Sentences with phrase «cent of teachers felt»

The recent Learning Away survey found that 67 per cent of teachers felt that they lacked support when it came to planning a school trip.

It also revealed that 61 per cent of teachers felt that parents needed to be more involved in this part of their children's education and 21 per cent of teachers felt that parents do not take enough responsibility for the RSE aspect of their child's development.

In a survey on LOtC in 2010 (NFER Teacher Voice), 87 per cent of teachers felt it was important to give children experiences beyond the classroom.

A survey commissioned by TES and YouGov, has revealed that 81 per cent of teachers feel that the teaching profession is under - valued by the wider society, indicating how low the levels of morale have dropped.

It reveals that 83 per cent of teachers feel that Year 6 Sats have a detrimental effect on pupils» mental health — and that 54 per cent feel the same about tests taken by Year 2 pupils.

According to a survey conducted by RIBA, more than 90 per cent of teachers feel that school design is important, but nearly half were concerned that their schools were too small and one in five had considered quitting because of the condition of school buildings.

With research revealing that sixty - seven per cent of teachers feel that they can't effectively teach coding to children aged between eight and fifteen, Education Business looks at what help and support is out there from the technology industry

They say 80 per cent of teachers feel the school's focus on academic attainment is hindering the development of students» characters.

Not exact matches

Currently, young people must apply for university places using grades predicted by their teachers, but in 55 per cent of cases these are wrong, leaving many students without anywhere to go, or feeling that they should have applied for a better university.

Importantly, 71 per cent of students felt that their teachers better understood their learning habits and knew their teachers better, whilst 70 per cent reported getting on better with their peers.

Confidence and well - being The improvement of social skills following a successful school trip is dramatic; Learning Away's recent survey of UK schools found that 87 per cent of students felt more confident trying new things, whilst 60 per cent of teachers noticed increased confidence, resilience and well - being.

In the ASG survey, 84 per cent of parents said they felt their child's school values their involvement in their child's learning and 83 per cent attend parent - teacher interviews and consultations.

The survey of 1,700 teachers shows that 97 per cent now feel overworked because of changes to primary assessment and 60 per cent do not feel supported enough by their senior management.

Over 95 per cent of CAS Master Teachers feel proud to be in the role, and last Autumn the Network of Excellence delivered over 14,200 teacher hours of CPD to over 4,100 tTeachers feel proud to be in the role, and last Autumn the Network of Excellence delivered over 14,200 teacher hours of CPD to over 4,100 teachersteachers.

Key findings from the evaluation show that 70 per cent of Key Stage 2 students felt they knew their teachers better and 71 per cent felt they got on better with their peers as a result of their residential experiences.

In the post-intervention survey, 100 per cent of teachers reported that they feel confident using a PBL approach — up from 30 per cent in the pre-intervention teacher survey.

A survey of teachers demonstrated that 70 per cent felt only somewhat confident in teaching through PBL.

More than 80 per cent of secondary students felt that the residential had helped improve their relationships with their peers and teachers.

Across all subject domains, 7.4 per cent of Australian teachers report feeling «not at all prepared» or «somewhat prepared» with respect to subject content, and 9.4 per cent report feeling «underprepared».

Research carried out for IT consultancy BJSS shows that two - thirds of teachers feel they can not effectively teach coding to those aged eight to 15, and 83 per cent of teachers thought it was important for the Department for Education (DfE) to provide better training.

A recent survey in Scotland, conducted by RoSPA and the Children's Parliament with more than 200 nine to 11 year olds, found that 92 per cent of those asked felt teachers should play a role in their safety education.

More than 46 per cent of pupils also said they revise for five or more hours every week, and one - fifth of students said they don't feel supported by teachers.

Seventy - one per cent want a closer relationship with teachers compared to 62 % of secondary school parents, and two thirds (66 %) feel their child would benefit from them being more involved.

In nearly half of cases (45 per cent, even when abuse is reported, no follow - up action is taken in, with one in three teachers (38 per cent) feeling it is necessary to stop using personal social media accounts over potential privacy and abuse concerns.

