Analysis of Teacher Empowerment and Professional Practices on Individual Innovation with Self Efficacy as an Intervening Variable

This study aimed to determine the significant relationship between total quality management (TQM) practices and managerial capabilities of school administrators and the performance of public junior high school teachers in the Division of the Island Garden City of Samal. Universal sampling was used, which included ten (10) school administrators and 240 public junior high school teachers. Through non-experimental quantitative descriptive-correlational research technique, validated questionnaire, frequency and percentage, mean, Pearson-Product Moment Correlation Coefficient (Pearson-r), results showed that 50% of the school administrators have Master’s Degree units and 1 to 5 years of experience as school administrators. Most school administrators have attended 11 to 15 seminars and trainings. It was found that school administrators' total quality management practices and managerial capabilities were very high or always manifested. It was also shown that the performance of public junior high school teachers was outstanding. There was a significant relationship between school administrators' TQM practices, managerial capabilities, and teachers' performance. This implies that when school administrators employ effective total quality management practices and demonstrate strong managerial capabilities, it positively impacts teachers' teaching performance. Accordingly, teamwork and community building have the highest influences on teaching performance. It was recommended that a management plan should be proposed and implemented.

to improving the quality of education. One of the main factors is optimal teacher performance in achieving student learning outcomes. This study aims to analyze the effect of the principal's managerial competence, academic supervision, and education level on the performance of public junior high school teachers in Kuala Kampar District. This study used a descriptive quantitative approach with a population of all public junior high school teachers in Kuala Kampar District, Riau Province, totaling 78 people. The saturated sample method was applied, so that the entire population was used as a research sample. Data collection was done through a questionnaire (survey), and data analysis using descriptive analysis techniques and multiple linear regression. The results showed that: (1) principals' managerial competence has a positive and significant effect on teacher performance, (2) academic supervision has a positive and significant effect on teacher performance, (3) teachers' education level has a positive and significant effect on teacher performance, and (4) simultaneously, the three independent variables have a positive and significant effect on teacher performance with the regression equation Y = 2.672 + 0.832X₁ + 0.618X₂ + 0.713X₃. The constant value of 2.672 indicates that if all independent variables are zero, then teacher performance is still worth 2.672. The regression coefficients indicate that each one-unit increase in principals' managerial competence, academic supervision, and education level will increase teacher performance by 0.832; 0.618; and 0.713 respectively, assuming other variables remain constant. This finding confirms that efforts to improve teacher performance need to consider improving principals' managerial competence, the effectiveness of academic supervision, and improving teachers' education levels. Thus, the results of this study can serve as a reference for stakeholders in designing more effective policies to improve the quality of education.

Future thinking skills can significantly enhance curriculum coherence among teachers by fostering a proactive and strategic approach to curriculum planning and implementation. This study aimed to determine the significant relationship between future thinking skills and curriculum coherence among public junior high school teachers in Mati Central District, Division of Mati City. A descriptive-correlational research design was utilized, involving a sample of 171 teachers from public Junior High school teachers in Mati Central District, Division of Mati City. Standardized questionnaires were administered through face-to-face surveys to gather the data. The mean, standard deviation (SD), Pearson product-moment correlation, and multiple linear regression analyses were used to analyze the data collected. The findings revealed that future thinking skills and curriculum coherence were both at very extensive levels. Correlation analysis indicated a significant relationship between future thinking skills and curriculum coherence. Moreover, the study identified that the domains of future thinking skills, such as pessimistic future thinking, repetitive thinking about future goals, and positive indulging about the future, significantly influenced curriculum coherence. It is recommended that school administrators foster future thinking among teachers through professional development programs focused on enhancing their skills in anticipating and planning for future scenarios. By promoting future thinking and aligning it with curriculum coherence, educators will be better prepared to design curricula that are adaptable, relevant, and responsive to the needs of future generations. This approach can contribute to improving the overall educational experience and outcomes for students. Future researchers could further explore the impact of future-oriented teacher development on student outcomes and curriculum innovation, helping to deepen our understanding of how forward-thinking approaches in education can shape long-term academic success.

