Open Access Pub publishes peer-reviewed, free-to-read open-access articles. Showing
articles matching Teachers — open any to read the full text,
or download the PDF or XML.
Feb 2026 DOI 10.14302/issn.2474-9273.jbtm-25-5885
Jia NingCorresponding author
Background Depression, increasingly recognized as a critical factor impacting mental health, notably affects various populations, including teachers. This study aimed to delineate the specific characteristics of depressive symptom networks among Chinese teachers, identify the core symptoms of depression within this demographic, and examine the variations in depressive symptom networks across different genders and teaching stages. Method The study encompassed 1,670 teachers. Depressive symptoms were assessed using the Self-Rating Depression Scale (SDS). Central symptoms were identified through centrality indices. Network stability was examined via a case-dropping procedure. Directed Acyclic Graphs (DAG) was used to identify the activating symptoms. Results “Personal devaluation” exhibited the highest and most stable centrality values in the network. “Depressed Affect” and “Emptiness of Life” were identified as the activating symptoms in the network. No significant differences were observed in the network structure and global strength of depression between teachers of different genders. However, significant differences in the network’s global strength were found between junior and senior high school teachers. Conclusion “Personal devaluation” emerged as the core depressive symptoms among teachers in China. “Depressed Affect” and “Emptiness of Life” serve as the gateways that activate the entire teacher depression network. Paying close attention to these symptoms could potentially alleviate the experiences of depression in this demographic.
Jul 2025 DOI 10.14302/issn.2641-4538.jphi-25-5580
Ina Grant Sagnia PhebianCorresponding author
Comprehensive Sexuality Education (CSE) is a school-based intervention aimed at correcting misinformation surrounding sexual education among youth, often influenced by social media, peer groups and misleading online content. In The Gambia, the Ministry of Basic and Secondary Education has developed and introduced a national framework to integrate CSE from Grade 4 (primary school level) to Grade 12 (senior secondary school level). This study explores the perceptions and recommendations of 50 secondary school teachers from 43 public and private schools in Region 1 on the implementation of CSE in schools. While some teachers expressed concerns that CSE might promote perverted and lewd early sexual behavior, others saw it as essential for increased awareness and youth well-being. Cultural, religious, and societal norms pose significant implementation barriers towards the implementation of CSE in schools. Teachers’ insights are vital for successful CSE delivery and educational strategy improvements.
Oct 2018 DOI 10.14302/issn.2766-6204.jmpt-18-2332
shahmohammadi NayerehCorresponding author
Academic staff of organization for educational research and planning.
Introduction: In an educational organization, because of its important function in human resources development and training in the community, respecting the values, spirituality, leadership, and management strengthening, based on spirituality and good citizenship behavior and commitment have greater importance. Aim: This study examined the relation between spiritual intelligence with organizational citizenship behavior and organizational commitment of secondary school teachers. Methods: The research method was correlational and its population included all teachers in education districts 2 and 5 in 2015 from which 358 teachers were selected by using Cochran formula and simple random sampling method as a sample. To collect data, three questionnaire: the King Spiritual Intelligence questionnaire (2007) and Padasakof et al. citizenship behavior questionnaire (2000) and organizational commitment questionnaire of Meyer (2001)were used .The reliability of the tools obtained by Cronbakh Formula 0/85,0/84, 0/7 respectively. For statistical analysis, the descriptive statistics (average, percentage, Standard deviation) and inferential statistical tests (Kolmogorov - Smirnov test, Pearson correlation coefficient test and stepwise regression analysis) were used. Conclusion: The results showed that none of the components of citizenship behavior has a significant relation with a critical thought component of spiritual intelligence. Regarding the personal meaning making component of spiritual intelligence, only the components of sportsmanship and social customs have a significant relation, and other components have no significant association. All components of citizenship behavior are significantly associated with a transcendental consciousness component of spiritual intelligence and have no significant relation with self-awareness extends component. None of the organizational commitment components have a significant relation to the critical thinking component and high awareness of spiritual intelligence and only the emotional commitment of the organizational commitment component have a significant relation with the personal meaning making of spiritual intelligence, as well as with the expansion of consciousness component.
Sep 2018 DOI 10.14302/issn.2470-5020.jnrt-18-2032
KE BonyCorresponding author
Department of Neurology, University Teaching Hospital, Alassane Ouattara University, Bouake Ivory Coast.
