A nutrient density-nutrition education program for elementary schools

This quantitative study aims Exploring Teachers’ Awareness and Attitudes Toward Career Counseling Services in Primary Education, with the intention of influencing elementary school policy and practice. Career counseling is regarded as a very important element for students. Teachers' perceptions of the need for career counselling services at the elementary school level are examined in this study, with a focus on the link between their opinions and their perceptions. Two primary goals serve as the foundation for this study: 1) to examine the perception of teachers towards the current status of career counseling services at elementary level and 2), to identify the perception of teachers towards the need of career counseling services at elementary level .Quantitative research design used in the present study. 378 elementary public school teachers and 44 public schools were overall population of the study at sector Nilore Islamabad. Target population was 180 elementary public school teachers. Sample of the pilot study was 21 elementary public school teachers from 6 public elementary school. Final study of sample was 123 elementary public school teachers from 35 public elementary schools at sector Nilore Islamabad were selected. Simple random sampling technique was used for the selection of sample from public elementary schools. Questionnaire was developed and distributed among teachers in order to collect data. According to 87.0% of respondents, a significant percentage believe that career counselling services are crucial for supporting and improving academic achievement for both boys and girls. The broad belief that career advice is crucial for fostering students' future success is demonstrated by the 84.3% of respondents who agreed. There is broad agreement on the importance of career counselling, as seen by the 83.6% of respondents who agreed. 74.7% shows that there is broad agreement about the need of offering counselling services tailored to a student's gender in order to better meet their unique needs for career development. According to 72.6% of respondents (Agree + Strongly Agree), career counselling programs are essential in reducing elementary school pupils' likelihood of committing crimes. Very few people answered 1.4 percent (2 individuals) strongly disagree. According to 2.1% (3 respondents), there is minimal opposition to the idea that career coaching aids students in overcoming their challenges. The results showed that although teachers acknowledge the value of career counselling in promoting students' growth and directing their future goals, many of them claim a dearth of official programs and inadequate training. Their views of the need for improved counseling services are influenced by this disparity. The study comes to the conclusion that in order to effectively assist students in their career exploration, career counseling has to be improved via focused professional development and resource allocation. To build a supportive atmosphere for professional development in primary school, recommendations include putting in place training programs for teachers, setting up organized counseling services, and encouraging community involvement.

The teacher is one of the factors that determine the success of education. Honorary teachers are a reality in Indonesia's education sector, including in public elementary schools. This research explores the meaning related to the recruitment of honorary teachers in public elementary schools. The research adopts a qualitative approach with a phenomenological method. The data in this study are transcripts of in-depth interviews with informants. Fourteen informants in this study comprised twelve honorary elementary school teachers and two school principals. There are three stages of data analysis data reduction, data presentation, and drawing conclusions. This research found that public elementary school s employ honorary teachers to address teacher shortages. Each honorary teacher has their own reasons for registering as an honorary teacher, such as job opportunities, bringing happiness to their parents, and a sense of dedication. Public elementary schools can recruit honorary teachers even if they do not have a PGSD degree. The implications of this research are related to meeting the needs of teachers in public elementary schools, increasing the welfare of honorary teachers, and teacher recruitment that takes into account the suitability of educational qualifications.

