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CERN European Organization for Nuclear Research - Zenodo
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A school's infrastructure reflects its curriculum and co-curricular activities. Using constructivism and production theory, the study examined how school infrastructure affects academic achievement in four Ghanaian senior high schools. The study obtained data using interviews and questionnaires. The survey revealed that schools required sports fields, music rooms, church halls, mosques, and theatres. The study found that schools required additional dorms and bathrooms. The research uncovered that schools require updated classrooms, roomy scientific labs, and more cocurricular activities beyond outdoor games and computer labs. The study also indicated that learning, boarding, and co-curricular infrastructure improved student achievement. The interviews showed that SHS teachers believed school infrastructure improves academic achievement. The study suggests building and positioning school structures well and stocking and expanding school laboratories to serve all pupils to increase academic performance. To facilitate subject instruction, the school's ICT lab needs extra computers and supplies.
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Advance Research Journal of Multi-Disciplinary Discoveries
Thi s study delves on the competencies and performances of technology and livelihood education (TLE) teachers. It described the level of competencies of TLE teachers based on the seven domains of National Competency-Based Teacher Standards (NCBTS), the performance of TLE teachers, and identifies the strengths and weaknesses and design an action plan relative to the identify problems and weaknesses of the TLE teachers. The domains of NCBTS were the bases in describing both the level of competency and performance of the TLE teachers. The strengths and weaknesses were also identified based on the performance of the TLE teachers. The Descriptive method was utilized. The study was conducted in eight public secondary schools in the Division of Gapan City. There were 58 TLE teachers respondents of the study. It concludes that the level of competencies of TLE teachers in all the domains of good teaching is satisfactory. Majority of the respondents were considered experienced based on the label for the index of NCBTS. The identified strengths of the TLE teachers were: takes pride in the nobility of teachers as a profession; teacher actions demonstrates value for learning; reflects on the extent of the attainment of professional development goals; and creates a healthy psychological climate for learning and creates an environment that promotes fairness. The weaknesses of the TLE teachers were: their inability to demonstrate skills in the use of ICT in teaching and learning; communicate clear learning goals for the lessons that are appropriate for learners; develop and utilize creative and appropriate instructional plan; and establish learning environment that respond to the aspiration of the community and promote purposive study. The interventions to the identified weaknesses of the TLE teachers were in-service training in making video lessons, making instructional materials using MS Power point, teaching strategies, how to facilitate competency-based education, and developing digital learning strategies.
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This descriptive study was conducted to assess the level of competency and the competency needs of technology and livelihood education teachers which will serve as basis for developing teachers’ enhancement program. The basis of the conceptual framework evolved from the concept Organization-Task-Person (OTP) conception of needs assessment as described by McGehee and Thaye to provide information about where and when training is needed in an organization. It is considered the core framework for needs assessment in the academic literature since most of the models developed have been based on the three-level framework (Holton, E. et al. 2000). This study covered the total population of 76 or 100% of the Technology and Livelihood Education teachers and 5 school administrators from the secondary level in the Division of Imus City for the School Year 2013-2014. Percentage, mean/average, t-test, f-test, and analysis of variance (ANOVA) were used as statistical tools to quantify the data. It utilized the survey form through the use of questionnaire designed by the researcher for the purpose of the study. The instrument was validated by a group of experts determined by the Director of the College of Education Graduate Studies, De La Salle University – Dasmariñas. Their corrections, comments, and suggestions were considered in improving the questionnaire. The findings of the study show that there is no significant difference on the competency level when the teachers are grouped according to demographic profile Findings also imply that there are significant differences identified in all the six components of standard competency and the competency level of the teachers. Three major needs identified are activities that would enhance competency of students in motivation and opportunities to acquire or enhance their skills, renewed professionalism, and rejuvenated teaching advocacy and calling. The study concludes that there exists a significant gap (difference) between the present competency level and the desired standard competency requirements of TLE teaching among the teachers of the Division of Imus City. This study, thereby, recommends enhancement program, projects, and activities to address the competency needs requirement of the TLE teachers in the Division of Imus City. The findings, conclusions, and recommendations of this study can be used as a basis for policy formulation on teachers’ development/enhancement programs.
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CERN European Organization for Nuclear Research - Zenodo
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International Journal of Innovative Science and Research Technology
One of the greatest concerns of teachers, administrators, and parents is the issue of problem behavior at school. In fact, providing a safe, positive and supportive classroom environment allowing students ample opportunities to learn and grow is a top concern for every caring teacher. The objective of this research is to investigate the different common aspects of students' disciplinary problems in Moroccan EFL high school classrooms. More specifically, this article aims at examining the various types and causes of classroom misbehavior as well as the strategies Moroccan teachers use to cope with it. The study involved 69 Moroccan high school teachers and 240 high school students who were selected on the basis of convenient sampling. The qualitative and quantitative data obtained from teachers and students through questionnaires, interviews and classroom observations were analyzed by triangulation. The descriptive analysis yielded the following findings. First, minor disciplinary issues are the most common types of disruptive behavior faced by Moroccan EFL high school teachers. Second, family problems, negative attitudes towards school and teacher behavior are the main causes of student misbehavior. The findings also suggest a number of effective ways for teachers to deal with diverse types of disciplinary problems. The study ends up with some pedagogical implications and suggestions for further research addressing the issue of problem behavior.
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CERN European Organization for Nuclear Research - Zenodo
