Pub Date : 2023-04-21DOI: 10.9734/jesbs/2023/v36i71232
F. Mbutitia, Beatrice M. Mburugu, M. Chepchieng, Lucy Kung’u, P. Ngure, Pamela A. Raburu, Mary M Kangethe, G. Maina, Hellen Avisa, S. Gitau
Aims: To assess the effect of COVID -19 on mental health of the learners in primary and secondary schools of Kenya. Study Design: The study adopted a cross-sectional research design where 96.5% of the respondents of the study were between the age of 6- 18 years. Place and Duration of the Study: The study was conducted in Kenya and it involved five counties namely Nairobi, Mombasa, Kajiado, Migori and Elgeyo Marakwet primary, secondary and special schools. The study was conducted between October 2021 and July, 2022. Methodology: In the five selected counties 12 schools were selected in each county where different sub-counties were considered. A 31 item paper questionnaire for learners on mental health was administered to assess levels for anxiety with ten(10) items, depression had eleven(11) items and and post-traumatic stress disorder had ten (10) items. The learners responded to a 3 point Likert scale of; “Not at all”(1) “Sometimes”(2) and “All the Time”(3) The scores were tabulated as follows: Anxiety; Normal 10 – 15, Mild 16 -20, Moderate 21- 25 and Severe 25 and above, Depression; Normal 11 – 18, Mild 19 -26, Moderate 27- 31 Severe 32 and above and finally Scores for PTSD; Normal 9 – 14, Mild 15 -19, Moderate 20- 24, Severe 25 and aboveNormal (1), Mild (2), Moderate (3) and Severe (4) though some items were reverse scored if the statement was negatively phrased. All the learners who scored an average of moderate to severe in this tool were identified as vulnerable and predisposed to risks of mental illness and therefore recommended for mental health interventions. Results: The study established that 25.7% of the learners reported moderate to severe levels of anxiety, 27.9% of the learners reported moderate to severe levels of depression and 44.4% of the learners reported moderate to severe levels of PTSD. Conclusion: The study established that there were heightened level of anxiety was a reality among school learners. There is need to implement efforts that address depressive symptoms before they escalate to unmanageable levels. Learners are experiencing post-traumatic stress disorder whose effects will continue to be felt for long period of time unless intervention takes place. Therefore Kenyan schools not only need to prevent but also manage learners exhibiting the mental health symptoms to promote holistic growth with fully functional citizenry.
{"title":"Mental Health Effects of COVID-19 Pandemic on Learners in Primary and Secondary Schools in Kenya","authors":"F. Mbutitia, Beatrice M. Mburugu, M. Chepchieng, Lucy Kung’u, P. Ngure, Pamela A. Raburu, Mary M Kangethe, G. Maina, Hellen Avisa, S. Gitau","doi":"10.9734/jesbs/2023/v36i71232","DOIUrl":"https://doi.org/10.9734/jesbs/2023/v36i71232","url":null,"abstract":"Aims: To assess the effect of COVID -19 on mental health of the learners in primary and secondary schools of Kenya. \u0000Study Design: The study adopted a cross-sectional research design where 96.5% of the respondents of the study were between the age of 6- 18 years. \u0000Place and Duration of the Study: The study was conducted in Kenya and it involved five counties namely Nairobi, Mombasa, Kajiado, Migori and Elgeyo Marakwet primary, secondary and special schools. The study was conducted between October 2021 and July, 2022. \u0000Methodology: In the five selected counties 12 schools were selected in each county where different sub-counties were considered. A 31 item paper questionnaire for learners on mental health was administered to assess levels for anxiety with ten(10) items, depression had eleven(11) items and and post-traumatic stress disorder had ten (10) items. The learners responded to a 3 point Likert scale of; “Not at all”(1) “Sometimes”(2) and “All the Time”(3) The scores were tabulated as follows: Anxiety; Normal 10 – 15, Mild 16 -20, Moderate 21- 25 and Severe 25 and above, Depression; Normal 11 – 18, Mild 19 -26, Moderate 27- 31 Severe 32 and above and finally Scores for PTSD; Normal 9 – 14, Mild 15 -19, Moderate 20- 24, Severe 25 and aboveNormal (1), Mild (2), Moderate (3) and Severe (4) though some items were reverse scored if the statement was negatively phrased. All the learners who scored an average of moderate to severe in this tool were identified as vulnerable and predisposed to risks of mental illness and therefore recommended for mental health interventions. \u0000Results: The study established that 25.7% of the learners reported moderate to severe levels of anxiety, 27.9% of the learners reported moderate to severe levels of depression and 44.4% of the learners reported moderate to severe levels of PTSD. \u0000Conclusion: The study established that there were heightened level of anxiety was a reality among school learners. There is need to implement efforts that address depressive symptoms before they escalate to unmanageable levels. Learners are experiencing post-traumatic stress disorder whose effects will continue to be felt for long period of time unless intervention takes place. Therefore Kenyan schools not only need to prevent but also manage learners exhibiting the mental health symptoms to promote holistic growth with fully functional citizenry.","PeriodicalId":394178,"journal":{"name":"Journal of Education, Society and Behavioural Science","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130329408","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-14DOI: 10.9734/jesbs/2023/v36i61229
