Little Steps at Improving Preschool Teachers Practices through Counseling Skills in Qatar

Al-Thani, Aisha; Nasser, Ramzi

doi:10.5539/ies.v5n5p163

Cited by 3 publications

(4 citation statements)

References 13 publications

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“…Organizational change may affect teachers' well-being and cause stress and reduced work satisfaction due to the increased workload and changed goals (Arvidsson et al, 2016;Chaaban & Du, 2017). In Qatar, teachers are under pressure and feeling unsure of how to meet the goals of the curriculum and the national professional standards for teachers (Al-Thani & Nasser, 2012). Other factors identified by teachers in a change process such as lack of resources and collaboration among teachers, rigid administrative practices (Chaaban & Du, 2017;Du, Chaaban & ALMabrd, 2019) may also add to their stress.…”

Section: Discussionmentioning

confidence: 99%

“…Concerning burnout in the context of Qatar's primary schools, with the extensive efforts by Qatar's leaders including changing the structure of the primary schools, establishing the curriculum standards and providing very high-quality school buildings and facilities, the role of teachers is critical to the successful implementation of education reform (Al-Emadi et al, 2014;Chaaban & Du, 2017). Concerns were raised that primary teachers in Qatar were over exhausted because of the increased workload and changing goals of the educational reform (Al-Thani & Nasser, 2012). However, little is known about the teachers' current situation, and thus, it is important to investigate primary teachers' well-being.…”

Section: Introductionmentioning

confidence: 99%

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Burnout of Primary Teachers in Qatar Government Schools during an Era of Educational Reform

Alloh

Hasan

et al. 2019

IJLTER

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This study examined the burnout levels of a broad crosssectional sample of primary school teachers (n=1657) from Qatar within the three domains of the burnout syndrome: Emotional Exhaustion (EE), Depersonalization (DP), and Personal Accomplishment (PA). Statistical analysis results indicated high levels of burnout reported by the participants (52.2%) within the core dimension of burnout -Emotional Exhaustion (EE) dimension, indicating a high level of emotional overextension and exhaustion. Relatively low levels of burnout in the Depersonalization (DP) and Personal Accomplishment (PA) dimensions were identified. Geographical data analysis discovered significant differences among primary teachers' burnout level and nationality, gender, educational levels, and years of teaching experience in one or more dimensions. Nevertheless, there were no significant differences reported with teachers' educational level in any of the burnout dimensions. The results of the study provide implications for teachers' well-being and professional development in Qatar.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Burnout of Primary Teachers in Qatar Government Schools during an Era of Educational Reform

Alloh

Hasan

et al. 2019

IJLTER

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“…d) Teacher pressure A school's administration plays a crucial role in determining the school's culture and, by extension, the way in which preschool teachers experience their work (Ambotang & Hashim, 2010;Puteh & Ali, 2013). However, the quality of the relationship that preschool teachers have with their administrator can vary (Al-Thani, & Nasser, 2012). The 'best administrators' are those who establish and maintain a positive school atmosphere and who are open, consistent and predictable in relating to teachers.…”

Section: C) Teachers' Attitudes and Beliefsmentioning

confidence: 99%

Teacher-level and context-level barriers to using English as a medium of instruction: A systematic review

Loy¹,

Wahab²

2020

JRPPTTE

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A systematic review of literature regarding the factors that hinders or challenges preschool teachers’ use of the English language in formal preschool classrooms was undertaken initially in order to summarize the findings of research between 1991 and 2016. Research suggested that various important teacher and context level barriers were barriers. Large number of literature reported preschools teachers’ lack of confidence in using the language as the prevalent barrier, followed by lower than expected proficiency level. The literature alluded to an association between these two teacher barriers. Other teacher context included inability to differentiate instruction to meet the needs of all learners when English was solely used, deficient attitudes and beliefs about the importance of the language thus creating an inherent resistance to use the language in the classroom, and stress related workplace due to overzealous administrators. Context level barriers included time constraints, classroom environment (example, lack of access to resources, large classroom sizes, and lack of parental encouragement towards the use of English), and lack of administrative support.

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“…One essential goal of Qatar's educational reforms is to improve teaching quality to ultimately develop student achievement (Al-Thani & Nasser, 2012). Since all schools aim to offer quality education, it is essential to investigate personal teaching efficacy regarding emergency online teaching (EOT).…”

Section: Introductionmentioning

confidence: 99%

Teachers’ Self-Efficacy and Online Teaching during COVID-19 Pandemic in Qatari Governmental Schools

Allouh¹,

Qadhi²,

Hasan³

et al. 2021

IJLTER

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This study investigated primary school teachers’ self-efficacy beliefs regarding online teaching during the Covid-19 pandemic and whether it determines any significant differences in self-efficacy levels based on different demographic data. A quantitative and qualitative survey method was employed. The data was collected from primary school teachers in Qatar public schools using a web-based survey that assessed self-efficacy in three areas: Students Engagement, Classroom Management, and Instructional Strategies. Four open-ended questions were included in determining the challenges faced by teachers, coping strategies, and the support needed and received. A total of 514 teachers voluntarily completed the survey. The results showed that elementary school teachers actively reported self-efficacy beliefs in online teaching. T-test and ANOVA analysis revealed significant differences between primary school teachers’ self-efficacy and years of experience in the three fields. However, no significant differences were found between self-efficacy, gender, and age in the area. Results indicated that the more years of experience teachers have, the more self-efficacy they perceive. The open-ended questions’ results showed that unmotivated students were the most frustrating challenge primary teachers faced in online teaching. Therefore, contacting parents was highly prioritized by teachers for coping with this challenge. Besides, professional training was the main support received, but more practical and interactive workshops are still needed. This research can provide educators with insights on implementing technology effectively in their online classrooms and adapting to challenging times to achieve a smooth and effective learning process.

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Little Steps at Improving Preschool Teachers Practices through Counseling Skills in Qatar

Cited by 3 publications

References 13 publications

Burnout of Primary Teachers in Qatar Government Schools during an Era of Educational Reform

Burnout of Primary Teachers in Qatar Government Schools during an Era of Educational Reform

Teacher-level and context-level barriers to using English as a medium of instruction: A systematic review

Teachers’ Self-Efficacy and Online Teaching during COVID-19 Pandemic in Qatari Governmental Schools

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