the major factors that influence female education. To solve these problems, the main recommendations by respondents include safe and secure learning environment for females in educational institutions, community and parental support, well qualified and sufficient number of female teachers. One of the most important proposals was the participation of females at policy level. Current study will provide a general layout to design the future educational strategies for promoting women education in all regions of Pakistan thus, developing towards modern educated society. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=women%20education" title="women education">women education</a>, <a href="https://publications.waset.org/abstracts/search?q=education%20strategies" title=" education strategies"> education strategies</a>, <a href="https://publications.waset.org/abstracts/search?q=developing%20countries" title=" developing countries"> developing countries</a>, <a href="https://publications.waset.org/abstracts/search?q=Pakistan" title=" Pakistan"> Pakistan</a> </p> <a href="https://publications.waset.org/abstracts/20140/current-challenges-associated-with-women-education-in-pakistan-and-the-proposed-solutions" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/20140.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">400</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4918</span> Physical Fitness Evaluation of Physical Education Teachers in Maktab Rendah Sains MARA (MRSM)</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mohamad%20Nizam%20Asmuni">Mohamad Nizam Asmuni</a>, <a href="https://publications.waset.org/abstracts/search?q=Ahmad%20Naszeri%20Salleh"> Ahmad Naszeri Salleh</a>, <a href="https://publications.waset.org/abstracts/search?q=Yunus%20Adam"> Yunus Adam</a>, <a href="https://publications.waset.org/abstracts/search?q=Azhar%20Yaacob"> Azhar Yaacob</a>, <a href="https://publications.waset.org/abstracts/search?q=Mohd%20Hafiz%20Rosli"> Mohd Hafiz Rosli</a>, <a href="https://publications.waset.org/abstracts/search?q=Muhamad%20Nazrul%20Hakim%20Abdullah"> Muhamad Nazrul Hakim Abdullah</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Physical Education teacher at the school should have good physical fitness to educate and guide students in the school. Currently, there are no standards for the level of physical fitness for teachers who teaches physical education at the school. Therefore, this research is to determine the level of physical fitness of teacher of Physical Education at Maktab Rendah Sains MARA (MRSM). A total of 28 samples (18 men and 10 women, age 33 ± 4.91), teachers of physical education at MRSM, were randomly selected to participate in this study. Height, weight, body fat percentage, body mass index (BMI) and other physical testing are measured and recorded. The results showed that the average of body mass index (BMI) for teachers of Physical Education is 25.9 ± 4:57. Body mass index (BMI) of teachers can be categorized as pre-obese based on World Health Organization (WHO) guidelines. Body fat percentage for male (age; 34.3 ± 5.13) and female (age; 30.9 ± 3.81) teachers is 24.7% ± 6.54 and 30.6% ± 6.28, respectively. Male teachers were categorized as overfat, however, female teachers were categorized as healthy based on body fat ranges for standard adults at NY Obesity Research Center. Bleep test results show that the average Bleep test is level 4 and shuttle 2; average VO2max was 27.5 ± 5.94 L/min. Physical fitness and performance of physical education teachers at MRSM is much lower compared to the rugby junior athlete in University Putra Malaysia (UPM). Therefore, physical fitness of teachers must be improved to ensure the physical education classes at MRSM could be done better. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=physical%20fitness" title="physical fitness">physical fitness</a>, <a href="https://publications.waset.org/abstracts/search?q=BMI" title=" BMI"> BMI</a>, <a href="https://publications.waset.org/abstracts/search?q=bleep%20test" title=" bleep test"> bleep test</a>, <a href="https://publications.waset.org/abstracts/search?q=obesity" title=" obesity"> obesity</a> </p> <a href="https://publications.waset.org/abstracts/2059/physical-fitness-evaluation-of-physical-education-teachers-in-maktab-rendah-sains-mara-mrsm" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/2059.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">371</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4917</span> An Analytical Study of the Quality of Educational Administration and Management At Secondary School Level in Punjab, Pakistan</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shamim%20Akhtar">Shamim Akhtar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of the present research was to analyse the performance level of district administrators and school heads teachers at secondary school level. The sample of the study was head teachers and teachers of secondary schools. In survey three scales were used, two scales were for the head teachers, one five point scale was for analysing the working efficiency of educational administrators and other seven points scale was for head teachers for analysing their own performance and one another seven point rating scale similar to head teacher was for the teachers for analysing the working performance of their head teachers. The results of the head teachers’ responses revealed that the performance of their District Educational Administrators was average and for the performance efficiency of the head teachers, researcher constructed the rating scales on seven parameters of management likely academic management, personnel management, financial management, infra-structure management, linkage and interface, student’s services, and managerial excellence. Results of percentages, means, and graphical presentation on different parameters of management showed that there was an obvious difference in head teachers and teachers’ responses and head teachers probably were overestimating their efficiency; but teachers evaluated that they were performing averagely on majority statements. Results of t-test showed that there was no significance difference in the responses of rural and urban teachers but significant difference in male and female teachers’ responses showed that female head teachers were performing their responsibilities better than male head teachers in public sector schools. When efficiency of the head teachers on different parameters of management were analysed it was concluded that their efficiency on academic and personnel management was average and on financial management and on managerial excellence was highly above of average level but on others parameters like infra-structure management, linkage and interface and on students services was above of average level on most statements but highly above of average on some statements. Hence there is need to improve the working efficiency in academic management and personnel management. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=educational%20administration" title="educational administration">educational administration</a>, <a href="https://publications.waset.org/abstracts/search?q=educational%20management" title=" educational management"> educational management</a>, <a href="https://publications.waset.org/abstracts/search?q=parameters%20of%20management" title=" parameters of management"> parameters of management</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a> </p> <a href="https://publications.waset.org/abstracts/4149/an-analytical-study-of-the-quality-of-educational-administration-and-management-at-secondary-school-level-in-punjab-pakistan" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/4149.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">336</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4916</span> Personality Traits of Pre-Service Teachers in Rizal Technological University, Boni Campus</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Earl%20Joy%20H.