Filippos Evangelou, Ioannis Fykaris
The Teaching Practice (TP) of teacher candidates is a key factor in their professional development. On this basis, this paper seeks to highlight the role of TP in the professional development of teacher candidates, the main characteristics of TP and the basic models of TP, which are applied internationally in Teacher Education Departments. The implementation methodology of the proposed TP project is based on the combination of the following three models: the partnership and collaborative learning model, the reflective learning model and the pedagogical content knowledge focused model. Based on these parameters, the novelty of this paper is the structuring of a proposal of a TP project for teacher candidates, which results from their direct and experiential activation in the teaching and learning process of formal education. The proposed plan includes the following four stages of implementation: i) Observation of three classroom days where the teacher candidates will teach, ii) Lesson planning in collaboration with the TP academic supervisor, iii) Implementation of lessons by the teacher candidates over a period of fifteen teaching days in the TP implementing schools, iv) Evaluation/reflection on campus of University after the TP in the TP implementing schools.
{"title":"Teaching Practices in Teacher Education Departments as a Factor of Professional Development of Teacher Candidates: A Proposed Project","authors":"Filippos Evangelou, Ioannis Fykaris","doi":"10.9734/jesbs/2023/v36i61229","DOIUrl":"https://doi.org/10.9734/jesbs/2023/v36i61229","url":null,"abstract":"The Teaching Practice (TP) of teacher candidates is a key factor in their professional development. On this basis, this paper seeks to highlight the role of TP in the professional development of teacher candidates, the main characteristics of TP and the basic models of TP, which are applied internationally in Teacher Education Departments. The implementation methodology of the proposed TP project is based on the combination of the following three models: the partnership and collaborative learning model, the reflective learning model and the pedagogical content knowledge focused model. Based on these parameters, the novelty of this paper is the structuring of a proposal of a TP project for teacher candidates, which results from their direct and experiential activation in the teaching and learning process of formal education. The proposed plan includes the following four stages of implementation: i) Observation of three classroom days where the teacher candidates will teach, ii) Lesson planning in collaboration with the TP academic supervisor, iii) Implementation of lessons by the teacher candidates over a period of fifteen teaching days in the TP implementing schools, iv) Evaluation/reflection on campus of University after the TP in the TP implementing schools.","PeriodicalId":394178,"journal":{"name":"Journal of Education, Society and Behavioural Science","volume":"11961 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117074242","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-11DOI: 10.9734/jesbs/2023/v36i61228
L. Superville
This study sought to investigate teachers’ perceptions about the use of alternative assessment in the virtual classroom. The population selected for this cross-sectional survey was teachers from five (5) schools in Trinidad and Tobago. Purposeful sampling was used to select the participants and the instrument used was a questionnaire comprising closed and open-ended items. The findings revealed that teachers are aware of alternative assessment and they utilized some alternative assessment strategies during the pandemic. Teachers acknowledged the need for them to develop additional competencies and be provided with the necessary resources to effectively utilize alternative assessment. They suggested that more professional development workshops should be conducted in schools and that teacher training institutions consider revising their approach to the teaching of student assessment. Further research should be conducted to determine if alternative assessment is being used as face-to-face/in person teaching has resumed.