We report the results of a two-month descriptive observational survey to assess the knowledge about epilepsy among primary school teachers in Bouake in Ivory Coast. This study included 310 teachers who were randomly chosen from three Primary School Inspections (PSI). Almost all the teachers who were included had shown inaccurate information about epilepsy. 46.45% of the respondents thought that epilepsy was contagious and 47.74% recommanded to avoid contacting with salivary secretions of the patient during seizure. For 16.45% of them, persons living with epilepsy (PWE) could be not married and 19.7% believed that PWE could not have children due to the risk of transmission. This study highlights the urgent need of awareness campaigns among primary school teachers.
May 2024
Almekhlafi KaylaCorresponding author
This exploratory study investigates factors and consequences of underdiagnoses or late diagnoses of attention deficit hyperactivity disorder (ADHD) in females favoring males in the referral, diagnosis, and treatment processes resulting in gender disparities. A literature review in PubMed, PsychINFO, PsychArticles, and PsychiatryOnline from 2010 to 2023 underscores significant implications of delayed ADHD diagnosis in females, hindering timely access, support, and interventions during critical developmental years. Factors associated with underdiagnosis of ADHD among girls include gender differences in symptomology presentation, comorbidity, and gender bias among parents, teachers, and healthcare providers. We highlight the role of ethnicity and cultural factors. This bias prevents girls from receiving necessary ADHD support and treatment, impacting their health, social, and economic outcomes into adulthood. We summarize strategies to urgently address gaps in ADHD research and practice. Raising awareness among communities, healthcare providers, educators, and parents is vital to alleviate these gender disparities. By illuminating factors contributing to delayed diagnoses, the study informs policymakers and stakeholders, facilitating targeted interventions to improve early detection and treatment outcomes for females with ADHD.
Nov 2022 DOI 10.14302/issn.2644-1101.jhp-22-4273
J. Grant Coke MoniqueCorresponding author
Canada
The purpose of this topic is to add to the body of good teaching and learning that helps create the conditions for more critical thinking and practice skills that enable, keep students interested, and consistently motivate them. Teachers now have a greater focus on implementing motivational learning and studying strategies that are more relevant to the processes of teaching and learning thanks to new methodologies, which have further enhanced instructional strategies for teaching and learning. Positive school cultures that are long-lasting will result from these new methods and strategies. According to the authors, educators have been impacted by evidence-based practice and data-based decision making within the educational system. As a result, there is a growing need for educators to learn more about these resources that are relevant to students and can lead to greater success. These applicable interventions have a positive effect on students, and the information that helps them make decisions increases their response.
Feb 2021 DOI 10.14302/issn.2379-7835.ijn-21-3709
Howells KristyCorresponding author
Canterbury Christ Church University, UK.
Background Children need to drink enough water (1.1-1.3 litres) throughout the day to stay hydrated and for health benefits1. Wellbeing and cognitive function benefits have been identified for children who are hydrated2. Yet there is a dearth of research focusing specifically on children’s perceptions of their own fluid intake levels and who helps support them in ensuring they are drinking enough water, this is a novel area to investigate. Previous research3 identified that 44.2% of young children’s fluid intake were influenced the strongest by a family member. This paper will explore in further detail the influence of siblings on children’s fluid intake, in particular older versus younger siblings. Methods 130 children (67 girls and 63 boys, of which 45 had a younger sibling (s) and 85 having an elder sibling(s), from 4 primary schools in the South East of England, were questioned between January and April 2019 using an adapted version of Coppinger and Howells’ (2019)4 questionnaire, on their understanding of fluid intake, how much they perceived they drank and who supported them in prompting them to drink. Physical visual representations were used to aid question comprehension and to ensure the questions were appropriate for young children. The data was analysed using SPSS 24.0 using MANOVAs (P < 0.05) to consider statistical variance in gender and older sibling status. Results The most significant results were linked to elder siblings influence younger siblings in drinking too little fluids within a school day (F=0.530, p<0.05), whilst those without an elder sibling, thought they drank beyond the daily recommended guidelines and reported they drank over 2 litres. This illustrates that children misunderstand fluid intake recommendations regardless of whether they have an elder sibling or not. Children named adults, both parents and teachers as well as elder siblings as the key influencers of them drinking (F=3.67, p<0.05) and the data indicated that girls were more influenced by siblings than boys, whilst twins were not influenced by each other. Conclusion It is concluded that siblings do have an influence on the consumption of water, as siblings act as role models and other siblings follow their habits, therefore the whole family unit is important to ensure that the right fluid intake is consumed. It is recommended that further education, curriculum and community development is needed to continue to support young children’s knowledge and understanding of fluid intake.