This study used a quantitative-descriptive research design to assess financial literacy and financial health among public junior high school teachers in District VI, Division of Quezon City. A validated questionnaire was used as the primary research instrument, and data were collected from 241 randomly selected respondents. The research addressed the existing data gap regarding public-school teachers’ financial health. Findings revealed that respondents generally demonstrated a high level of financial literacy, with an overall mean score of 4.02. Specifically, scores were 4.24 for financial knowledge, 4.15 for financial behavior and financial attitude, 4.04 for budgeting and tax planning, 4.06 for managing liquidity, 3.86 for investment, and 3.75 for retirement planning, the lowest among the categories. Notable gaps emerged in financing major purchases and balancing savings with borrowing. The financial health of the respondents was categorized as "Financially Coping," with an overall mean score of 61.2. This included 63.17 for spending, 51.87 for saving, 72.40 for borrowing, and 60.22 for financial planning. Many teachers reported challenges in maintaining financial reserves and showed concern about their capacity for long-term savings. Statistical analysis revealed significant differences in financial literacy based on sex, age, number of children, income level, educational attainment, teaching position, years of teaching experience, and area of specialization. Similarly, significant differences in financial health were observed for sex, age, civil status, number of children, education, teaching position, years of experience, and specialization. These findings underscore the role of demographic factors in influencing financial outcomes. It also emphasized the importance of developing a targeted financial literacy and financial health training program to address the specific needs of public-school teachers.

The focus of this research is to know and analyze the influence of infrastructure management on teacher performance, school climate influence on teacher performance and the influence of school facilities and school infrastructure management simultaneously on the performance of public junior high school teachers in Jatibarang Subdistrict, Indramayu Regency. Research design using casuality study. Data collection techniques by distributing questionnaires to 60 public junior high school teachers at the Subdistrict Jatibarang Indramayu Regency. The results showed that: (1) The management of facilities and infrastructure had a strong influence on teacher performance, from the correlation coefficient analysis obtained r value = 0.436, meaning that there is a correlation that is moderate. (2) School climate has a moderate effect on teacher performance, from correlation coefficient analysis obtained r value = 0,493, meaning that there is correlation which is moderate. (3) The management of infrastructure and work facilities simultaneously has a strong effect on the performance of teachers at public junior high school in Jatibarang Subdistrict, Indramayu Regency. The authors suggest, that: (1) In order to maintain the performance of teachers, even further to improve teacher performance to a better direction again. Consideration should be given to maintaining the comfort of school climate through improving interpersonal relationships, system changes and the physical environment surrounding schools. (2) In order to improve the performance of teachers can be done through the provision of learning infrastructure facilities through the management of learning tools. Maintain the availability of teaching aids and teaching media as well as regular monitoring so that the existence and adequacy of learning equipment is more secure.

This study aims to analyze the influence of principal’s leadership and infrastructure on the performance of public junior high school teachers in Suak Tapeh District, Banyuasin Regency. This study is motivated by the condition of teachers’ performance that still needs to be improved, as seen from low professionalism, teaching motivation, and limited facilities that support the learning process. While previous studies have focused more on motivation, academic supervision, or teacher competence, this study fills the gap in research by simultaneously examining the influence of principal’s leadership and infrastructure in public schools in rural areas. The approach used is quantitative with an ex post facto method on all 105 public junior high school teachers in Suak Tapeh District and used as a saturated sample. Data were collected through a Likert scale questionnaire that has been tested for validity and reliability, as well as documentation. Data analysis was conducted using simple and multiple linear regression using SPSS version 26. The results showed that principal’s leadership has a positive and significant effect of 29.6% on teachers’ performance, while infrastructure has an effect of 31.7%. Simultaneously, these two variables have an effect of 37.8%. These findings confirm that effective leadership and adequate school facilities play a crucial role in improving teachers’ performance. The novelty of this study lies in combining these two variables in the context of secondary schools in rural Banyuasin.

Public school teachers in the Philippines play a pivotal role in shaping the nation's future by imparting knowledge and nurturing young minds. However, despite their dedication and commitment, most of them face significant financial hardships, struggling to make ends meet while fulfilling their vital educational responsibilities. Thus, this qualitative phenomenological paper explored the lived experience of financially struggling public-school teachers, gaining an in-depth understanding of their financial realities. The data were gathered from the five (5) participants who were chosen using a purposeful sampling technique and determined using the following inclusion criteria: teachers earning an allowable minimum net pay of five thousand pesos (Php 5,000); engaging in secondary income-generating activities; at least 5 years in the service; and with family dependents. The data were collected utilizing the in-depth, semi-structured interview. Employing a thematic analysis by Moustakas, six (6) major themes emerged that highlighted the financial realities experienced by public junior high school teachers, namely: (1) Financial Struggles and Insufficient Support Systems; (2) The Dual Roles of Educators as Teachers and Earners; (3) The Toll of Financial Stress on Teachers' Well-being and Professional Performance; (4) Debt Trap: The Continuous Cycle of Borrowing and Repayment; (5) Financial Pressures and Sacrifices of Family Obligations; and (6) Boosting Teacher Financial Wellness: Strategies for Stability and Support. Hence, these findings underscore the urgent need for systemic reforms and financial literacy education, offering valuable insights for policymakers to enhance support for educators and improve the quality of education.