{"title":"Teachers’ Perceptions of the Utilization of Alternative Assessment in the Virtual Classroom in Trinidad and Tobago","authors":"L. Superville","doi":"10.9734/jesbs/2023/v36i61228","DOIUrl":"https://doi.org/10.9734/jesbs/2023/v36i61228","url":null,"abstract":"This study sought to investigate teachers’ perceptions about the use of alternative assessment in the virtual classroom. The population selected for this cross-sectional survey was teachers from five (5) schools in Trinidad and Tobago. Purposeful sampling was used to select the participants and the instrument used was a questionnaire comprising closed and open-ended items. The findings revealed that teachers are aware of alternative assessment and they utilized some alternative assessment strategies during the pandemic. Teachers acknowledged the need for them to develop additional competencies and be provided with the necessary resources to effectively utilize alternative assessment. They suggested that more professional development workshops should be conducted in schools and that teacher training institutions consider revising their approach to the teaching of student assessment. Further research should be conducted to determine if alternative assessment is being used as face-to-face/in person teaching has resumed.","PeriodicalId":394178,"journal":{"name":"Journal of Education, Society and Behavioural Science","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131472882","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-08DOI: 10.9734/jesbs/2023/v36i61227
Keneni Jibat, Taddesse Berisso, Yonas Adaye Adeto
This study aims to examine the relationship between Gumuz and Oromo along the border administrative area. The study employed qualitative descriptive research to meet the stated objective of the study. Purposive sampling techniques were used to gather information. To attain the study objective, interviews, observation, and focus group discussions were used as primary data. Primary data were gathered from different informants in both the Oromo and Gumuz communities. A total number of 48 informants participated in the study. The study showed that pre-1991 and post-1991, the relations between the Gumuz and Oromo communities in the study area have been shaped by the intertwined political and economic contexts. The political context implies how federalism was perceived and implemented and the role of the central government. Following the reorganization of territories during the adoption of Federalism in 1991. The study's findings revealed that the federalism way of conflict resolution mechanism is still used as a major way of resolving conflict in the study area.
{"title":"Federalism and Inter-Ethnic Relations: Identity, Socio-Economic Affairs and their Dynamics in Western Ethiopia","authors":"Keneni Jibat, Taddesse Berisso, Yonas Adaye Adeto","doi":"10.9734/jesbs/2023/v36i61227","DOIUrl":"https://doi.org/10.9734/jesbs/2023/v36i61227","url":null,"abstract":"This study aims to examine the relationship between Gumuz and Oromo along the border administrative area. The study employed qualitative descriptive research to meet the stated objective of the study. Purposive sampling techniques were used to gather information. To attain the study objective, interviews, observation, and focus group discussions were used as primary data. Primary data were gathered from different informants in both the Oromo and Gumuz communities. A total number of 48 informants participated in the study. The study showed that pre-1991 and post-1991, the relations between the Gumuz and Oromo communities in the study area have been shaped by the intertwined political and economic contexts. The political context implies how federalism was perceived and implemented and the role of the central government. Following the reorganization of territories during the adoption of Federalism in 1991. The study's findings revealed that the federalism way of conflict resolution mechanism is still used as a major way of resolving conflict in the study area.","PeriodicalId":394178,"journal":{"name":"Journal of Education, Society and Behavioural Science","volume":"76 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126815052","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-07DOI: 10.9734/jesbs/2023/v36i61226
Gangchuk
The poetry question of class VI is marked out of 8 both in the mid-term as well as in the annual examination according to the Instructional Guide for English, classes IV-VI, of which the poem should be from outside the prescribed English textbook. After studying the marks scored by 14 students of class VI of Rangaytung Primary School, Chhukha in the annual examination, 2022, more than 75% of the students on average scored below 4 out of 8 in poetry. Therefore, this study found the perception of teachers and students in terms of lack of appropriate content in the selection of poems in the prescribed class VI English textbook. The study also touched on the difficulties faced by teachers and students in the teaching and learning of poetry in the classroom. The participants for the study were selected based on purposive sampling. The study adopted qualitative research design to collect data from the field. Qualitative thematic analysis was used to interpret the collected data. The findings of this study include lack of appropriate content in the selection of poems in the prescribed class VI English textbook. One of the major difficulties that the teachers faced was students’ lack of comprehension skills in poetry because of the lack of poetry reading at school as well as at home. The students also found it difficult to understand the meaning of new words and pronounce difficult words from the poems because of various reasons. Keeping all difficulties aside, the teacher played a crucial role in making poetry learning interesting to the children. Recommendations to subject specialists, curriculum developers and English teachers of class VI are discussed separately towards the end of the fifth chapter.