Dec 2020 DOI 10.14302/issn.2474-3585.jpmc-20-3672
M. Chaudhary SanjeevCorresponding author
Associate Professor, Department of Community Medicine, Government Medical College, Akola.
Background Prevalence of Metabolic syndrome is high among Asians including Indians, and is high among those having sedentary occupations. Teaching is one of the important occupations, which demands no strenuous physical activity. However, there is little information available about the prevalence of metabolic syndrome among teaching staff of engineering college. Hence, the present study was conducted to study its prevalence, certain risk factors and co-morbidities among teaching staff of engineering institutes. Methods Teachers from engineering colleges of Nagpur city were the study subjects. Data was collected by interview technique. Clinical examination and laboratory investigations like Fasting blood glucose, High Density Lipoproteins and Serum Triglycerides were done. National Cholesterol Evaluation Programme (NCEP) Adult Treatment Panel Three (ATPIII) criteria were used to study Metabolic syndrome. Blood pressure and anthropometric measurements like height, weight and waist circumference were obtained by standard methods. Results The prevalence of metabolic syndrome was found to be 20.5%. It was 25.32% in females and 19.31% in males. It was more common in subjects of higher age group, muslim religion, and among widows and separated. Alcohol consumption, smoking and sedentary life style was found to be significantly associated with presence of metabolic syndrome. Frozen shoulder, fungal infection and stroke were common co morbidities found among subjects having metabolic syndrome.
Feb 2019 DOI 10.14302/issn.2643-6655.jcap-18-2570
Emanuela ZappellaCorresponding author
Department of Human and Social Sciences, University of Bergamo, Italy
Self-determination is a key concept to promote greater self-awareness in the subjects with disability, to build appropriate educational or professional projects and to evaluate the already active programs. Using PRISMA checklist, I selected articles from different databases (CINAHL, Medline, Psych INFO, Cochrane Library, ERIC, Scholar. The 9 evaluation measures identified are analyzed with respect to: choice of the points of view to be collected, domains, items and data collection methods. The results show that while some scales focus on autonomy, empowerment, self-realisation and self-regulation and others focus on knowledge, skills and abilities, attitudes and beliefs. Two instruments added also: opportunities and support. With respect to the choice of the points of view to be collected: in some cases the student’s opinion is collected but in other cases their point of view is integrated or replaced with that of teachers and parents. Only one tool is designed for all children and starts from the belief that self-determination is important for all people, including those with a disability. A third element of the analysis is the possibility of answering the questions posed by the various evaluation tools. A typical form is Likert scale while in other cases open questions are used. The analysis highlights two critical issues. The variety of definitions of self-determination is inevitably reflected in the choice of domains and items and therefore self-determination is only partially investigated. Secondly the opinion and people with disabilities are sometimes completed or replaced by that of third persons as parents and teachers. Starting from the analysis of existing instruments. the article closes with a reflection on the possibility of constructing a scale that considers all the aspects of self-determination offered in the literature (at the individual and environmental level) and collects the opinion of all the subjects involved in self-determination projects. This synthesis represents a first step in the construction of a possible universal scale starting from the analysis of the literature. A comparison would then be necessary with the students with intellectual disabilities, the family members and the other actors involved to understand which domains are really meaningful to them and to build indicators that correspond to the elements that are important to them. In this way we would have a tool capable of combining the point of view of literature with that of the people directly involved.
Dec 2018 DOI 10.14302/issn.2641-4538.jphi-18-2464
Källestal CarinaCorresponding author
International Maternal and Child Health, Department of Women's and Children's Health, Uppsala University, Uppsala University Hospital, SE 75185, Sweden.
Background Nicaragua has the highest prevalence of teenage pregnancies in Latin America. Knowledge regarding sexual and reproductive health plays an integral part in sexual behavior. The objective was to assess school going adolescents' knowledge about sexual and reproductive health and possible factors affecting it in the semi-rural community of Tololar, Nicaragua. Methods A cross-sectional study with a self-administered questionnaire on tablets was used for data collection. All 253 registered students at the school present at the time of fieldwork who gave written informed consent were deemed eligible for the study. A total of 225 participants in the ages of 11-19 years were included. Simple linear regression and multiple linear regression were performed analyzing the outcome knowledge. A p-value <0.05 was considered significant. Results The general knowledge about sexual and reproductive health was moderate; however, knowledge gaps were found such as prevailing myths and poor knowledge regarding human immunodeficiency virus (hiv) transmission and contraceptive methods. Being female and single were significant negative determinants of knowledge (p-value < 0.01) and knowledge increased significantly with age (p-value < 0.05). School teachers, websites, social networks, and TV were the most frequently chosen sources of information on the topic. Conclusions Increased education on sexual and reproductive health with new interventions particularly for young females is recommended. Using IT-based materials as a complement may be an effective way to reach out to adolescents.
