Gender differences in adolescent school stress: A mixed‐method study

Journal of Research on Adolescence, Journal Year: 2025, Volume and Issue: 35(1)

Published: March 1, 2025

Previous research has consistently found higher school stress among girls. However, scientific understanding of the underlying factors that may explain those gender differences is limited. This study adopts a mixed-method approach (QUANT → QUAL) to address this gap. In Study 1 (quantitative), we used survey data from 4768 adolescents (52.1% girls). 2 (qualitative), focus groups were conducted with 80 boys and 82 girls high- low-stress schools. Findings confirmed in girls, which not explained by perceived demands, academic self-efficacy, homework time. Identified for included differing priorities involvement, girls' greater workload, emotional factors, stereotypes social expectations, differential teacher treatment.

Language: Английский

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Evaluation of Class Management in the Learning Process at Primary Educational Institutions

Journal of Educational Research and Practice., Journal Year: 2025, Volume and Issue: 3(1), P. 134 - 148

Published: March 8, 2025

This study aims to analyze the form of classroom management evaluation, implementation process, and its implications for learning process at elementary education level. Although is a key factor in effectiveness learning, there still gap understanding optimal evaluation strategy improve quality teacher-student interactions. Therefore, this seeks provide deeper insight into practices implemented by teachers managing classroom. uses descriptive-qualitative approach with research location Elementary School 006 North Sangatta, East Kutai. Data were collected through observation, interviews, documentation understand comprehensively. The results indicate that carried out checking student attendance, reprimanding students who are not conducive, seating arrangements, using oral tests as formative summative assessments. done giving assignments tests, monitoring involvement, implementing predetermined criteria, developing improvement strategies based on results. contributes increasing effectiveness, where can adjust teaching techniques needs available resources. In addition, help adopt more relevant strategies, increase participation understanding, optimize managerial skills creating conducive environment. These findings emphasize importance part efforts basic education.

Language: Английский

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Stance of numerous leadership styles and their effect on teaching to sustain academic performance at the high school level

Heliyon, Journal Year: 2024, Volume and Issue: 10(16), P. e36438 - e36438

Published: Aug. 1, 2024

The present study focused on three leadership, autocratic, democratic, and Laissez-faire, to sustain high school academic performance. To accomplish this, we used quantitative survey method employed convenient sampling technique collect data from 358 teachers/educators in various regions of Multan, Punjab, Pakistan. Data collection consisted administering a questionnaire that five-point Likert Scale. included four variables: one dependent variable, sustained Performance, independent Autocratic Leadership, Democratic Laissez-faire Leadership. Following collection, Cronbach's alpha was assess the questionnaire's reliability, while Kolmogorov-Smirnov test utilized confirm normality data. Formal statistical analysis conducting correlation ascertain association between Leadership with SAP impact each variable variable. CFA SEM were conducted using Linear Structural Relations (LISREL) 8.80. These tests identify relationships differences among participants' opinions. findings indicate democratic leadership has highly positive impact, autocratic moderate sustaining In contrast, laissez-faire style lowest Based study's findings, it is recommended should use combination authoritarian styles their classes promote cooperation, student participation, ownership learning process leading exceptional Furthermore, suggest schools actively teacher involvement administrative tasks decision-making. Ultimately, by integrating advantages both types, possible cultivate comprehensive educational experience promotes scholarly achievement equips students necessary skills tackle future problems.

Language: Английский

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Translating research into action: Leveraging educator expertise to adapt and improve SEL programming

Social and Emotional Learning Research Practice and Policy, Journal Year: 2024, Volume and Issue: 3, P. 100039 - 100039

Published: April 19, 2024

School staff implementing social and emotional learning (SEL) programs continue to face significant barriers, one of which includes limited confidence in delivering SEL. This paper describes how schools school systems can mitigate some these barriers by actively incorporating educator expertise into SEL programming. Elevating increase confidence, wellbeing, willingness flexibly utilize programming, factors that improve effective implementation impact students, staff, environments. Using the example TRAILS (Transforming Research Action Improve Lives Students) Tier 1 SEL, a school- cognitive-behavioral therapy (CBT)-based program offers K-12 this leveraging before, during, after content delivery through programmatic features adaptations educators' reduce salient enhance positive impacts for students. also several practical strategies prioritizing elevating teacher voice

Language: Английский

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Co-regulating the child's emotions in the classroom: Teachers’ interpretations of and decision-making in emotional situations

International Journal of Educational Research, Journal Year: 2024, Volume and Issue: 127, P. 102390 - 102390