{"title":"Teachers’ and Students’ Perception of Poetry Teaching and Learning in Class VI of Rangaytung Primary School, Chhukha Dzongkhag","authors":"Gangchuk","doi":"10.9734/jesbs/2023/v36i61226","DOIUrl":"https://doi.org/10.9734/jesbs/2023/v36i61226","url":null,"abstract":"The poetry question of class VI is marked out of 8 both in the mid-term as well as in the annual examination according to the Instructional Guide for English, classes IV-VI, of which the poem should be from outside the prescribed English textbook. After studying the marks scored by 14 students of class VI of Rangaytung Primary School, Chhukha in the annual examination, 2022, more than 75% of the students on average scored below 4 out of 8 in poetry. Therefore, this study found the perception of teachers and students in terms of lack of appropriate content in the selection of poems in the prescribed class VI English textbook. The study also touched on the difficulties faced by teachers and students in the teaching and learning of poetry in the classroom. The participants for the study were selected based on purposive sampling. The study adopted qualitative research design to collect data from the field. Qualitative thematic analysis was used to interpret the collected data. The findings of this study include lack of appropriate content in the selection of poems in the prescribed class VI English textbook. One of the major difficulties that the teachers faced was students’ lack of comprehension skills in poetry because of the lack of poetry reading at school as well as at home. The students also found it difficult to understand the meaning of new words and pronounce difficult words from the poems because of various reasons. Keeping all difficulties aside, the teacher played a crucial role in making poetry learning interesting to the children. Recommendations to subject specialists, curriculum developers and English teachers of class VI are discussed separately towards the end of the fifth chapter.","PeriodicalId":394178,"journal":{"name":"Journal of Education, Society and Behavioural Science","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126390462","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-07DOI: 10.9734/jesbs/2023/v36i61225
Keneni Jibat, Taddesse Berisso, Yonas Adaye Adeto
For a long period, conflicts and instability in any part of Ethiopia have become a complex and interconnected problem that is present as part of the debate among Ethiopian communities. The primary security challenges in Ethiopia largely emanate from political exclusion/power struggle, ethnic and religious-based discrimination, violation of human rights, the proliferation of SALW, and poverty/famine as a significant threat to people's security. To strengthen this point, the article aims to study the causes of the Oromo-Gumuz inter-ethnic conflicts since 2008 along the border area. The study employed qualitative descriptive research to meet the stated objective of the study. Purposive sampling techniques were used to gather information. To attain the study objective, in-depth interviews and focus group discussions were used as primary data. Primary data were gathered from different informants in both Oromo and Gumuz. The study’s finding showed that the leading cause of the conflict between the Oromo and the Gumuz was competition over farmland and grazing land, border disputes, and lack of good governance. The presence of arms dealers and cattle raiders hiding in the name of ethnicity split the communities.
{"title":"Ethnic Conflict between Oromo-Gumuz in Western Ethiopia Since 2008","authors":"Keneni Jibat, Taddesse Berisso, Yonas Adaye Adeto","doi":"10.9734/jesbs/2023/v36i61225","DOIUrl":"https://doi.org/10.9734/jesbs/2023/v36i61225","url":null,"abstract":"For a long period, conflicts and instability in any part of Ethiopia have become a complex and interconnected problem that is present as part of the debate among Ethiopian communities. The primary security challenges in Ethiopia largely emanate from political exclusion/power struggle, ethnic and religious-based discrimination, violation of human rights, the proliferation of SALW, and poverty/famine as a significant threat to people's security. To strengthen this point, the article aims to study the causes of the Oromo-Gumuz inter-ethnic conflicts since 2008 along the border area. The study employed qualitative descriptive research to meet the stated objective of the study. Purposive sampling techniques were used to gather information. To attain the study objective, in-depth interviews and focus group discussions were used as primary data. Primary data were gathered from different informants in both Oromo and Gumuz. The study’s finding showed that the leading cause of the conflict between the Oromo and the Gumuz was competition over farmland and grazing land, border disputes, and lack of good governance. The presence of arms dealers and cattle raiders hiding in the name of ethnicity split the communities. ","PeriodicalId":394178,"journal":{"name":"Journal of Education, Society and Behavioural Science","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133773299","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-06DOI: 10.9734/jesbs/2023/v36i51224
Bechir Nasri, Mourad Rouissi
Our article from curriculum sociology to understand and explain the school culture comes from the teaching of physical education and sports in Tunisian schools through interactions between teachers and their students in a teaching setting. The empirical material on which the analyzes are based comes from two main sources. The nature of the physical activities serving as a support for the teaching sequences in physical education as well as the methods of practice valued in this discipline are apprehended, first of all, from the most recent official texts: teaching programs providing the main orientations, accompanying documents enabling the objectives pursued to be defined precisely, official texts governing the baccalaureate physical education tests. Data collection was done by means of a questionnaire, based on a national sample. The survey base chosen is made up of colleges, public general and professional high schools. The research whose main results are presented in the context of this article is centered on the activities practiced in physical education and their focus on a core of practices considered fundamental and the discrepancy with the expectations of the pupils and the evolution of the practice of the activities. Outside of school, and finally the preference for forms of practice based on confrontation and the production of performances.