%20Ausa">Earl Joy H. Ausa</a>, <a href="https://publications.waset.org/abstracts/search?q=Lianna%20Rozl%20Brosas"> Lianna Rozl Brosas</a>, <a href="https://publications.waset.org/abstracts/search?q=Niema%20T.%20Floro"> Niema T. Floro</a>, <a href="https://publications.waset.org/abstracts/search?q=Jycyl%20Joice%20R.%20Medina"> Jycyl Joice R. Medina</a>, <a href="https://publications.waset.org/abstracts/search?q=Nejie%20A.%20Millarada"> Nejie A. Millarada</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study examines the demographic and personality profiles of pre-service teachers at Rizal Technological University, Boni Campus. The participants consisted of 212 pre-service teachers from the College of Education with majors in various subjects. The majority of respondents were female (74.88%), and the average age of participants was 22. Using the NEO PI-R framework, the study assessed the personality traits of pre-service teachers. The results showed that pre-service teachers displayed average levels of neuroticism, extraversion, openness, agreeableness, and conscientiousness. This suggests that they possess a balanced combination of traits that are conducive to effective teaching, such as moderate emotional stability, a balanced preference for social interactions, curiosity, good interpersonal skills, and a strong work ethic. The personality enhancement program could also benefit the pre-service teachers. In conclusion, this study provides valuable insights into the demographic and personality characteristics of pre-service teachers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=personality%20traits" title="personality traits">personality traits</a>, <a href="https://publications.waset.org/abstracts/search?q=neo%20PI-%20R" title=" neo PI- R"> neo PI- R</a>, <a href="https://publications.waset.org/abstracts/search?q=pre-service%20teachers" title=" pre-service teachers"> pre-service teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=five-factor%20theory" title=" five-factor theory"> five-factor theory</a> </p> <a href="https://publications.waset.org/abstracts/183190/personality-traits-of-pre-service-teachers-in-rizal-technological-university-boni-campus" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/183190.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">58</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4915</span> The Use of Gender-Fair Language in CS National Exams</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Moshe%20Leiba">Moshe Leiba</a>, <a href="https://publications.waset.org/abstracts/search?q=Doron%20Zohar"> Doron Zohar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Computer Science (CS) and programming is still considered a boy’s club and is a male-dominated profession. This is also the case in high schools and higher education. In Israel, not different from the rest of the world, there are less than 35% of female students in CS studies that take the matriculation exams. The Israeli matriculation exams are written in a masculine form language. Gender-fair language (GFL) aims at reducing gender stereotyping and discrimination. There are several strategies that can be employed to make languages gender-fair and to treat women and men symmetrically (especially in languages with grammatical gender, among them neutralization and using the plural form. This research aims at exploring computer science teachers’ beliefs regarding the use of gender-fair language in exams. An exploratory quantitative research methodology was employed to collect the data. A questionnaire was administered to 353 computer science teachers. 58% female and 42% male. 86% are teaching for at least 3 years, with 59% of them have a teaching experience of 7 years. 71% of the teachers teach in high school, and 82% of them are preparing students for the matriculation exam in computer science. The questionnaire contained 2 matriculation exam questions from previous years and open-ended questions. Teachers were asked which form they think is more suited: (a) the existing form (mescaline), (b) using both gender full forms (e.g., he/she), (c) using both gender short forms, (d) plural form, (e) natural form, and (f) female form. 84% of the teachers recognized the need to change the existing mescaline form in the matriculation exams. About 50% of them thought that using the plural form was the best-suited option. When examining the teachers who are pro-change and those who are against, no gender differences or teaching experience were found. The teachers who are pro gender-fair language justified it as making it more personal and motivating for the female students. Those who thought that the mescaline form should remain argued that the female students do not complain and the change in form will not influence or affect the female students to choose to study computer science. Some even argued that the change will not affect the students but can only improve their sense of identity or feeling toward the profession (which seems like a misconception). This research suggests that the teachers are pro-change and believe that re-formulating the matriculation exams is the right step towards encouraging more female students to choose to study computer science as their major study track and to bridge the gap for gender equality. This should indicate a bottom-up approach, as not long after this research was conducted, the Israeli ministry of education decided to change the matriculation exams to gender-fair language using the plural form. In the coming years, with the transition to web-based examination, it is suggested to use personalization and adjust the language form in accordance with the student's gender. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=compter%20science" title="compter science">compter science</a>, <a href="https://publications.waset.org/abstracts/search?q=gender-fair%20language" title=" gender-fair language"> gender-fair language</a>, <a href="https://publications.waset.org/abstracts/search?q=teachers" title=" teachers"> teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=national%20exams" title=" national exams"> national exams</a> </p> <a href="https://publications.waset.org/abstracts/152274/the-use-of-gender-fair-language-in-cs-national-exams" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/152274.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">112</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4914</span> Prevalence of the Musculoskeletal Disorder amongst School Teachers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nirav%20Vaghela">Nirav Vaghela</a>, <a href="https://publications.waset.org/abstracts/search?q=Sanket%20Parekh"> Sanket Parekh</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Objective: Musculoskeletal disorders (MSD) represent one of the most common and important occupational health problems in working populations, being responsible for a substantial impact on quality of life and incurring a major economic burden in compensation cost and lost wages. School teachers represent an occupational group among which there appears to be a high prevalence of MSD. Design: Three hundred and fourteen teachers were enrolled in this study. Teachers were interview with the Modified Nordic Questionnaire. Result: In current study total 314 participants have been recruited in that minimum age of participants is 22 and maximum age is 59 with mean 40.5± 9.88. Total prevalence of the MSD is 71.95% among the teachers. In that Female were more affected with 72% than the males with 28%. Conclusion: The teachers here in reported a high prevalence of musculoskeletal pain in the shoulder, knee and back. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=repetitive%20stress%20injury" title="repetitive stress injury">repetitive stress injury</a>, <a href="https://publications.waset.org/abstracts/search?q=pain" title=" pain"> pain</a>, <a href="https://publications.waset.org/abstracts/search?q=occupational%20hazards" title=" occupational hazards"> occupational hazards</a>, <a href="https://publications.waset.org/abstracts/search?q=disability" title=" disability"> disability</a>, <a href="https://publications.waset.org/abstracts/search?q=abneetism" title=" abneetism"> abneetism</a>, <a href="https://publications.waset.org/abstracts/search?q=physical%20health" title=" physical health"> physical health</a>, <a href="https://publications.waset.org/abstracts/search?q=quality%20of%20life" title=" quality of life"> quality of life</a> </p> <a href="https://publications.waset.org/abstracts/52259/prevalence-of-the-musculoskeletal-disorder-amongst-school-teachers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/52259.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">291</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4913</span> The Role of Teacher-Student Relationship on Teachers’ Attitudes towards School Bullying</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ghada%20Shahrour">Ghada Shahrour</a>, <a href="https://publications.waset.org/abstracts/search?q=Nusiebeh%20Ananbh"> Nusiebeh Ananbh</a>, <a href="https://publications.waset.org/abstracts/search?q=Heyam%20Dalky"> Heyam Dalky</a>, <a href="https://publications.waset.org/abstracts/search?q=Mohammad%20Rababa"> Mohammad Rababa</a>, <a href="https://publications.waset.org/abstracts/search?q=Fatmeh%20Alzoubi"> Fatmeh Alzoubi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Positive teacher-student relationship has been found to affect students’ attitudes towards bullying and, in turn, their engagement in bullying behavior. However, no investigation has been conducted to explore whether teacher-student relationship affects teachers’ attitudes towards bullying. The aim of this study was to examine the role of teacher-student relationship on teachers’ attitudes towards bullying in terms of bullying seriousness, empathic responding, and likelihood to intervene in bullying situation. A cross-sectional, descriptive design was employed among a convenience sample of 173 school teachers (50.9% female) of 12 to 17-year-old students. The teachers were recruited from secondary public schools of three governorates in the Northern district of Jordan. Each group of students has multiple teachers for different subjects. Results showed that teacher-student relationship is partially related to teachers’ attitudes towards bullying. More specifically, having a close teacher-student relationship significantly increased teachers’ perception of bullying seriousness and empathy but not the likelihood to intervene. Research is needed to examine teachers’ obstacles for not providing bullying interventions, as the barriers may be culturally contextualized. Meanwhile, interventions that promote quality teacher-student relationship are necessary to increase teachers’ perception of bullying seriousness and empathy. Students have been found to adopt the values of their teachers, and this may deter them from engaging in bullying behavior. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=school%20bullying" title="school bullying">school bullying</a>, <a href="https://publications.waset.org/abstracts/search?q=teachers%E2%80%99%20attitudes" title=" teachers’ attitudes"> teachers’ attitudes</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher-student%20relationship" title=" teacher-student relationship"> teacher-student relationship</a>, <a href="https://publications.waset.org/abstracts/search?q=adolescent%20students" title=" adolescent students"> adolescent students</a> </p> <a href="https://publications.waset.org/abstracts/161733/the-role-of-teacher-student-relationship-on-teachers-attitudes-towards-school-bullying" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/161733.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">100</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4912</span> Influences on Female Gender Identity and Role in Pre-School, Saudi Arabian: Analyzing Children's Perspectives through Narratives and Teachers' Pedagogies</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mona%20Alzahrani">Mona Alzahrani</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Microworld theories can help to define the many influences on female development. In this research, theories together with narratives have been used to discover the reality of children’s gender perceptions in Saudi Arabia. Today, Saudi Arabia is considered a ‘closed and conserved’ society due to tribal, cultural and religious factors. This study focuses on how young girls in Saudi Arabia learn about what is expected of them as females. Cultural beliefs and experiences contribute to children’s notions of identity. Moreover, significant others such as more experienced peers, teachers, parents, and other members of a society can influence a child’s development of knowledge through interactions within their social world. There are dominant influences from the Saudi State. These influences have very strong devices and perceptions of what or how a female should act and be. However, children may have other viewpoints, as it also needs to be considered that the Internet and other media sources could have an influence. Consequently, difficulties could exist for these young children to feel an authentic sense of belonging. The study gathered data using a multi-method approach that elicited the perspectives of the children using ‘multiple modes of expression’ such as observations, story-telling, picture prompt cards, group interviews, drawings and annotations. For this study, prompts and a book was devised, specifically, for use in a Saudi setting. It was found that Saudi young girls in preschool were heteronomous, mainly influenced by culture and society, in their perceptions of female gender and role. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Saudi%20Arabia" title="Saudi Arabia">Saudi Arabia</a>, <a href="https://publications.waset.org/abstracts/search?q=pre-school" title=" pre-school"> pre-school</a>, <a href="https://publications.waset.org/abstracts/search?q=female" title=" female"> female</a>, <a href="https://publications.waset.org/abstracts/search?q=teachers" title=" teachers"> teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=gender" title=" gender"> gender</a>, <a href="https://publications.waset.org/abstracts/search?q=identity" title=" identity"> identity</a>, <a href="https://publications.waset.org/abstracts/search?q=role" title=" role"> role</a> </p> <a href="https://publications.waset.org/abstracts/94408/influences-on-female-gender-identity-and-role-in-pre-school-saudi-arabian-analyzing-childrens-perspectives-through-narratives-and-teachers-pedagogies" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/94408.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">149</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4911</span> Analyzing Preservice Teachers’ Attitudes toward Technology</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ahmet%20Oguz%20Akturk">Ahmet Oguz Akturk</a>, <a href="https://publications.waset.org/abstracts/search?q=Kemal%20Izci"> Kemal Izci</a>, <a href="https://publications.waset.org/abstracts/search?q=Gurbuz%20Caliskan"> Gurbuz Caliskan</a>, <a href="https://publications.waset.org/abstracts/search?q=Ismail%20Sahin"> Ismail Sahin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Rapid developments in technology are to necessitate societies to closely follow technological developments and change themselves to adopt those developments. It is obvious that one of the areas that are impacted from technological developments is education. Analyzing preservice teachers’ attitudes toward technology is crucial for both educational and professional purposes since teacher candidates are essential for educating future individual living in technological age. In this study, it is aimed to analyze preservice teachers’ attitudes toward technology and some variables (e.g., gender, daily internet usage and possessed technological devices) that predicting those attitudes. In this study, relational survey model used as research method and 329 preservice teachers who are studying in a large university located at the middle part of Turkey are voluntarily participated. Results of the study showed that mostly preservice teachers displayed positive attitudes toward technology while male preservice teachers’ attitudes toward technology was more positive than female preservice teachers. In order to analyze predicting factors for preservice teachers’ attitudes toward technology, stepwise multiple regressions were utilized. The results of stepwise multiple regression showed that daily internet use was the most strong predicting factor for predicting preservice teachers’ attitudes toward technology. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=attitudes%20toward%20technology" title="attitudes toward technology">attitudes toward technology</a>, <a href="https://publications.waset.org/abstracts/search?q=preservice%20teachers" title=" preservice teachers"> preservice teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=gender" title=" gender"> gender</a>, <a href="https://publications.waset.org/abstracts/search?q=stepwise%20multiple%20regression%20analysis" title=" stepwise multiple regression analysis"> stepwise multiple regression analysis</a> </p> <a href="https://publications.waset.org/abstracts/38415/analyzing-preservice-teachers-attitudes-toward-technology" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/38415.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">291</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4910</span> Teachers' Pedagogical Content Knowledge and Students' Achievement: A Correlational study at the Elementary level</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Abrar%20Ajmal">Abrar Ajmal</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This quantitative study explored elementary school teachers' pedagogical content knowledge and effects on grade 8 students' achievement in Punjab, Pakistan. A teacher sample (N=100) rated competencies across inquiry-focused teaching, conceptual building, interaction practices and peer collaboration promotion. A student sample (N=120) self-reported academic abilities, intrinsic motivation, help-seeking and accountability. Findings reveal teachers highly endorse learner-centric strategies, although peer interaction promotion seems less common currently. Meanwhile, significant gender disparities in self-perceived expertise emerge, favouring female over male educators across all facets measured. Additionally, teachers' knowledge positively—and significantly—correlates with student achievement overall and for both genders, highlighting the importance of professional enrichment. However, female pupils demonstrate greater confidence, drive, utilization of academic support, and ownership over learning than male counterparts. Recommendations include ongoing teacher training, targeted competency building for male students and teachers, leveraging gender peer collaboration similarities, and holistic female support amid widening divides. Sustaining instructional quality through empowering, equitable practices that nurture disadvantaged and gifted learners alike can spur systemic improvements. Ultimately, the fire line confirms the interrelations between teachers' multifaceted knowledge and student success. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=pedagogical%20knowledge" title="pedagogical knowledge">pedagogical knowledge</a>, <a href="https://publications.waset.org/abstracts/search?q=academic%20achievement" title=" academic achievement"> academic achievement</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20gender%20differences" title=" teacher gender differences"> teacher gender differences</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20gender%20differences" title=" student gender differences"> student gender differences</a>, <a href="https://publications.waset.org/abstracts/search?q=empowering%20instruction" title=" empowering instruction"> empowering instruction</a> </p> <a href="https://publications.waset.org/abstracts/182724/teachers-pedagogical-content-knowledge-and-students-achievement-a-correlational-study-at-the-elementary-level" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/182724.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">47</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4909</span> Chemistry Teachers’ Perception of the Militating and Mitigating Factors Affecting the Use of Information and Communication Technology in Teaching and Learning of Chemistry</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Peter%20I.%20I.%20Ikokwu">Peter I. I. Ikokwu</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Recent developments in the world, both in the health and education sectors, have further popularized the importance of Information and Communication Technology (ICT). ICT is available for many purposes, including teaching and learning, and its use in education is believed to empower both teachers and students by making the educational process more effective and interactive. The study examined the perceptions of teachers on the factors affecting the use of ICT in the teaching and learning of chemistry and the mitigating factors. The study involved all the lecturers (herein referred to as teachers) in the Colleges of Education in South Eastern Nigeria. The survey design was employed. 35 teachers were selected by stratified random sampling from about 78 chemistry teachers in these Colleges. However, 34 questionnaires were recovered, comprising 13 males and 21 females. 3 research questions and 3 hypotheses guided the study. Results show that the teachers have a clear perception of the factors militating against the use of ICT in the teaching and learning of chemistry, with a pooled mean of 2.96. But there was no significant difference in the perceptions of male and female teachers. Also, they identified the mitigating factors highlighted with no significant difference between the perceptions of the males and females with pooled means of 3.23 and 3.11, respectively. In all, it is noteworthy that lack of funds, irregular and inadequate power supply, and inadequate time in the school timetable was among the militating factors. Recommendations were made for the consideration of the government, the teachers, and the Institutions. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=chemistry" title="chemistry">chemistry</a>, <a href="https://publications.waset.org/abstracts/search?q=teachers" title=" teachers"> teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=perception" title=" perception"> perception</a>, <a href="https://publications.waset.org/abstracts/search?q=ICT" title=" ICT"> ICT</a>, <a href="https://publications.waset.org/abstracts/search?q=learning" title=" learning"> learning</a> </p> <a href="https://publications.waset.org/abstracts/162380/chemistry-teachers-perception-of-the-militating-and-mitigating-factors-affecting-the-use-of-information-and-communication-technology-in-teaching-and-learning-of-chemistry" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/162380.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">93</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4908</span> Needs Analysis Survey of Hearing Impaired Students’ Teachers in Elementary Schools for Designing Curriculum Plans and Improving Human Resources</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=F.%20Rashno%20Seydari">F. Rashno Seydari</a>, <a href="https://publications.waset.org/abstracts/search?q=M.