Basic Education Teachers Research Articles

Analysis of the Influence of Principal Leadership Effectiveness and Work Motivation on Basic Education Teacher Competencies

The competency of teachers is a critical factor in the quality of education, and leadership as well as work motivation play vital roles in enhancing this competency. This research aims to analyze the effectiveness of school principal leadership and work motivation and their influence on the competency of basic education teachers in Pidie Regency. Using a quantitative approach with a correlational research type, the study found that the multiple linear regression equation is Y = -5.743 + 0.636X1 + 0.484X2. The leadership of primary education school principals in Pidie Regency has been effective, significantly influencing the competency of basic education teachers (Y) in Pidie Regency, with a calculated t value of 5.207 and a significance level of 0.000. The work motivation (X2) of basic education teachers in Pidie Regency is high and significantly influences their competency, with a calculated t value of 3.786 and a significance level of 0.000. Simultaneously, the variables of principal leadership effectiveness (X1) and work motivation (X2) significantly affect basic education teacher competency (Y) in Pidie Regency, with a calculated F value of 256.737 and a significance level of 0.000. The correlation coefficient (r) of 0.928 indicates a very strong and unidirectional relationship between the independent and dependent variables. The coefficient of determination (R2) of 0.861 shows that the independent variables collectively contribute 86.1% to the dependent variable, while the remaining 13.9% is influenced by other factors outside this research. This research contributes to the field of education by providing evidence of the significant impact of school principal leadership and teacher work motivation on teacher competency, highlighting the importance of effective leadership and motivation in enhancing educational outcomes.

The Influence of Organizational Climate and Work Motivation on the Performance of Basic Education Teachers

This research aims to determine the influence of organizational climate and work motivation on the performance of basic education teachers in Gugus 04 Indrajaya, Pidie Regency. The time of the research was in March 2024. The research population was 85 people and 41 people were sampled purposively. This research is quantitative research, using survey methods. Data collection techniques through observation, documentation and questionnaires. The data analysis technique uses multiple linear regression analysis. The results of data analysis show that the Organizational Climate variable (X1) partially has a significant effect on Performance (Y). The work motivation variable (X2) partially has a significant effect on performance (Y). The variables organizational climate (X1) and work motivation (X2) simultaneously have a significant effect on the performance (Y) of basic education teachers in Gugus 04 Indrajaya, Pidie Regency with a calculated F value of 54,599 and a sig value of 0.000. The coefficient of determination (R2) obtained a value of 0.742, indicating that the contribution of organizational climate and work motivation variables to teacher performance was 74.2%, while the remaining 25.8% was the contribution of other factors.

The Influence of Evaluation System in Professional Growth on Basic Education Teachers

This research investigates the relationship between the Evaluation System and the Professional Growth of Teachers in Basic Education. The study employed a descriptive correlational research design, utilizing a structured survey questionnaire to comprehensively explore this dynamic interaction. Findings from the Extent of Evaluation System Indicators reveal positive perceptions among teachers regarding Clarity and Transparency, Fairness and Equity, and Relevance and Utility within the Evaluation System. These favorable indicators set the stage for further exploration into their impact on professional growth. The Extent of Professional Growth Indicators underscores a collective commitment to ongoing development and collaboration among teachers, establishing a vibrant culture of continuous improvement. Correlation Analysis demonstrates a significant and positive relationship (R: 0.533, p<0.05) between the Evaluation System and Professional Growth, affirming the pivotal role of the Evaluation System in shaping educators' continuous development. The Multiple Linear Regression Model identifies Clarity and Transparency, Fairness and Equity, and Relevance and Utility as significant predictors, collectively contributing to 39.3 percent of the variances in Professional Growth. These results suggest that a well- crafted and supportive Evaluation System, particularly focusing on these indicators, significantly influences and enhances the Professional Growth of Teachers in Basic Education.