{"title":"The School Culture Resulting from the Teaching of Physical Education and Sports in Tunisian Schools","authors":"Bechir Nasri, Mourad Rouissi","doi":"10.9734/jesbs/2023/v36i51224","DOIUrl":"https://doi.org/10.9734/jesbs/2023/v36i51224","url":null,"abstract":"Our article from curriculum sociology to understand and explain the school culture comes from the teaching of physical education and sports in Tunisian schools through interactions between teachers and their students in a teaching setting. The empirical material on which the analyzes are based comes from two main sources. The nature of the physical activities serving as a support for the teaching sequences in physical education as well as the methods of practice valued in this discipline are apprehended, first of all, from the most recent official texts: teaching programs providing the main orientations, accompanying documents enabling the objectives pursued to be defined precisely, official texts governing the baccalaureate physical education tests. Data collection was done by means of a questionnaire, based on a national sample. The survey base chosen is made up of colleges, public general and professional high schools. The research whose main results are presented in the context of this article is centered on the activities practiced in physical education and their focus on a core of practices considered fundamental and the discrepancy with the expectations of the pupils and the evolution of the practice of the activities. Outside of school, and finally the preference for forms of practice based on confrontation and the production of performances.","PeriodicalId":394178,"journal":{"name":"Journal of Education, Society and Behavioural Science","volume":"58 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125057240","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-01DOI: 10.9734/jesbs/2023/v36i51223
Maryam Mafishiraz
Aims: According to various reports, there are significant inequalities between men and women in terms of the incidence of occupational complications, including job burnout, and women suffer from this complication more than men. Study Design: Comprehensive reviews in this field present the conflict between work and family roles as a prominent factor in creating more burnout problems in working women. Place and Duration of Study: The present study was a descriptive research by reviewing documents and library resources. Methodology: The purpose of this stage was to comprehensively review the studies related to job burnout as well as a deeper and broader understanding of the role of organizational psychology in reducing job burnout among employees. Results: Comprehensive reviews in this field present the conflict between work and family roles as a prominent factor in creating more burnout problems in working women. Considering the physical, psychological and professional consequences of job burnout in women, this study is trying to provide a comprehensive review and review of existing studies in the field of problems caused by job burnout in employees and also the role of psychological methods in work issues and problems. Conclusion: To explain the importance of using psychological services and consultations, including online consultations, in reducing the burnout of women in service organizations.
{"title":"Job Burnout in Women and the Need to Use Psychological Services and Counselling in Workplaces","authors":"Maryam Mafishiraz","doi":"10.9734/jesbs/2023/v36i51223","DOIUrl":"https://doi.org/10.9734/jesbs/2023/v36i51223","url":null,"abstract":"Aims: According to various reports, there are significant inequalities between men and women in terms of the incidence of occupational complications, including job burnout, and women suffer from this complication more than men. \u0000Study Design: Comprehensive reviews in this field present the conflict between work and family roles as a prominent factor in creating more burnout problems in working women. \u0000Place and Duration of Study: The present study was a descriptive research by reviewing documents and library resources. \u0000Methodology: The purpose of this stage was to comprehensively review the studies related to job burnout as well as a deeper and broader understanding of the role of organizational psychology in reducing job burnout among employees. \u0000Results: Comprehensive reviews in this field present the conflict between work and family roles as a prominent factor in creating more burnout problems in working women. Considering the physical, psychological and professional consequences of job burnout in women, this study is trying to provide a comprehensive review and review of existing studies in the field of problems caused by job burnout in employees and also the role of psychological methods in work issues and problems. \u0000Conclusion: To explain the importance of using psychological services and consultations, including online consultations, in reducing the burnout of women in service organizations.","PeriodicalId":394178,"journal":{"name":"Journal of Education, Society and Behavioural Science","volume":"83 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124608506","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-31DOI: 10.9734/jesbs/2023/v36i51222
William H. Ndimbo, Hyasinta Kessy
Teachers’ understanding of the concept competence-based curriculum, competences demonstrated in preparing of competence-based curriculum materials, competences in integrating competence-based curriculum materials with actual classroom teaching, and teachers’ competences to address challenges in the implementation of competence-based curriculum were the objectives of the study. The study investigated on teachers’ instructional competences in the implementation of competence-based curriculum. Mpwapwa District Council was a case of this study. The study sample size was drawn using purposeful techniques. A total of 24 participants from 6 primary schools were involved in this study. 18 out of 24 participants were classroom teachers, and 6 were Head-teachers. The study used qualitative approach to capture participants’ views. Document review, observation, and interview methods were employed for data collection. Data were analyzed through thematic and content techniques. The findings revealed that teachers understand competence-based curriculum as activity and application oriented curriculum. Further, the findings showed that teachers use inappropriate verbs in preparing scheme of works and lesson plans. Moreover, the study found that teachers possess adequate instructional competences however, large classes and shortage of text books hindered them to effectively integrate the curriculum materials; lesson plans with actual classroom implementation of the curriculum. Additionally, it was found that teachers have reasonable competences to overcome challenges in the implementation of competence-based curriculum. The study concluded that despite the noted disparities, teachers possess and use instructional competences effectively to implement the curriculum. However, for higher adeptness in the implementation of competence-based curriculum it is recommended that formal trainings should be given to all teachers in the District. Also schools should be provided with adequate text books. Importantly, the present teachers should be redeployed equally to all schools.