%20Nikafrooz"> M. Nikafrooz</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper intends to study needs analysis of hearing-impaired students’ teachers in elementary schools all over Iran. The subjects of this study were 275 teachers who were teaching hearing-impaired students in elementary schools. The participants were selected by a quota sampling method. To collect the data, questionnaires of training needs consisting of 41 knowledge items and 31 performance items were used. The collected data were analyzed by using SPSS software in the form of descriptive analyses (frequency and mean) and inferential analyses (one sample t-test, paired t-test, independent t-test, and Pearson correlation coefficient). The findings of the study indicated that teachers generally have considerable needs in knowledge and performance domains. In 32 items out of the total 41 knowledge domain items and in the 27 items out of the total 31 performance domain items, the teachers had considerable needs. From the quantitative point of view, the needs of the performance domain were more than those of the knowledge domain, so they have to be considered as the first priority in training these teachers. There was no difference between the level of the needs of male and female teachers. There was a significant difference between the knowledge and performance domain needs and the teachers’ teaching experience, 0.354 and 0.322 respectively. The teachers who had been trained in working with hearing-impaired students expressed more training needs (both knowledge and performance). <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=educational%20needs%20analysis" title="educational needs analysis">educational needs analysis</a>, <a href="https://publications.waset.org/abstracts/search?q=teachers%20of%20hearing%20impaired%20students" title=" teachers of hearing impaired students"> teachers of hearing impaired students</a>, <a href="https://publications.waset.org/abstracts/search?q=knowledge%20domain" title=" knowledge domain"> knowledge domain</a>, <a href="https://publications.waset.org/abstracts/search?q=function%20domain" title=" function domain"> function domain</a> </p> <a href="https://publications.waset.org/abstracts/124636/needs-analysis-survey-of-hearing-impaired-students-teachers-in-elementary-schools-for-designing-curriculum-plans-and-improving-human-resources" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/124636.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">96</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4907</span> Challenges Faced by Teachers during Teaching with Developmental Disable Students at Primary Level in Lahore</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Zikra%20Faiz">Zikra Faiz</a>, <a href="https://publications.waset.org/abstracts/search?q=Nisar%20Abid"> Nisar Abid</a>, <a href="https://publications.waset.org/abstracts/search?q=Muhammad%20Waqas"> Muhammad Waqas</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study aim to examine the challenges faced by teachers during teaching to those students who are intellectually disable, suffering from autism spectrum disorder, learning disability, and ADHD at the primary level. The descriptive research design of quantitative approach was adopted to conduct this study; a cross-sectional survey method was used to collect data. The sample was comprised of 258 (43 male and 215 female) teachers who teach at special education institutes of Lahore district selected through proportionate stratified random sampling technique. Self-developed questionnaire was used which was comprised of 22 closed-ended items. Collected data were analyzed through descriptive and inferential statistical techniques by using Statistical Package for Social Sciences (SPSS) version 21. Results show that teachers faced problems during group activities, to handle bad behavior and different disabilities of students. It is concluded that there was a significant difference between male and female teachers perceptions about challenges faced during teaching with developmental disable students. Furthermore, there was a significant difference exist in the perceptions of teachers regarding challenges faced during teaching to students with developmental disabilities in term of teachers’ age and area of specialization. It is recommended that developmentally disable student require extra attention so that, teacher should trained through pre-service and in-service training to teach developmentally disabled students. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=intellectual%20disability" title="intellectual disability">intellectual disability</a>, <a href="https://publications.waset.org/abstracts/search?q=autism%20spectrum%20disorder" title=" autism spectrum disorder"> autism spectrum disorder</a>, <a href="https://publications.waset.org/abstracts/search?q=ADHD" title=" ADHD"> ADHD</a>, <a href="https://publications.waset.org/abstracts/search?q=learning%20disability" title=" learning disability"> learning disability</a> </p> <a href="https://publications.waset.org/abstracts/102219/challenges-faced-by-teachers-during-teaching-with-developmental-disable-students-at-primary-level-in-lahore" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/102219.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">139</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4906</span> Examination of the Main Behavioral Patterns of Male and Female Students in Islamic Azad University </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sobhan%20Sobhani">Sobhan Sobhani </a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study examined the behavioral patterns of student and their determinants according to the "symbolic interaction" sociological perspective in the form of 7 hypotheses. Behavioral patterns of students were classified in 8 categories: religious, scientific, political, artistic, sporting, national, parents and teachers. They were evaluated by student opinions by a five-point Likert rating scale. The statistical population included all male and female students of Islamic Azad University, Behabahan branch, among which 600 patients (268 females and 332 males) were selected randomly. The following statistical methods were used: frequency and percentage, mean, t-test, Pearson correlation coefficient and multi-way analysis of variance. The results obtained from statistical analysis showed that: 1-There is a significant difference between male and female students in terms of disposition to religious figures, artists, teachers and parents. 2-There is a significant difference between students of urban and rural areas in terms of assuming behavioral patterns of religious, political, scientific, artistic, national figures and teachers. 3-The most important criterion for selecting behavioral patterns of students is intellectual understanding with the pattern. 4-The most important factor influencing the behavioral patterns of male and female students is parents followed by friends. 5-Boys are affected by teachers, the Internet and satellite programs more than girls. Girls assume behavioral patterns from books more than boys. 6-There is a significant difference between students in human sciences, technical, medical and engineering disciplines in terms of selecting religious and political figures as behavioral patterns. 7-There is a significant difference between students belonging to different subcultures in terms of assuming behavioral patterns of religious, scientific and cultural figures. 8-Between the first and fourth year students in terms of selecting behavioral patterns, there is a significant difference only in selecting religious figures. 9-There is a significant negative correlation between the education level of parents and the selection of religious and political figures and teachers. 10-There is a significant negative correlation between family income and the selection of political and religious figures. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=behavioral%20patterns" title="behavioral patterns">behavioral patterns</a>, <a href="https://publications.waset.org/abstracts/search?q=behavioral%20patterns" title=" behavioral patterns"> behavioral patterns</a>, <a href="https://publications.waset.org/abstracts/search?q=male%20and%20female%20students" title=" male and female students"> male and female students</a>, <a href="https://publications.waset.org/abstracts/search?q=Islamic%20Azad%20University" title=" Islamic Azad University"> Islamic Azad University</a> </p> <a href="https://publications.waset.org/abstracts/6586/examination-of-the-main-behavioral-patterns-of-male-and-female-students-in-islamic-azad-university" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/6586.