Water as A Transversal Axis of Learning in School Textbooks For Chilean Primary Education Students

Objective: The objective of this study is to investigate the presence of water as a transversal learning axis in the activities of Natural Science textbooks in Chilean Basic Education. Theoretical Framework: The theoretical framework is associated with the 2030 Agenda and the Sustainable Development Goals, the Chilean science curricular bases, as well as the didactic management associated with school textbooks. Method: The mixed method is followed, through content analysis, the elaboration of a priori categories, supported by quantitative elements to describe and interpret the data obtained from the analysis of school textbooks. Results and Discussion: The results obtained revealed the presence of activities, still insufficient, that deal with the topic of water in the texts. The highest frequencies of educational activities are found in the fifth and sixth grades. The skills promoted are intellectual capacities (operations to acquire, recover, solve problems and retain different types of knowledge); on the other hand, the skills that demand a process of practice (mastery of the technique or skill), attitudes and habits, such as ways of acting and behaving, are the least promoted. Research Implications: The implications of the study are referred to the methodology of science teaching in Basic Education and the respective teacher training. Originality/value: The results of the study contribute to filling a gap in the literature related to the teaching of water proposed in school textbooks. With this, guidelines are provided to improve the activities suggested in the textbooks, promoting awareness of water, its reuse and conservation.

Predictors of Growth Mindset among Ghanaian Classroom College of Education Teacher Trainees

The study aimed to examine the important predictors of Ghanaian classroom Diploma in Basic Education teacher trainees' growth mindset toward student learning. Participants included a purposive sample of 328 (177 male and 151 female) second- and third-year teacher trainees in one college of education in the northern part of Ghana. The predictor variables were the type of program, year in program, age, sex, and marital status. The student learning subscale of the Physical Education and Sports Ability Survey (Sofo et al., 2016) served as the main data source. The items were adapted for the classroom setting. Most of the trainees had a growth mindset but with some fixed ideas for student learning (80.18%). Approximately 19.21% of the trainees had a strong growth mindset in student learning. The mean decreased Gini (MDG) values for the year in the program, program type, and marital status (married vs. single) showed that these predictors were important for student learning. A logistic regression analysis showed that type of program, year in program, and marital status were significant predictors of growth mindset for student learning. Trainees in the early childhood program were approximately seven times more likely to have a growth mindset regarding student learning compared to those in the primary education program. Trainees in their third year were approximately 145 times more likely to have a growth mindset regarding student learning compared to trainees in their second year. Single teacher trainees were approximately 213 times more likely to have a growth mindset regarding student learning compared to married teacher trainees. The study provides insights for teacher educators regarding the profiles and factors that promote the development of a growth mindset in teacher education settings in Ghana

Proposal for a Flipped Classroom Program with Massive Open Online Courses to Improve Access to Information and Information Literacy in Primary School Teachers

The objective of this study was to propose a teacher training program based on the flipped classroom model with MOOCs to strengthen access to information and information literacy among primary education teachers in the Lambayeque region of Peru. The non-experimental design was assumed with a quantitative approach and a propositional, descriptive type. A diagnosis was made using a questionnaire given to 917 primary school teachers. It was discovered that nearly all of the items in the questionnaire revealed a deficiency in the ability to navigate, search, and filter information, data, and digital content; the highest percentages were at the Basic level, with the exception of the item expressing information needs in an organized manner, which was at the Advanced C2 level. The lowest percentage was at the Advanced C1 level, and the majority of the lower percentages were at the Advanced level. In addition, there are competency deficiencies in the evaluation of information, data, and digital content of nearly all the items: the highest percentages were at the Basic level, with the exception of the item involving the processing of information, data, and digital content, where 26.4% were at the Intermediate B1 level and just 2.8% managed to be at the highest level, which is Advanced C2. Furthermore, when it came to storage and retrieval of information, data, and digital content competency, all the high percentages were at the Basic level, and all the low percentages were at the highest level, that is, Advanced. These findings helped us to understand that teachers have only a basic knowledge of information literacy and information competency. As a result, it is necessary to advocate for a teacher training program based on the flipped classroom model with MOOCs. This idea was supported by the opinions of five experts, who stated that its implementation would enable primary teachers of Regular Basic Education in the region of Lambayeque (Peru) to develop their access to information and information literacy competency area.