{"title":"Primary School Teachers’ Instructional Competences in the Implementation of Competence-based Curriculum: A Case Study of Mpwapwa District Council","authors":"William H. Ndimbo, Hyasinta Kessy","doi":"10.9734/jesbs/2023/v36i51222","DOIUrl":"https://doi.org/10.9734/jesbs/2023/v36i51222","url":null,"abstract":"Teachers’ understanding of the concept competence-based curriculum, competences demonstrated in preparing of competence-based curriculum materials, competences in integrating competence-based curriculum materials with actual classroom teaching, and teachers’ competences to address challenges in the implementation of competence-based curriculum were the objectives of the study. The study investigated on teachers’ instructional competences in the implementation of competence-based curriculum. Mpwapwa District Council was a case of this study. The study sample size was drawn using purposeful techniques. A total of 24 participants from 6 primary schools were involved in this study. 18 out of 24 participants were classroom teachers, and 6 were Head-teachers. The study used qualitative approach to capture participants’ views. Document review, observation, and interview methods were employed for data collection. Data were analyzed through thematic and content techniques. The findings revealed that teachers understand competence-based curriculum as activity and application oriented curriculum. Further, the findings showed that teachers use inappropriate verbs in preparing scheme of works and lesson plans. Moreover, the study found that teachers possess adequate instructional competences however, large classes and shortage of text books hindered them to effectively integrate the curriculum materials; lesson plans with actual classroom implementation of the curriculum. Additionally, it was found that teachers have reasonable competences to overcome challenges in the implementation of competence-based curriculum. The study concluded that despite the noted disparities, teachers possess and use instructional competences effectively to implement the curriculum. However, for higher adeptness in the implementation of competence-based curriculum it is recommended that formal trainings should be given to all teachers in the District. Also schools should be provided with adequate text books. Importantly, the present teachers should be redeployed equally to all schools.","PeriodicalId":394178,"journal":{"name":"Journal of Education, Society and Behavioural Science","volume":"76 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127353275","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-29DOI: 10.9734/jesbs/2023/v36i51221
Ivaylo Angelov
This paper examines the relationship between inflation and employment in labor markets. The purpose of this study is to analyze the impact of inflation on employment and explore how inflation affects different sectors of the labor market. The research uses empirical data to assess the relationship between these two economic indicators. Inflation can have both positive and negative effects on employment, depending on various factors, such as the level of inflation, the sector of the labor market, and the type of employment.
{"title":"Inflation and Employment: Exploring the Dynamic Relationship in the Labor Markets","authors":"Ivaylo Angelov","doi":"10.9734/jesbs/2023/v36i51221","DOIUrl":"https://doi.org/10.9734/jesbs/2023/v36i51221","url":null,"abstract":"This paper examines the relationship between inflation and employment in labor markets. The purpose of this study is to analyze the impact of inflation on employment and explore how inflation affects different sectors of the labor market. The research uses empirical data to assess the relationship between these two economic indicators. Inflation can have both positive and negative effects on employment, depending on various factors, such as the level of inflation, the sector of the labor market, and the type of employment.","PeriodicalId":394178,"journal":{"name":"Journal of Education, Society and Behavioural Science","volume":"332 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134952667","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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