The Special Science for Elementary School (SSES) Program Implementation at H.N. Cahilsot Central Elementary School (HNCCES) aims to revolutionize Science and Mathematics education for Grades 4, 5, and 6 learners by offering an advanced curriculum that nurtures critical thinking, innovation, and problem-solving skills. Designed for students in the Fast Learner (FL) sections, this program equips them for the STEM track in Secondary education, positioning the school as a trailblazer in producing future-ready students. HNCCES is a well-established and thriving institution located in Barangay Calumpang, General Santos City. As the second-largest elementary school in the Division of General Santos City, serving 4,119 learners, the school boasts a long-standing tradition of academic excellence. Its accolades include high rankings in the Division Search for School Needs Data System (SNDS), participation in the Young Scientists Enrichment Program (YSEP), and recognition for student achievements in academics, sports, and co-curricular activities. These accomplishments, coupled with the school’s ongoing infrastructure improvements and resource optimizations, highlight its capacity to spearhead transformative educational programs like the SSES.The implementation of the SSES program is anchored in DepEd Order No. 57, s. 2011, which mandates the enhancement of Science and Mathematics education in public elementary schools. By introducing a specialized curriculum, the program addresses critical gaps in STEM education and bridges the pathway between elementary and high school STEM tracks. This initiative is especially important in the context of the increasing demand for quality STEM education in the division and at the school level. Through the SSES program, HNCCES aims to produce a new generation of scientifically-inclined and academically-competent students who are ready to excel in advanced Science and Mathematics education and STEM-related careers. The program’s success rests on several key presumptions outlined in the feasibility study. First, it anticipates continued enthusiasm and interest from potential beneficiaries, as evidenced by 85% of surveyed students indicating a strong willingness to participate and 90% of parents showing their full support. It is expected that the school will sustain its reputation for excellence and its ability to attract motivated and talented learners. Second, the program presumes the availability of essential resources, such as laboratory facilities, modern instructional materials, and teacher training. While existing limitations are acknowledged, these can be addressed through phased improvements, capacity-building initiatives, and collaborations with organizations like YSEP. Third, the program assumes that teachers will receive on-going training and professional development to effectively deliver the specialized curriculum. Fourth, it depends on robust engagement from the community and stakeholders, ensuring steady collaboration and support from parents, local authorities, government agencies, non-government organizations, and business sector. Other considerations include the smooth transition of SSES graduates to the STEM program of General Santos City National High School (GSCNHS). This is cognizant to the commitment of the HNCCES to align its programs with the national education objectives. Also, it aims to develop learners who have the ability to adapt to unforeseen challenges such as natural disasters or public health crises. Furthermore, it is anticipated that students will stay motivated and actively engaged in the program, with parents and the community reinforcing the importance of STEM education. Lastly, the program assumes that funding from various channels—such as the Maintenance and Other Operating Expenses (MOOE), DepEd grants, and partnerships with private organizations—will remain sufficient and sustainable. In summary, the SSES program at HNCCES is a groundbreaking initiative designed to contribute in the institutionalization of STEM education in the division, specifically at the school level. By utilizing its strong institutional foundation, forging strategic partnerships, and maintaining a commitment to educational excellence, the school is well-equipped to meet the rising demand for specialized STEM learning. This initiative not only strengthens the school’s reputation as a hub of academic distinction but also aligns with national objectives for scientific research, innovation, workforce development, and economic progress. With meticulous planning and on-going support, the SSES program is set to empower students to excel in a rapidly evolving, technology-driven world.

The article focuses on problems of special education and psychological-pedagogical support for students with learning disabilities. The research aim is to identify current trends in special education for these students, certain conditions and factors that impact their academic performance and development of life competencies. Research methods: analysis of today’s legislation, regulations, proceedings papers, guidance and other policy documents on special educational needs for students with learning disabilities in public elementary and middle school; analysis of statistical data on education for students with learning disabilities in 2019/2020 academic year in all 85 constituent entities of Russian Federation; an online random sample survey among specialists who work in public schools that students with learning disabilities attend. Conclusions based on the conducted study are as follows: the number of students with learning disabilities on inclusive terms is increasing; there is a legal backing and methodological support for special education in public elementary schools; special education conditions need to be provided not only in public elementary school but also in middle school; inclusive education specialists are lacking knowledge on learning, teaching and psychological-pedagogical support for students with learning disabilities in today’s school environment; there is a shortage of special education professionals in schools and learning centres. The results of the study can be used to develop educational policy, learning plans, programmes and to improve quality of inclusive education specialists training.

This study was conducted to determine the essential soft skills and managerial efficiency of teachers in public elementary schools in Division of Davao City. This study used the non-experimental quantitative research design utilizing the correlational method. The respondents were composed of 132 teachers in public elementary schools through the use of universal sampling. The data analysis was mean, pearson r and regression analysis. The findings revealed that the degree of soft skills of teachers in terms of people skills shared skills and communication skills was manifested often by the teachers. Moreover, the managerial efficiency in terms of managerial outcomes, goals and strategies is high and manifested oftentimes by the teachers. It was found out that there was a significant relationship between essential soft skills and managerial efficiency of public elementary school teachers in public schools. It showed further that the managerial efficiency of public elementary school teachers significantly influenced the essential soft skills domains. The results suggest that teachers should develop their communication skills, teamwork, leadership, time management, adaptability, problem-solving, critical thinking, work ethic, creativity and emotional intelligence in the classroom to achieve student learning growth and development.