Designed with qualitative-transcendental phenomenology, this study aimed at understanding the lived experience in the School Learning Action Cell (SLAC), a K to 12 Basic Education Program School-Based Continuing Professional Development Strategy for the Improvement of Teaching and Learning for a Responsible Management Education of selected public junior high school teachers in the division of Santa Rosa City, Laguna, Philippines. The researchers utilized the framework of Moustakas (1994) which consisted of bracketing, horizonalization, theme clustering, textural description, structural description, and essence. The verbatim transcriptions revealed sixteen (16) themes. An in-depth investigation of teachers' lived experiences addressed two specific issues: their experiences in the SLAC and their responses to challenges and demands to improve their performance as teachers. Among the lived experience that surfaced included teacher empowerment through collaboration, transforming impediments into strengths, an instrument for competency enhancement, and the essence of project management. The participating teachers face the challenges and demands of the SLAC through the necessity of monitoring and evaluation, viewing challenges as triggers of change, determination fuels pedagogical enrichment, and commitment as a moral imperative. The findings indicate that collaboration among teachers is critical in executing the SLAC for Responsible Management Education. To reach and actualize the school's goals, teachers should be imbued with dedication, a sustained grasp of policy/program principles, character strength, community participation, and innovation. It requires greater commitment and leadership from teachers as well as school administrators and managers.

The purpose of this study was to determine the effect of the principal's instructional leadershipon the teaching performance of public junior high school teachers in Padang PariamanRegency. The population in this study was the population in this study were all public juniorhigh school teachers in Padang Pariaman Regency totaling 1,187 with a research sample of 69people taken based on Cluster Sampling techniques and Stratified Proportional RandomSampling.The data analysis technique used simple linear regression analysis using the SPSSversion 29 program. The results showed that there was a positive and significant influence ofthe principal's instructional leadership on teacher teaching performance from the regressionequation Y = 92, 967 + 0.542X, so that the principal's instructional leadership variablepartially had a significant effect on teacher teaching performance by 28.5% and 71.5% wasinfluenced by other factors.

This study aims to evaluate the sufficiency of visual cues in English modules and examine the adaptation practices of public junior high school teachers in utilizing these modules. Employing a descriptive-correlational research design, the study analyzed the relationship between the sufficiency of visual cues and the extent of teachers’ adaptation practices. Data were collected using a researcher-constructed survey instrument, validated and tested for reliability, and distributed to 70 junior high school English teachers in Tanauan City through an online platform. Statistical analyses, including mean, standard deviation, and Pearson Product-Moment Correlation, were employed to interpret the data. The findings revealed that visual cues in English modules were perceived as moderately sufficient, with teachers demonstrating a moderate extent of adaptation practices. A positive correlation was identified between the sufficiency of visual cues and the extent of adaptation practices which emphasizes their interconnected role in fostering effective teaching strategies. These results highlight the potential of well-designed visual cues and adaptive practices to enhance critical thinking and creativity among students by supporting more effective and inclusive learning experiences in diverse educational settings. This study calls for the implementation of professional development programs to enhance teachers’ competencies in adapting and integrating diverse, culturally responsive visual elements into their instructional practices to foster deeper student engagement and more meaningful learning outcomes.

A limited number of studies have assessed the relation between individual innovativeness and leadership self-efficacy among the teacher candidates. This research investigated the mediating effects of Self-Regulation Approach, to determine the direct and indirect relationships between teacher candidates' individual innovativeness and leadership self-efficacy. Participants (between 17 and 24 years old) at a university (N=350) participated in this study, 68.9% (241) of the participants were female, 31.1% (109) were male. The correlational survey model was used. Instrument of the study was comprised of four sections: (i) Personal Information Form containing demographic variables, (ii) Individual Innovativeness Scale (IIS), (iii) Leadership Self-Efficacy Scale (LSES) and (iv) Self-Assessment Approach Scale (SAAS). The results show that regression analysis was used to test the hypotheses, and leadership self-efficacy scale was defined as dependent, individual innovativeness as independent, self-assessment approach as mediator, and gender and grade level as control variables.