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">365</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4905</span> Self-Esteem, Self-Efficacy and Psychological Distress among the High School Teachers in Afghanistan</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mustafa%20Jahanara">Mustafa Jahanara</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of the research was to study the relationship between self-esteem, self-Efficacy with psychological distress in the high school teachers. A total of 245 teachers (92 male and 153 female) in the high school of Kabul and Mazar-e-Sharif from Afghanistan completed inventories General Self-Efficacy, Rosenberg Self-Esteem Scale, and General Health Questionnaire-12 and that assessed their Self-Efficacy, self-esteem with psychological distress. Correlational analysis showed that self-efficacy and self-esteem were significantly and positively correlated with each other. The results of the study indicated that psychological distress is negatively related to self-esteem, and self-efficacy. However, the findings suggest that self-esteem, and self-efficacy could influence on mental health. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=high%20school%20teachers" title="high school teachers">high school teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=self-esteem" title=" self-esteem"> self-esteem</a>, <a href="https://publications.waset.org/abstracts/search?q=self-efficacy" title=" self-efficacy"> self-efficacy</a>, <a href="https://publications.waset.org/abstracts/search?q=psychological%20distress" title=" psychological distress"> psychological distress</a> </p> <a href="https://publications.waset.org/abstracts/67007/self-esteem-self-efficacy-and-psychological-distress-among-the-high-school-teachers-in-afghanistan" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/67007.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">374</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4904</span> Heightening Pre-Service Teachers’ Attitude towards Learning and Metacognitive Learning through Information and Communication Technology: Pre-Service Science Teachers’ Perspective</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Abiodun%20Ezekiel%20Adesina">Abiodun Ezekiel Adesina</a>, <a href="https://publications.waset.org/abstracts/search?q=Ijeoma%20Ginikanwa%20Akubugwo"> Ijeoma Ginikanwa Akubugwo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Information and Communication Technology, ICT can heighten pre-service teachers’ attitudes toward learning and metacognitive learning; however, there is a dearth of literature on the perception of the pre-service teachers on heightening their attitude toward learning and metacognitive learning. Thus, this study investigates the perception of pre-service science teachers on heightening their attitude towards learning and metacognitive learning through ICT. Two research questions and four hypotheses guided the research. A mixed methods research was adopted for the study in concurrent triangulation type of integrating qualitative and quantitative approaches to the study. The cluster random sampling technique was adopted to select 250 pre-service science teachers in Oyo township. Two self-constructed instruments: Heightening Pre-service Science Teachers’ Attitude towards Learning and Metacognitive Learning through Information and Communication Technology Scale (HPALMIS, r=.73), and an unstructured interview were used for data collection. Thematic analysis, frequency counts and percentages, t-tests, and analysis of variance were used for data analysis. The perception level of the pre-service science teachers on heightening their attitude towards learning and metacognitive learning through ICT is above average, with the majority perceiving that ICT can enhance their thinking about their learning. The perception was significant (mean=92.68, SD=10.86, df=249, t=134.91, p<.05). The perception was significantly differentiated by gender (t=2.10, df= 248, p<.05) in favour of the female pre-service teachers and based on the first time of ICTs use (F(5,244)= 9.586, p<.05). Lecturers of science and science related courses should therefore imbibe the use of ICTs in heightening pre-service teachers’ attitude towards learning and metacognitive learning. Government should organize workshops, seminars, lectures, and symposia along with professional bodies for the science education lecturers to keep abreast of the trending ICT. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=pre-service%20teachers%E2%80%99%20attitude%20towards%20learning" title="pre-service teachers’ attitude towards learning">pre-service teachers’ attitude towards learning</a>, <a href="https://publications.waset.org/abstracts/search?q=metacognitive%20learning" title=" metacognitive learning"> metacognitive learning</a>, <a href="https://publications.waset.org/abstracts/search?q=ICT" title=" ICT"> ICT</a>, <a href="https://publications.waset.org/abstracts/search?q=pre-service%20teachers%E2%80%99%20perspectives" title=" pre-service teachers’ perspectives"> pre-service teachers’ perspectives</a> </p> <a href="https://publications.waset.org/abstracts/154897/heightening-pre-service-teachers-attitude-towards-learning-and-metacognitive-learning-through-information-and-communication-technology-pre-service-science-teachers-perspective" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/154897.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">100</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4903</span> Reproductive Health Education (RHE) Toolkit for Science Teachers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ivy%20Jeralyn%20T.%20Andres">Ivy Jeralyn T. Andres</a>, <a href="https://publications.waset.org/abstracts/search?q=Eva%20B.%20Macugay"> Eva B. Macugay</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Using a descriptive research design utilizing the Research and Development (R&D) methodology, this study focused on the development of Reproductive Health Education (RHE) Toolkit for Science Teachers that provides a guide in teaching reproductive health. Based on the findings, the teacher-respondents identified nine topics that can be included in the development of the RHE toolkit. The topics included are The Male Reproductive System, The Female Reproductive System, The Roles of Hormones in Male and Female Reproductive System, Menstrual Cycle, Fertilization, Pregnancy and Childbirth, Breastfeeding, Human Reproductive and Developmental Concerns and Reproductive Health Management and Diseases. The developed RHE Toolkit is remarked as very highly valid and very highly acceptable learning material. The validators and evaluators acknowledged the developed RHE toolkit as clear, creative, and academically useful supplemental material for educating reproductive health. Moreover, it follows the principles of SMART objectives, factual, timely, and relevant content for both learners and the community as a whole. Science teachers should employ the RHE Toolkit in teaching reproductive health education into their respective classes. It is also suggested that the developed RHE toolkit can be implemented to elementary pupils and the community, particularly in rural areas. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=reproductive%20health%20education" title="reproductive health education">reproductive health education</a>, <a href="https://publications.waset.org/abstracts/search?q=toolkit" title=" toolkit"> toolkit</a>, <a href="https://publications.waset.org/abstracts/search?q=science%20teachers" title=" science teachers"> science teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=supplemental%20material" title=" supplemental material"> supplemental material</a> </p> <a href="https://publications.waset.org/abstracts/174548/reproductive-health-education-rhe-toolkit-for-science-teachers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/174548.