This research aims to describe the level of student activity in the learning process an integrated thematic learning model based on the stages of creative thinking in elementary school education. Learning carried out with separate subjects will cause less development of children to think holistically and make it difficult for students to relate concepts to their real life everyday. This research was carried out in Elementary School Patumbak sub-district, Deli Serdang Regency, North Sumatra Province. Implementation of this research conducted in even semester academic year 2020/2021. As for the location this research is focused at public elementary school 101788 Marindal I and public elementary school 101789 Marindal I. Besides students who are research subjects, then teacher too involved as research subjects subjek especially to see the implementation learning model in the implementation of learning and ability to manage learning. This type of research is development research. The resulting product is validated by design experts, linguist, and model expert, Then proceed with individual test, small group and field group test. Model implementation test carried out and then continued with the effectiveness test. This research findings: (1) thematic learning model products integrated based on the stages of creative thinking the result is valid based on expert validation, have a level of practicality and effectiveness on students' creative thinking stage, (2) creative thinking stage students increase with the N-Gain score is 0.50, (3) teacher's ability to manage learning very good with an average score of 3.62, (4) student learning activities during the learning process has increased, (5) student response to the learning process is good.

Prolonged fatigue among elementary and junior high school teachers not only damages their health but also affects the quality of education. The aim of this study was to determine the factors of working conditions associated with prolonged fatigue among teachers at public elementary and junior high schools. We distributed a self-reported, anonymous questionnaire to 3,154 teachers (1,983 in elementary schools, 1,171 in junior high schools) working in public schools in a city in Japan. They were asked to assess 18 aspects of their working conditions using a seven-point Likert scale. Prolonged fatigue was measured using the Japanese version of the checklist individual strength questionnaire. Multiple regression analysis was used to examine the association between working conditions and prolonged fatigue. Gender, age, and school type were introduced as confounders. In all, 2,167 teachers participated in this study. Results showed that qualitative and quantitative workload (time pressure due to heavy workload, interruptions, physically demanding job, extra work at home), communication with colleagues (poor communication, lack of support), and career factors (underestimation of performance by the board of education or supervisors, occupational position not reflecting training, lack of prospects for work, job insecurity) were associated with prolonged fatigue.

This study aimed to determine the relationship between the interactive problems of students and the managing devices of teachers in the classroom in public elementary schools in Sta. Ana District, Division of Davao City. This study used the non-experimental quantitative research design utilizing correlational method. The respondents of this study were composed of 138 teachers in public elementary school using the universal sampling. The data analysis utilized the mean, pearson r and regression analysis. The findings disclosed that the degree of interactive problems among students in the classroom in public elementary schools in terms of family problems, examination stress, financial difficulties and relationship difficulties were high and oftentimes manifested. Moreover, the level of managing devices of teachers in public elementary school in terms of let thy self-talk positively, get active exercises, eat nutritious foods, get adequate sleep, get away at least once a day, interact with kids, book an aromatherapy massage and feel good, learn to say “no”, and be considerate were moderate and sometimes manifested. It was found out that there was a significant relationship between interactive problems among students in the classroom and managing devices of public elementary school teachers. It revealed further that the domains of interactive problems among students in the classroom significantly influence the management of devices in public elementary schools. Based on the findings, the public school teachers should attend on interactive problems and managing devices consultations and trainings from the DepEd for professional growth program. This may provide skillful development for teachers with the goal of building dimensions that thoroughly support education opportunities for learners and learn the content of healthier academic practices.

Basic education is an important element in the development of the quality of human resources in Indonesia. However, the gap between public and private elementary schools (SD) is still the main obstacle in equitable access and quality of education. This difference is reflected in the variation in academic quality, educational facilities, and school management. One of the schemes introduced to address this problem is Performance-Based Financing (PBF), which provides funds based on school performance to improve the quality of education. This study aims to analyze the effectiveness of PBF in improving the quality of basic education and reducing the gap between public and private elementary schools. The main focus of the study is to evaluate the impact of PBF on students' academic quality, educational facilities, and school management. This study uses a quantitative approach with a quasi-experiment design, involving 40 elementary schools in the PBF intervention area, consisting of 20 public elementary schools and 20 private elementary schools. Data was collected through documentation of academic scores, observation of educational facilities, school management questionnaires, and interviews with principals. The results showed that the implementation of PBF increased students' academic scores (public elementary school: +5.8; private elementary schools: +5.5), the quality of educational facilities (improvement scores: +1.1 to +1.2), and the effectiveness of school management. Regression analysis showed a significant influence of PBF on education quality with R² 0.54 and p-value 0.001. The gap in quality between public and private elementary schools decreased from 2.6 points to 0.9 points. These findings suggest that PBF is effective in improving the quality of education, but requires additional policy support for more optimal outcomes.