Published: Jan. 1, 2024

Language: Английский

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Attitudes of Elementary Teachers Towards Inclusive Education of Learners with Special Education Needs in a Public School

Power System Technology, Journal Year: 2024, Volume and Issue: 48(1), P. 2173 - 2202

Published: June 12, 2024

This study examined the inclusion teachers' attitudes towards inclusive education in public schools of Liloan District, Cebu Province Division. A descriptive-correlational design was utilized to collect data from purposively sampled 30 elementary teacher respondents through M-STATIC structured questionnaire. Most teachers were experienced females aged 34-43 years, married with some graduate studies. They had 1-5 years teaching experience yet only 1-2 training sessions. Results found generally supported philosophies and recognized social benefits but concerns regarding training, resources, support. While philosophically positive, worries existed about support resources needed classrooms. Pearson’s r correlations one-way ANOVA no significant relationships between demographic profiles attitudes. Based on these findings, a Teacher Inclusion Support Plan recommended customized for each school enhance long-term implementation high-quality practices ongoing, evidence-driven capacity building professional development. DOI: https://doi.org/10.52783/pst.487

Language: Английский

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PENGARUH MANAJEMEN KELAS MAKE EVERY MINUTE COUNT TERHADAP KEAKTIFAN BELAJAR SISWA KELAS IV DI MI TAUFIQURRAHMAN 2 KUKUSAN

Madako Elementary School, Journal Year: 2024, Volume and Issue: 3(1), P. 42 - 54

Published: April 28, 2024

Varians populasi kedua kelompok sama atau homogen, Perbedaan rata-rata hasil keaktifan belajar siswa. Penelitian ini adalah penelitian kuantitatif dengan menggunakan metode eksperimen dan desain semu. Populasi seluruh siswa di MI Taufiqurrahman 2 Kukusan yang berjumlah 457 Teknik pengambilan sampel digunakan purposive sampling. Sampel 42 terdiri dari kelas IV A 21 (eksperimen) B (kontrol). pengumpulan data angket sebagai instrumen utama. Dari uji diperoleh nilai R Tabel sebesar 0,396 Cronbach's Alpha 0,836. analisis uji-t, yaitu membandingkan dua kelompok. Hasil diketahui menunjukkan bahwa : Berdasarkan signifikansi 0,198 > 0,05, berarti varians homogen. Post-Test Eksperimen Make Every Minute Count 86,00 standar deviasi 5,167 serta Kontrol Classroom Meeting 82,29 6.133. Maka dapat disimpulkan terdapat perbedaan antara manajemen “Make Count” “Classroom Meeting”. Uji Wilcoxon Asymp.Sig. (2-Tailed) 0,000 < 0,05 Ha diterima.

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Profiles of Teacher Behavior Management Style: Perceived School Climate, Stress, and Self-Efficacy

Contemporary School Psychology, Journal Year: 2023, Volume and Issue: 28(4), P. 621 - 639

Published: Sept. 25, 2023

Language: Английский

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Guidance and Counseling Teacher Conflict Management Skills

AL-HAYAT Journal of Islamic Education, Journal Year: 2023, Volume and Issue: 7(2), P. 642 - 642

Published: Oct. 7, 2023

Schools as organizations must avoid conflict. Conflict is a condition where ideas, thoughts, values and perceptions are not similar. This study describes the skills management conflict between guidance counselling teachers at high school. The located in madrasah aliyah. Respondents 40 of research approach quantitative with method descriptive analysis. Data was collected using scale consisting 80 items. analyzed statistics. results show that aliyah below average score. can be seen from three indicators planning, implementation, evaluation management, score obtained. Based on this, it necessary to carry out ongoing training improve capacity.

Language: Английский

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Teacher Classroom Management Skills: Case Study of the Activator School Programme in Indonesia

International Journal of Learning Teaching and Educational Research, Journal Year: 2023, Volume and Issue: 22(12), P. 389 - 407

Published: Dec. 30, 2023

Classroom management is an important task and authority of teachers to increase student involvement in learning regulate behaviour class. However, classroom that not optimal can disrupt students‘ processes outcomes. This research aims assess teachers‘ abilities activator programme identify any obstacles they face. The method used was qualitative. design a case study. subjects this were six fifth-grade at elementary school one Indonesia‘s cities. Data collection techniques interviews, observation documentation. validity triangulation techniques. analysis carried out using Miles Huberman interactive analysis, which consists the process data collection, reduction, display conclusion. results show have done quite well establishing rules routines, praising students, giving consequences for misbehaviour involving students learning, although there are still implementing management. contribute improving skills managing so objectives be achieved optimally effectively. Recommendations future develop models or media teacher

Language: Английский

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