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">88</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4902</span> Analysis of Teachers' Self Efficacy in Terms of Emotional Intelligence</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ercan%20Yilmaz">Ercan Yilmaz</a>, <a href="https://publications.waset.org/abstracts/search?q=Ali%20Murat%20S%C3%BCnb%C3%BCl"> Ali Murat Sünbül</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The aim of the study is to investigate teachers’ self-efficacy with regards to their emotional intelligence. The relational model was used in the study. The participant of the study included 194 teachers from secondary schools in Konya, Turkey. In order to assess teachers’ emotional intelligence, “Trait Emotional Intelligence Questionnaire-short Form was implemented. For teachers’ self-efficacy, “Teachers’ Sense of Self-Efficacy Scale” was used. As a result of the study, a significant relationship is available between teachers’ sense of self-efficacy and their emotional intelligence. Teachers’ emotional intelligence enucleates approximate eighteen percent of the variable in dimension named teachers’ self-efficacy for the students’ involvement. About nineteen percent of the variable in dimension “self-efficacy for teaching strategies is represented through emotional intelligence. Teachers’ emotional intelligence demonstrates about seventeen percent of variable aimed at classroom management. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=teachers" title="teachers">teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=self-efficacy" title=" self-efficacy"> self-efficacy</a>, <a href="https://publications.waset.org/abstracts/search?q=emotional%20intelligence" title=" emotional intelligence"> emotional intelligence</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a> </p> <a href="https://publications.waset.org/abstracts/43587/analysis-of-teachers-self-efficacy-in-terms-of-emotional-intelligence" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/43587.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">454</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4901</span> Teachers' and Learners' ICT-Readiness Assessment for Agricultural Science Instruction in Secondary Schools in Ogun State, Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=A.%20Olusegun%20Egunjobi">A. Olusegun Egunjobi</a>, <a href="https://publications.waset.org/abstracts/search?q=Samson%20Sunday%20Adekunte"> Samson Sunday Adekunte</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study investigated the teachers’ and learners’ ICT-readiness assessment for agricultural science instruction in secondary schools in Ogun State, Nigeria. However, the sample population of 6 and 120 agricultural science teachers and learners were randomly selected respectively from 3 public and 3 private senior secondary schools in Ado-Odo/Ota Local Government Area of Ogun State, Nigeria. Descriptive survey design of ex post-facto type was adopted for the study. Two structured questionnaires tagged Teachers’ and Learners’ Questionnaires on ICT-Readiness for Agricultural Science Instruction TQICTRASI and LQICTRASI respectively were used for data collection. The two questionnaires were subjected to Cronbach alpha coefficient with the results 0.86 and 0.82 respectively. Five research hypotheses were tested at 0.05 level of significance. Findings revealed that teachers in private senior secondary school (SSS) were more ready and prepared than their counterparts in public SSS with the result t-value = 4.25 greater than t-critical = 2.77, df = 4 at p<0.05. Also, learners in private SSS were more prepared and ready for the utilisation of ICT-facilities for agricultural science instruction with the result t-value = 3.51 greater than t-critical = 1.98, df = 118 at p<0.05. However, male and female learners in both private and public SSS were equally prepared and ready for the ICT-facilities utilisation for agricultural science instruction, thus, there were no significant differences in their ICT-readiness. Therefore, the study proffered that, both male and female teachers and learners should be more ICT-compliant and always ready to upgrade their skills and knowledge in ICT-facilities, utilisation for agricultural science instruction and even for other school subjects particularly in Ogun State and in generally in Nigeria. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ICT-readiness" title="ICT-readiness">ICT-readiness</a>, <a href="https://publications.waset.org/abstracts/search?q=teachers%E2%80%99%20and%20learners%E2%80%99%20assessment" title=" teachers’ and learners’ assessment"> teachers’ and learners’ assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=private%20and%20public%20senior%20secondary%20schools" title=" private and public senior secondary schools"> private and public senior secondary schools</a>, <a href="https://publications.waset.org/abstracts/search?q=agricultural%20science%20instruction" title=" agricultural science instruction "> agricultural science instruction </a> </p> <a href="https://publications.waset.org/abstracts/8873/teachers-and-learners-ict-readiness-assessment-for-agricultural-science-instruction-in-secondary-schools-in-ogun-state-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/8873.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">371</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4900</span> Measurement and Evaluation Patterns Practiced by Physical Education Teachers in North Badia in Jordan</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Aman%20Kasawneh">Aman Kasawneh</a>, <a href="https://publications.waset.org/abstracts/search?q=Wasfi%20Khazalah"> Wasfi Khazalah</a>, <a href="https://publications.waset.org/abstracts/search?q=Abedalbasit%20Abedalhafiz"> Abedalbasit Abedalhafiz</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study aimed to identify the patterns of measurement and evaluation practiced by physical education in the schools of North Badia in Jordan, as well as identifying the statistical differences according to gender, educational qualification, and the experience. The sample consisted of 118 physical education teachers 58 males and 60 females chosen randomly from the schools of North Badia in Jordan. The completed a questionnaire developed by the researchers after verifying its validity and reliability. The results indicated a clear weakness in the practice of measurement and evaluation patterns by physical education teachers. Also no significant differences were found between male and female teachers, however, significant differences were found between bachelor degree holders and their counter parts and between teachers with less than eight years of experience. The researchers recommended the necessity of preparing the P.E teachers regarding the patterns of measurement and evaluation within the sport field as one of the essentials for improving and developing physical education at schools. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=evaluation" title="evaluation">evaluation</a>, <a href="https://publications.waset.org/abstracts/search?q=measurement" title=" measurement"> measurement</a>, <a href="https://publications.waset.org/abstracts/search?q=evaluation" title=" evaluation"> evaluation</a>, <a href="https://publications.waset.org/abstracts/search?q=physical%20education%20teacher" title=" physical education teacher"> physical education teacher</a>, <a href="https://publications.waset.org/abstracts/search?q=Jordanian" title=" Jordanian"> Jordanian</a> </p> <a href="https://publications.waset.org/abstracts/26124/measurement-and-evaluation-patterns-practiced-by-physical-education-teachers-in-north-badia-in-jordan" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/26124.