Oct 2018 DOI 10.14302/issn.2644-1101.jhp-18-2261
Batool SadiaCorresponding author
Faculty of Education, Preston University Islamabad, Pakistan
In the third world school dropout rates are the highest, which is largely attributable to a dearth of efficacious teachers. The present research is an analysis of the teacher efficacy based on the teaching milieu. The Ohio State Teacher Efficacy Scale was used for data collection. Probability sampling design was used to select 171 secondary school teachers. As per the results, subject specialization affects teacher efficacy the most whereas, institution type influences teacher efficacy the least. The less experienced teachers have a greater self-efficacy than the experienced teachers, teachers teaching uncrowded classes are more efficacious than those teaching crowded classes.
Aug 2018 DOI 10.14302/issn.2474-3585.jpmc-18-2178
N. Rousanoglou ElissavetCorresponding author
Sports Biomechanics Lab, Section of Sport Medicine & Biology of Exercise, School of Physical Education & Sport Science, National & Kapodistrian University of Athens, Greece.
Several studies examine the musculoskeletal pain (MSP) in university students sustaining physical load as part of their compulsory learning. However, only two somewhat outdated cross-sectional studies examine the physical education teacher (PET) students. This study aimed to explore the neck, shoulder and low back MSP prevalence in Greek PET students in a series of academic years. The Nordic Musculoskeletal Questionnaire was used to record the past 12-month neck, shoulder and, low back pain, across three academic years (n = 479). The year association to MSP prevalence was examined with the cross-tabulation analysis (using the column proportion test for the year comparison) and, the gender association to MSP prevalence with the χ2 test (SPSS 22.0, p ≤ 0.05). The year association to MSP prevalence was not significant (p > 0.05). The overall prevalence was 67.6%, with multiple pain at 25.7% and, the low back presenting the highest prevalence (40.9%). Women reported a higher prevalence of neck (36%) and low back (47%) pain (p ≤ 0.05). The majority of pain and time loss duration was 1-7 days. The low back required higher medical attention (19.0%) than the neck (9.2%) and the shoulder (12.9%). The recurrent pain was at 30%, with the previous injury/accident rate at 5.8%, 14.4% and 14.6% for the neck, shoulder and low back. Our PET students present an alarming MSP prevalence. Due to their distinct work demands as PE teachers, entering working life with the healthiest possible musculoskeletal system is of critical importance. Thus, university authorities should consider strategies for the prevention of MSP risk.
Jul 2017 DOI 10.14302/issn.2574-4518.jsdr-16-1413
Harada TetsuoCorresponding author
Laboratory of Environmental Physiology, Graduate School of Integrated Arts and Sciences, Kochi University
Purpose: An intervention program was performed to improve meal habit, sleep habit and academic marks at school. This program was called “Super Meal Educational Program” which was supported by Japanese Ministry of Arts, Sports, Sciences and Education. Effects of the intervention were evaluated by comparing an integrated questionnaire study held both before and after the intervention of a half year. Method: The intervention program consisted of a lecture on sleep health and diurnal rhythms on children by an university professor, a series of lectures and practical classes by elementary school teachers on foods which can be collected nearby, and also practical courses as excursions to learn traditional meals and several foods resources which are products nearby. Integrated questionnaire study and also government official academic achievement test were performed before and after the intervention for 6 months in May to November, 2015. An integrated questionnaire was administrated to elementary school students of grades 1 to 6 (7-12 years old). For the younger students aged 6-9 years old, parents (mostly mothers) answered the questionnaire instead of their children. The participants consisted of 40 to 55 students in each grade from the first to the six one of the elementary school. The rate of answer to the questionnaire was more than 95% and the number of data used for statistic analysis was 295 before and 286 after the intervention. The integrated questionnaire included questions on the diurnal type scale (DTS), sleep habits, meal habits, and other questions on their environments and life-habits. Result: In the histogram on distribution of the diurnal type scale scores (DTS) before intervention, the students which occupied 25% evening-typed significantly shifted to more morning-typed ones after the intervention (p<0.001). There was significantly negative correlation between DTS scores before intervention and the amount of increased change in DTS during the intervention period (r=-390, r<0.001). For all students in the elementary school, there were no significant changes in sleep quality, bedtime in weekdays, wake up time and sleep hours before and after the intervention period. There was negative correlation between sleep hours in weekday before intervention and increased amount in sleep hours before and after that (r=-0.545, p<0.001). The longer the sleep hours were shifted longer during intervention, the better the academic achievement mark of mathematics was after the intervention (students in the second, third and fifth grades: p=0.001). Conclusion: At least for the students who had been originally evening-typed, the intervention on meal habits may be effective for longer sleep hours and improved school achievement and marking for especially mathematics in elementary schools.