Burnout syndrome, work ability, quality of life and physical activity in teachers during the COVID-19 pandemic in Campo Grande, Brazil.

School performance encompasses several forms of representation, and this has been identified as stressing factors with negative repercussions on teachers' health. In 2020 this scenario was affected by the COVID-19 pandemic, with yet unknown consequences on teachers' health. Our hypothesis is that the disease affected both the quality of life and work ability of teachers. To identify the association between burnout syndrome, work ability, quality of life and physical activity in basic education teachers during the COVID-19 pandemic in the city of Campo Grande, Brazil. Data collection took place from April 2020 to April 2021 through an online form linked to Google Forms. Quality of life was measured using the WHOQOL-bref, Work Ability through Work Ability Index (WAI) and burnout syndrome aspects through MBI-HSS. The association between variables was assessed by Pearson's correlation test with p < 0,05. Teachers self-rated their quality of life positively (good/very good = 55.9%), showed good (43,1%) or very good (27,7%) work ability, and had low emotional fatigue (41.6%), low depersonalization (75.7%) and high personal fulfillment (58.4%). The highest correlations indicate that the greater the emotional fatigue, the lower the WAI (r = - 0.60); and the higher the WAI, the higher the quality of life (all p < 0,05). The associations indicate that those teachers who showed greater emotional fatigue showed less ability to work. In addition, a negative association between emotional fatigue and physical, social and environmental domain of quality of life was also expressed, which may be relevant to the work environment.

The Impact of Mindfulness-based Cognitive Therapy in enhancing Psychological Resilience among basic education teachers in Oman: Longitudinal Study

The current study aimed to investigate the impact of Mindfulness-based cognitive therapy counseling program in enhancing the psychological resilience of basic education teachers in the Dhofar Region, south of the Sultanate of Oman. The experimental study sample consisted of (60) male teachers in cycle two of basic education in Dhofar Governorate with low psychological resilience scores. This sample was randomly divided into two equivalence groups: one experimental group and the other control group. Each group consisted of (30) male teachers. The counseling program was applied for the male teachers in the experimental group rather than the control group to develop psychological resilience with them. The researchers have used the psychological resilience scale (prepared by the researchers) and a counseling program based on mindfulness-based cognitive therapy (prepared by the researchers). The results of the study indicated that there were statistically significant differences at level (0.01) between the mean scores of the experimental and the control group in the post-test on the psychological resilience scale in favor of the experimental group. There are also statistically significant differences at the level of (0.01) between the mean scores of the experimental group in both the pre-test and post-test on the psychological resilience scale in favor of the post-test. This revealed the effectiveness of mindfulness-based cognitive therapy in increasing the level of psychological resilience among male teachers as the scores of teachers rose significantly on the pre-test. In addition, the study has also concluded with finding non-statistically significant differences at the level of (0.05) between the mean scores of the experimental group in both pre-test and follow-up tests on the psychological resilience scale. The results emphasise continuing mindfulness-based cognitive therapy's effectiveness in increasing psychological resilience among male teachers. In the light of the results, it can be recommended by: Organizing workshops and open discussion forums between teachers, as this approach will significantly motivate social relations, reinforce confidence among teachers, and enhance occupational performance.

학교교육 기반 학습장애 및 위험군 학생을 위한 협력적 교육지원 방안 연구

In 2023, the number of students with learning disabilities in Korea showed the lowest percentage among all students with special needs. In this regard, educational researchers and practitioners continue to voice concerns about the professionalism in screening and diagnosing learning disabilities, which is currently depriving early detection and opportunities for educational support of students with or at-risk learning disabilities. Therefore, this study aims to explore collaborative educational support for students with or at-risk learning disabilities in school-based education. A SWOT analysis of the literature and a survey for validation and implementation were conducted among academic, administrative, and field experts in learning disabilities. The results were as follows. First, for the in-class level, professional training for collaborative teaching and increasing the number of teachers were mentioned in the ’co-teaching system’, ‘leading inclusive school’, and 'basic education teachers and supplementary teacher' sections. Second, the need to enhance the expertise of teachers in ’supplementary education’ at the in-school level and the need for individual training about students with or at-risk learning disabilities in ‘parent education’ were mentioned. Third, expanding the expertise of learning coaching teams and learning counselors was mentioned for out-of-school ‘learning clinics’. Fourth, at the system level, it was suggested to improve the identification of students in need of support and the definition of basic education in order to provide appropriate educational support to students with or at-risk learning disabilities. This study has implications in that it explored the current educational support system for students with learning disabilities within the education policy in Korea to overcome the limitations and provide practical support. Furthermore, this study suggested school-based plans for collaborative educational support and a universal educational design.