The use of Chat GPT in the classroom has been receiving widespread attention, but research on its impact on the role transformation of middle school teachers is still lacking. This paper analyses the challenges that the application of Chat GPT poses to teachers and classroom teaching in Chinese public junior high schools. The analysis concludes that the application of Chat GPT will challenge the teacher's subject position as a single lecturer, the traditional knowledge system, and the classroom teaching model. Students' information literacy will also affect the consequences of the use of Chat GPT in the classroom. Based on these findings, this paper proposes the following suggestions: teachers should be transformed from traditional single-classroom instructors, skilled laborers, and professional knowledge transmitters into leaders of human-computer collaborative teaching, explorers of innovative classrooms, and leaders of information literacy. In this way, teachers in public junior high schools could find themselves still important to students in the classroom.

Long working hours may impact human health. In Japan, teachers tend to work long hours. From 2002 to 2012, the number of leaves of absence due to diseases other than mental disorders, or mental disorders among public school teachers increased by 1.3 times (from 2,616 to 3,381), or 1.8 times (from 2,687 to 4,960), respectively. The present study aimed to investigate the association between long working hours and sleep problems among public school teachers. This cross-sectional study was conducted from mid-July to September 2013 in Hokkaido Prefecture, Japan. Questionnaires were distributed to 1,245 teachers in public junior high schools. Information about basic characteristics including working hours, and responses to the Pittsburgh Sleep Quality Index were collected anonymously. Multiple logistic regression analysis was used to calculate odds ratios (ORs) for the association between long working hours and sleep problems separately by sex. The response rate was 44.8% (n=558). After excluding ineligible responses, the final sample comprised 515 teachers (335 males and 180 females). Sleep problems was identified in 41.5% of males and 44.4% of females. Our results showed a significantly increased risk of sleep problems in males working >60 hours per week (OR 2.05 [95% CI 1.01-4.30]) compared with those working ≤40 hours per week. No significant association was found in females. There is a significant association between long working hours and sleep problems in male teachers. Reducing working hours may contribute to a reduction in sleep problems.

Teacher Certification is an important program in improving the quality and qulity of National Education. Implementation in the key to the success of a program. Failure to implement the program means failure to achieve the objektives of the program.The focus of this study is to analyze the implementation of teacher certification policies at SMP Negeri Payakumbuh using interactive factors according to George C. Edward III’s ideas, namely communication, resources, disposition and bureaucratic structure thet play a role in policy implementation. The role of these four factors is very meaningful for policy implementation.This study uses a qualitative method through descriptive analysis with a case study model. The research subjects were Payakumbuh City Education Office employees, public junior high school principals, Payakumbuh public junior high school teachers. Data collection reachniques used are interviews and documentation.The result of this study indicate thet the implementation of teacher certification policies at SMP Negeri Payakumbuh has fulfilled four elements. Based on the role of the four elements thet determine the success of policy implementation, each element can be fulfilled even though it is not perfct. There are still many shortcomings in the elements of communication and bureaucratic structure. The delivery of the message makes the teacher confused about the actual program. Inconsistent SOPs, which change every year, make it difficult for teachers to adapt to the ever-new rules. The imperfecttions of the four elements did not hinder the process of implementing the policy for teacher certification at State Junior High Schools in Payakumbuh City.Interactive dialogue and discussion are alternative solusions that need to be considered. The ambiguity of the massage can be overcome by asking directly to the resource persons who master the material about teacher certification. And for the SOPs that are always changing, the regional (Payakumbuh City Education Office) should be able to convey the complaints and aspirations of teachers who are confused about the rule to the Provincial and Central Office because usually it is the policy maker who maka the SOPs so thet the policy can be implemented.

Digital literacy has become a crucial competence for teachers to ensure the quality of education in the digital era. This study examines the influence of principal leadership, work culture, and work motivation on the digital literacy of teachers in public junior high schools in Boja District. A quantitative approach with a correlational design was employed, involving 105 teachers selected through proportional random sampling. Data were collected using a validated and reliable questionnaire and analyzed through regression techniques after meeting prerequisite statistical tests. The results indicate that principal leadership, work culture, and work motivation each have a significant effect on teachers’ digital literacy, contributing 56.4%, 51.3%, and 49.8% respectively. When tested simultaneously, these three factors explain 71% of the variance in digital literacy, underscoring the importance of a comprehensive approach to strengthening teachers’ digital competencies. The findings suggest several practical implications. Transformational school leadership, innovation-oriented work culture, and motivational support through recognition and professional development are essential in fostering digital literacy. Schools with limited resources may adopt community-based training, while better-equipped schools can expand the integration of digital technologies into learning. This study contributes empirical evidence on the relationship between leadership, culture, and motivation in developing teachers’ digital competencies. Future research is recommended to investigate additional factors such as infrastructure, policy, and professional learning communities using experimental or longitudinal designs to assess the effectiveness of interventions.