This study aims to determine; (1) the relationship between professional competence and the performance of elementary school teachers in Kempo District, (2) the relationship between teacher tenure and the performance of elementary school teachers in Kempo District, (3) the relationship between professional competence and teacher tenure and teacher performance in Kempo District. This type of research is correlational, while the data sources are obtained from teachers. The data collection techniques used are questionnaires and documentation. The population in this study were all public elementary school teachers in Kempo District. The sample in this study was taken using the Proportional Random Sampling technique. So, the sample in this study amounted to 32 teachers spread across all public elementary schools in Kempo District. Data management used SPSS version 26. The results of the study showed that (1) professional competence has a significant relationship with the performance of public elementary school teachers in Kempo District. (2) there is no relationship between teacher tenure and the performance of elementary school teachers in Kempo District. (3) There is a significant relationship between professional competence and teacher tenure and the performance of SDN teachers in Kempo District.

A math teacher uses a remedial education intervention to help one student with a counting dyscalculia problem. Dyscalculia is a catchy term for a variety of problems with math that affect learning and performance. The author of this study created this new theory-driven intervention with the aim of identifying primary school teachers using reconnect learning to help students with the potential to experience dyscalculia learn to count and in this case the ability to count to 10 which will be seen to achieve the learning goal. which is desired. the author used a qualitative approach to identify elementary school teachers using reconnective learning to help students with the potential to experience dyscalculia learn to count. Interviews, class observations, and introspective diaries all contributed to the data set. The author conducted the research, which was conducted at a public elementary school in Gresik, East Java, Indonesia, conducted in Grade 1 with a total of 20 students. After initial screening using the Indonesian Dyscalculia instrument. Students with dyscalculia have learning problems in mathematics that are characterized by underlying difficulties with numerical representation and processing. They can have problems with basic arithmetic such as counting and recognizing numbers. Helping students with Dyscalculia succeed in mathematics through early treatment is a promising area of research. A shortage of instructional scaffolding that helps Dyscalculia students organize their learning process while also addressing cognitive deficiencies and arithmetic competency gaps remains. Pseudonym Mrs. Sinta (elementary school math teacher) and Riki (a student potentially at risk of Dyscalculia) are involved in the current investigation. The results showed that the recommended interventions helped students become more proficient in calculations. Since most of the literature on remedial interventions for students with disabilities key significance to education is the focus of this research, an approach that shifts the emphasis from instructional tactics (devices, tools, interactions) to students' cognitive skills, an intervention that shows promise for helping students who are at risk of falling behind. in cognitive numbers. This study provides a solution to the posed question by showing how primary school teacher might use Reconnecting Learning to aid kids at risk for dyscalculia in their pursuit of numeric literacy. Mrs. Sinta (a pseudonym) is an elementary school teacher who employs the Reconnecting Learning paradigm in her own education. Success in learning to count to ten was shown to be one of Reconnecting Learning's intended outcomes.

<p>在2030雙語政策目標與數位科技蓬勃發展的時代，運用數位轉型領導帶來的變革與創新發展，以創造學校在雙語教育上的成效。本研究採質性半結構訪談的方式，來瞭解數位轉型領導在臺中市一所公立小學對於推動雙語教育的影響，研究發現個案學校之具體作為如下：（一）能制定學校雙語教育共同願景，並凝聚推行雙語教育的數位化策略；（二）能運用數位的技術與思維，透過驗證聚焦重要問題專注培育能力，來營造有利的學習環境；（三）以身作則，善用數位轉型領導來釐清並整合學校雙語教育架構及管理組織規模化成長；（四）在分層負責推動雙語教育上，能培養組織成員基本能力與因應變革來建立敏捷式組織；（五）在多層次跨域專業治理下，能達成雙語教育目標以及成效滿意。研究建議教育領導者應發揮影響力，以身作則運用數位轉型推動雙語教育，積極培育相關人才，在推動雙語教育上，才能因應教學現場，啟動領導變革，獲致數位轉型。</p><p>In the era of the 2030 Bilingual Policy and rapid digital technology development, leveraging the transformation and innovation brought by digital transformation leadership can enhance the effectiveness of bilingual education in schools. This study employs a qualitative semi-structured interview method to understand the impact of digital transformation leadership on promoting bilingual education in a public elementary school in Taichung City. The findings reveal the following specific practices of the case school: (1) Establishing a shared vision: the principal effectively set a shared vision for bilingual education, utilizing digital technologies and mindsets to lead its implementation and consolidate digital strategies for promoting bilingual education; (2) Creating a supportive learning environment: by leveraging digital technology and problem-focused validation, the principal fostered an environment conducive to bilingual teaching and learning; (3) Leading by example: the principal demonstrated leadership in clarifying and integrating the school’s bilingual education framework and scaling organizational management, facilitating professional growth in bilingual teaching for current teachers; (4) Fostering organizational agility: through tiered responsibility, the principal cultivated essential skills among organizational members and adapted to changes to establish an agile organization for promoting bilingual education; (5) Achieving goals through cross-domain governance: the principal utilized digital transformation leadership to achieve bilingual education goals and satisfaction through multi-level cross-disciplinary professional governance. Research recommendations that educational leaders should leverage their influence to promote bilingual education through digital transformation. Additionally, actively cultivating relevant talents is essential to respond to teaching challenges, initiate leadership transformation, and achieve successful digital transformation in bilingual education.</p>