Jul 2017 DOI 10.14302/issn.2574-612X.ijpr-17-1543
Kuikka LiisaCorresponding author
Clinical teacher, University of Helsinki, Department of General Practice , Finland
Our own long term experiences as clinical teachers among undergraduate medical students have generated the interest to investigate the plausible connection between students’ study orientation and their learning experiences in small groups.The objective of the study was to assess the hypothesis whether learning in small groups may contribute to study motivation. Participants were 52 undergraduate medical students (10-12 in each group) in the primary health care course between 1st and 5th year during the spring term 2012. The questionnaires used were the Inventory of General studies (IGSO) for study orientation and IQ questionnaire for group learning. The data were analyzed by Bayesian network modeling. In this study, the application used was the Bayminer (www.BayMiner.com) non-linear visualization modeling software. Positive atmosphere in a small group increases study motivation and commitment and predicts mutual trust and gives space to new ideas, where contradictive views can raise interesting discussions. Based on Bayesian modeling it seems that the experience of motivational problems in the present studies may be an indicator of study alienation and connected with the perception of small group dysfunctionality.
Aug 2016 DOI 10.14302/issn.2474-9273.jbtm-16-1202
V.J. Basso RobertCorresponding author
RSW Faculty of Social Work, Wilfrid Laurier University
Our objective was the early identification, assessment and treatment of aggression by primary school children four to eleven years old, with the goal of preventing school expulsion. The children were identified by teachers and other professionals for their aggressive behavior. Children were assessed for five symptoms which are linked to the development and persistence of social and/or physical aggressive behaviors: inattention, hyperactivity, anxiety, poor social functioning, and oppositional behavior. Long term follow-up continued for up to 9 years. Conners’ Scales for parents and teachers were used to assess the severity of predisposing symptoms and emotional lability. The children were treated with psychosocial and pharmacological interventions by social workers and a physician, in addition to utilizing community and school resources. Teachers reported a reduction in some of the predisposing symptoms: hyperactivity, emotional lability, oppositionality, and improved social functioning. Parents reported improvements in all five of the children’s physically aggressive behaviors. Early intervention for children’s aggressive behaviors was found to be effective. None of the children in the study were expelled from school.
May 2015 DOI 10.14302/issn.2379-7835.ijn-14-584
W. Hey DavidCorresponding author
STRIDE California Polytechnic State University, San Luis Obispo, CA 93407
During the past three decades the prevalence of childhood obesity has steadily increased in the United States. Causes of childhood obesity are complex and include numerous individual and environmental factors. The purpose of this study was to determine parent perceptions on the social-ecological barriers (community, school, and family) to physical activity and healthy eating, perceived specific to their children. Self-reported data gathered from a 50-item questionnaire and six focus groups were conducted with parents (n=43) enrolled in the Women, Infants, and Children (WIC) Program. Participants (16 to 67 years old) were predominately female (88.4%), Hispanic (67%), low income, and living in or near Lompoc in Santa Barbara County, CA. The social-ecological model (family, school, and community) was utilized to create focus group questions and provide recommendations as part of the Lompoc Community Health Improvement Project (2006-to-the-present). Popular community barriers for physical activity were: disconnected sidewalks, lack of safe bike routes to school, lack of recreational programming at an affordable cost, and language barriers (lack of marketing physical activity programs in Spanish). Two safety barriers involved parks; fear of injury (dilapidated equipment) and fear of gangs (violence). Common school barriers were: teachers do not lead-by-example, lack of healthy food in school cafeteria, and insufficient time for children to purchase food and eat. Family barriers included: grandparents sabotaging healthy eating environments (e.g., spoiling children), insufficient nutrition knowledge (both children and parents), and economics (not being able to afford healthy food and a recreation/gym membership).