Art Teaching: Inclusive Factor and Attention to Diversity

&lt;p style="text-align: justify;"&gt;The current research aims to analyze art teaching as an inclusive factor and pays attention to diversity in excluded populations to meet the needs of students in the pandemic context. In regard to methodology, we used the naturalistic paradigm, a qualitative approach, and an inductive method with a phenomenological and hermeneutical design. The data collection techniques we used were semi-structured interviews with teachers of the Regular Basic Education in Peru. The findings show that through the mediation of diverse artistic languages and the implementation of different didactic strategies, it is possible to achieve an interaction free from exclusion barriers, driven by good teaching practices that enable the inclusion and attention to the diversity of students, providing them with opportunities to develop capacities and skills to establish better coexistence. We concluded that art education comprises a lasting learning process that guarantees a healthy environment for peaceful coexistence, which today, inclusive teachers, parents, and students should keep in mind.&lt;/p&gt;

Effect of perceived stress, job satisfaction, and workload on the professional self-efficacy of Peruvian regular basic education teachers

IntroductionThe COVID-19 pandemic has had repercussions on teachers’ beliefs about their efficacy in their profession. In light of this, the aim of this study was to determine the effect of perceived stress, job satisfaction, and workload on professional self-efficacy among Peruvian regular basic education teachers.MethodThis was a cross-sectional explanatory study involving 687 regular basic education teachers (57.6% women) aged between 23 and 55 years (M = 38.15, SD = 8.58), from both private and public institutions across the three regions of Peru (coastal, jungle and highland). The instruments used were the Professional Self-Efficacy Questionnaire (AU-10), the Perceived Stress Scale related to the pandemic (EEP-10), the Affective Job Satisfaction Scale (BIAJS), and the Workload Scale (ECT).ResultsA SEM analysis was conducted, yielding satisfactory goodness-of-fit indices: χ2 = 87.028, p = 0.000, with 11 df, CFI = 0.993, RMSEA = 0.047, and SRMR = 0.021. This confirmed H1, as there is a negative effect of workload on professional self-efficacy (β = −0.11, p = 0.017). Similarly, H2 was confirmed, as there is a positive effect of job satisfaction on professional self-efficacy (β = 0.13, p = 0.003). However, H3 was rejected, as no significant effect of perceived stress on professional self-efficacy was evident (β = −0.02, p = 0.658).ConclusionWorkload and job satisfaction explain the perceived level of self-efficacy among Peruvian regular basic education teachers. However, there is no evidence to suggest that stress affects their sense of efficacy.

THE WRITING PATHS OF REFLECTIVE TEACHERS

This article tried to investigate the contributions of writing reflective diaries for basic education teachers in the microregion of Jacobina under the eyes and sensitive listening in an action of productions authorized or not, in the records and/or signs/notes, in the activities in which referred to the preparation of training diaries (field, memorial, experiences and practices) that were to be characterized in a movement of (re)thinking didactic situations and or intervention projects or professional master's project to be configured in a cycle of reflection and redesign of their wanderings and teaching paths. Therefore, I focused on the data that were collected through questionnaires with open questions with the intention of understanding how teachers perceive themselves in this path of knowledge and experiences constructed and (re)elaborated. The data analysis showed that the students recorded the events in the notebook, demarcating their daily routines and from the perspective of a diary, immediately after the formalization of the knowledge projected in a space in the pedagogical notebook and/or notebook that depended on the school or the public sphere of activity. municipal or state. However, some carried out a detailed description of them without any “privilege” or appreciation of this route. Even so, the act of writing or doodling the praxis went beyond what was initially intended by most teachers/students or “lay” teachers, teachers considered “multipurpose” based on the distribution of the workload. The entire process of writing in class diaries or teaching plans and action plans gave us the opportunity to understand the reflection of a practice observed and aligned in one's own daily practice. It is important to mention that the entire didactic/pedagogical action was configured as a support to memory and enabled an “apparent” distance from lived experiences, allowing for a more dense analysis of these based on the formalization of knowledge in a specific research space. which we call Training Diary. Furthermore, the importance of the Teacher/trainer offering feedback, oral or written, and reflection on the reworking of the instruments used to signal events was highlighted, being systematized in a training agenda with pre-established tracks in the theoretical framework linked to a paradigm of research/action.