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">460</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4899</span> The Attitude of High School Teachers in Saudi Arabia towards Computers: Qualitative Study</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Manal%20O.%20Alothman">Manal O. Alothman</a>, <a href="https://publications.waset.org/abstracts/search?q=Judy%20Robertson"> Judy Robertson</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Teachers can play a huge role in encouraging students to use computers and can affect students’ attitudes towards computers. So understanding teachers’ beliefs and their use of computers is an important way to create effective motivational systems for teachers to use computers in the classroom in an effective way.A qualitative study (6 focus group) was carried out among Saudi High school teachers, both male and female, to examine their attitudes towards computers and to find out their computer skills and usage. The study showed a gender difference in that females were less likely to attend computer workshops, females also had less computer skills, and they have more negative attitudes towards computers than males. Also, the study found that low computer skills in the classroom made students unlikely to have the lessons presented using computers. Furthermore, the study found some factors that affected teachers’ attitudes towards computers. These factors were computer experience and confidence as much having skills and good experience in computer use, the role and importance of computers had become in their life and in teaching as well. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=attitude" title="attitude">attitude</a>, <a href="https://publications.waset.org/abstracts/search?q=education" title=" education"> education</a>, <a href="https://publications.waset.org/abstracts/search?q=student" title=" student"> student</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher" title=" teacher"> teacher</a>, <a href="https://publications.waset.org/abstracts/search?q=technology" title=" technology"> technology</a> </p> <a href="https://publications.waset.org/abstracts/20160/the-attitude-of-high-school-teachers-in-saudi-arabia-towards-computers-qualitative-study" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/20160.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">293</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4898</span> Qualitative Study of Pre-Service Teachers' Imagined Professional World vs. Real Experiences of In-Service Teachers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Masood%20Monjezi">Masood Monjezi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The English teachers’ pedagogical identity construction is the way teachers go through the process of becoming teachers and how they maintain their teaching selves. The pedagogical identity of teachers is influenced by several factors within the individual and the society. The purpose of this study was to compare the imagined social world of the pre-service teachers with the real experiences the in-service teachers had in the context of Iran to see how prepared the pre-service teachers are with a view to their identity being. This study used a qualitative approach to collection and analysis of the data. Structured and semi-structured interviews, focus groups and process logs were used to collect the data. Then, using open coding, the data were analyzed. The findings showed that the imagined world of the pre-service teachers partly corresponded with the real world experiences of the in-service teachers leaving the pre-service teachers unprepared for their real world teaching profession. The findings suggest that the current approaches to English teacher training are in need of modification to better prepare the pre-service teachers for the future that expects them. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=imagined%20professional%20world" title="imagined professional world">imagined professional world</a>, <a href="https://publications.waset.org/abstracts/search?q=in-service%20teachers" title=" in-service teachers"> in-service teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=pre-service%20teachers" title=" pre-service teachers"> pre-service teachers</a>, <a href="https://publications.waset.org/abstracts/search?q=real%20experiences" title=" real experiences"> real experiences</a>, <a href="https://publications.waset.org/abstracts/search?q=community%20of%20practice" title=" community of practice"> community of practice</a>, <a href="https://publications.waset.org/abstracts/search?q=identity" title=" identity"> identity</a> </p> <a href="https://publications.waset.org/abstracts/65861/qualitative-study-of-pre-service-teachers-imagined-professional-world-vs-real-experiences-of-in-service-teachers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/65861.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">336</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4897</span> Lecturers Attitudes towards the Use of Information and Communication Technology</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sujata%20Gupta%20Kedar">Sujata Gupta Kedar</a>, <a href="https://publications.waset.org/abstracts/search?q=Fasiha%20Fayaz"> Fasiha Fayaz</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper presents various studies being carried out by various researchers globally on the attitude of lecturers towards the advent of information technology and e-learning. An effort has been made in this paper to study the various trends being presented by researchers and draw some general conclusions. These show the effect of the lecturer’s gender, age and educational background on their attitude towards the e-learning. Also the favorable attitude of teachers' towards using new technology in teaching will certainly make teachers use them in appropriate situations in teaching and thus measuring of teachers attitude towards using new technology in teaching is very much needed. The sample of 50 males and 50 females were studied from different colleges of Bangalore “Attitudes towards using new technology scale” by Dr. Rajasekar was used. It was seen that male and female had no significant difference in hardware and software use, whereas both had favorable attitude. And there was a significant difference at 1% level among female lecturers belonging to arts faculty. There is no significant difference between the gender and age, because higher the age lower the score is. Irrespective of teaching experience males had no significant difference, whereas females are significant at 1% level, which says that higher the teaching experience of lecturers less knowledge they have towards the use of ICT, as the younger generation is more expose to technology. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=e-learning" title="e-learning">e-learning</a>, <a href="https://publications.waset.org/abstracts/search?q=ICT" title=" ICT"> ICT</a>, <a href="https://publications.waset.org/abstracts/search?q=attitudes" title=" attitudes"> attitudes</a>, <a href="https://publications.waset.org/abstracts/search?q=lecturers" title=" lecturers"> lecturers</a>, <a href="https://publications.waset.org/abstracts/search?q=communication%20technology" title=" communication technology"> communication technology</a> </p> <a href="https://publications.waset.org/abstracts/24426/lecturers-attitudes-towards-the-use-of-information-and-communication-technology" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/24426.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">463</span> </span> </div> </div> <ul class="pagination"> <li class="page-item disabled"><span class="page-link">&lsaquo;</span></li> <li class="page-item active"><span class="page-link">1</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=female%20teachers&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=female%20teachers&page=3">3</a></li> <li class="page-item"><a class="page-link" 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