While English has been the primary foreign language to learn in junior high schools and high schools in Japan, it was introduced to elementary schools as an ”optional activity” in 2002. According to the Japanese Ministry of Education, ”MEXT,” about 97.1 percent of elementary schools throughout Japan engaged in some kind of ”English activity” with an average of 15.9 hours per year (for 6th graders) in 2007. Although these figures may indicate an increase in interest in teaching English at elementary school level, additional data suggest serious concerns among elementary school teachers. One of the main sources of the concerns is the fact that most English activities are taught by homeroom teachers who do not hold any formal teaching credentials in English. However, the MEXT has announced that English will become a ”mandatory activity,” not an academic subject. in elementary schools in 2011, which may trigger more problematic situations. This paper addresses the issues related to the implementation of elementary school English in Japan from the following perspectives: (1) Role and relevance of English in an Asian context, (2) Importance of coherent education from elementary to tertiary level, (3) Brief history and current status of elementary school English in Japan, (4) Professional competencies for elementary school English: pedagogical competency and English ability. Although English is recognized as the most widely used language of international communication, there has been no consensus of opinion about the purpose and goal of English education at elementary school level yet in Japan. In principle, teacher training and induction will not be offered to elementary homeroom teachers. In addition, the requirements for teachers of elementary school English have not yet been clarified by the MEXT. Main findings of the survey with 600 elementary school teachers, conducted in 2006 and 2007, and suggestions for designing of elementary school curriculum, teaching materials, and teacher education will also be discussed for further research.

This study aims to (1) analyze the effect of professionalism on teacher performance at public elementary schools in Tanjung District, (2) analyze the effect of infrastructure on teacher performance, (3) analyze the effect of professionalism on teacher work motivation, (4) analyze the effect of infrastructure on teacher work motivation, (5) analyze the effect of teacher motivation on teacher performance, (6) analyze the effect of professionalism on teacher performance through work motivation, and (7) analyze the effect of infrastructure on teacher performance through work motivation. This research uses a quantitative approach with questionnaires, observation, and document analysis. Data analysis was conducted using SEM-PLS version 4.0. The study was conducted in public elementary schools in Tanjung District, with a sample of civil servant teachers and government employees under work agreements. The results indicate that infrastructure significantly affects teacher performance, with a t-statistic value of 6.210 (> 1.96) and a p-value of 0.000 (< 0.05). The original sample estimate value is 0.672, which indicates a positive influence of infrastructure (67.2%) on teacher performance. Thus, infrastructure has a significant effect on teacher performance in public elementary schools in Tanjung District

There is a misconception about elementary school geometry material that makes the teacher's scientific attitude in implementing learning in the classroom still not optimal and causes the application of IT transformation to be uneven. This research aims to describe the misconceptions about geometry among elementary school teachers, the scientific attitudes of elementary school teachers in the process of learning geometry, and how elementary school teachers overcome misconceptions and optimize scientific attitudes learned from the role of IT. The subjects of this study were 171 teachers from 18 districts and cities. The research was conducted in a descriptive qualitative form by giving questionnaires about elementary school geometry concepts and teachers' scientific attitudes toward learning, analyzing answers according to criteria, and exploring the relationship between misconceptions and scientific attitudes learned from IT transformation. The results of this study indicate that conceptual errors were found in the research subjects, which included generalization and specialization misconceptions; the teacher's scientific attitude influences the misconceptions experienced; and the role of IT can help calculate and visualize abstract things in learning. The application of IT in the learning process shows good results for overcoming teachers' misconceptions and scientific attitudes, and of course, it can be an option for teachers to be able to apply it with various IT-based learning media that attract students' learning interests.