«It is worrying that this year more support staff feel the work they do when acting as a cover supervisor is identical to that done by supply teachers, with an increase of 14 per cent.

According to a poll of members of the Association of Teachers and Lecturers (ATL), 17 per cent of the 235 who responded about hate crime specifically said they feel there has been an increase in hate crime or speech in the last year.

The NASUWT teaching union found that more than one third of teachers surveyed felt that their school building was not fit for teaching, with 40 per cent stating that their buildings were not good for pupils.

Sixty per cent did not believe teachers had an understanding of the labour market, while 63 per cent felt schools did not understand the skills that employees are looking for.

Almost all of primary school leaders (97 per cent) felt people underestimate the level of mental health problems with pupils and 95 per cent said they feel that their teachers already go «above and beyond» to support the pupils.

Research carried out by the Association of Teachers and Lecturers (ATL), shows that out of nearly 1,000 support staff quizzed, 78 per cent feel that the work they do is similar to the work done by supply staff.

Sixty - three per cent of surveyed teachers felt too overwhelmed with their current workload in relation to the extra coursework they have to teach for RSE and other life skills and 67 per cent stated that they don't receive enough support from the Department for Education to teach appropriate RSE.

88 per cent of teachers said they recognise that PE is as important as other topics, but 25 per cent said they did not feel qualified to teach it and 53 per cent responded by saying they would welcome more opportunities for professional development in the subject.

Understanding between teachers, students and their peers also benefit, with 71 per cent of students reporting that they felt that their teachers better understood their learning habits, whilst 70 per cent felt that they were getting on better with their peers following the trip.

According to the Teacher Voice survey of 2,088 senior leaders and 1,643 teachers over June and July, just 40 per cent of respondents felt confident in teaching the new curriculum for computing, with 51 per cent in languages.

Our annual «Impact of New Technologies» survey into the views of English Maintained Schools on a range of new technologies used by teachers and students carried out in conjunction with the National Education Research Panel (NERP) shows that an increasing majority of schools (56 per cent primary, 65 per cent secondary schools) feel they are now definitely unable, or unlikely to be able, to maintain planned new technologies investments for 2011/12.

Learning Away's recent survey of UK schools found that as a result of going on a school trip, 87 per cent of students felt more confident trying new things, whilst 60 per cent of teachers noticed increased confidence, resilience and wellbeing in their students.

Most concerning, 42 per cent of the teachers surveyed responded that they felt less able to do their job well as a result of their worries and 27 per cent felt distracted at work.

According to a survey carried out by the union, 65 per cent of supply teachers feel that they are not paid at a level that recognised their experience.

When asked to explain why they felt they were unable to move up in their career, female teachers cited a number of reasons, including: a lack of confidence (23 per cent); employer attitudes (21 per cent); and a fear of how they will be perceived by senior management and colleagues (13 per cent).

In long term follow up at Key Stage 2, for example, 79 per cent of children felt that they knew their teachers better, and 71 per cent claimed that they had better relationships with their peers as a result of the residential.

Earlier this week a poll of more than 1,600 teachers by the National Education Union and UK Feminista — a prominent feminist activist group — revealed that 27 per cent of secondary teachers would not feel confident tackling a sexist incident at school.

A poll of more than 1,600 teachers by the National Education Union (NEU) and UK Feminista — a prominent feminist activist group — found that 27 per cent of secondary teachers would not feel confident tackling a sexist incident at school.

The survey, for the National Union of Teachers (NUT) by race equality think tank Runnymede Trust, found a third (32 per cent) of male and 27 per cent of female teachers did not feel staff were comfortable talking about race orTeachers (NUT) by race equality think tank Runnymede Trust, found a third (32 per cent) of male and 27 per cent of female teachers did not feel staff were comfortable talking about race orteachers did not feel staff were comfortable talking about race or sexism.

Its data revealed that just nine per cent of secondary teachers feel key stage 2 test scores accurately reflected their pupils» academic standards.

Over 79 per cent of teachers reported feeling confident that students will be able to develop healthier relationships with other children when they commence primary school.