Proposal for a methodology for training basic education teachers for digital culture

Proposal for a methodology for training basic education teachers for digital culture

Lesson Honing through Different Approaches: A Meaningful Practice of Teaching Research among Chinese Basic Education Teachers

“Lesson honing through different approaches” (LHDA) is a form of teaching research in Chinese basic education. This article gives a brief overview of this school-based teaching research method and describes general implementation procedures of LHDA using LHDA-based secondary mathematics teaching research as an example. Issues with the execution of LHDA are also discussed.

Digital Divide among Education Teachers in Northeastern College of Santiago City

Information and communication technologies (ICTs) have been revealed as key potential factors for economic growth and social development. The diffusion of ICTs drives access to information and knowledge; the uneven distribution of ICTs within or between societies may result in their having a very uneven impact on economic development and wealth. The digital divide has become an extremely important issue for many international organizations and a major challenge for policymakers and academic researchers. To gain insight into the digital divide among basic education teachers in Northeastern College Santiago City, the researcher a quantitative approach where all the education teachers in Northeastern College Santiago City were the respondents of the study. In gathering the data and information needed for the study, the following instruments are used: questionnaire and structured interview. The researcher used Simple Frequency and Percentage Count and Weighted Mean. Initiatives aimed to equip classrooms and build teacher capability in technology use encounter acceptance, sustainability, and scalability challenges. Among all these issues, the most critical challenge is meeting digital equity among students, teachers, and administrations. For ICTs to empower education, there is a need to launch policies and initiatives that provide students and teachers with equitable access to digital technologies. The first and foremost prerequisite for the exploitation of ICT in education is ensuring adequate ICT access by teachers as well as by students. Keywords: Digital Divide, Information Communication Technologies

Assessment of digital competencies in basic education teachers: A descriptive study

Introduction: Digital competencies are essential for primary education teachers, as they enable them to leverage technological tools to enhance teaching, adapt to the needs of digital students, and prepare them for an increasingly technological world. Objective: To assess the digital competencies of Peruvian basic education teacher. Methods: quantitative, non-experimental, cross-sectional descriptive study was conducted. The sample consisted of 125 teachers who were administered the Teacher Digital Competence Questionnaire, an instrument with adequate metric properties. Results: It was found that 44 % of basic education teachers had a medium level of digital competency, 36,8 % had a high level, and 19,2 % had a low level. Similarly, it was determined that certain sociodemographic variables such as gender and age group were significantly associated with the level of development of teachers' digital competencies (p&lt;0,05). Conclusions: The predominant level of development of digital competencies among basic education teachers is at a medium level. Therefore, it is recommended that educational authorities promote the implementation of workshops on the effective use of digital tools in the classroom, foster the exchange of best practices among teachers, and provide accessible digital resources and tutorials for autonomous learning

Evaluation of the impact of organizational learning on teacher training

Organizational learning is a continuous, adaptive process through which an organization improves its ability to achieve its objectives and goals. In this work, the impact of organizational learning on the performance of teachers in public institutions has been evaluated. It was carried out with a quantitative approach, a descriptive-explanatory, correlational design and a sample made up of 120 basic education teachers. The results revealed that there is a positive correlation between both variables and therefore, institutions must focus on the acquisition of knowledge, skills, perspectives and practices that allow them to face and adapt to changes in their environment, as well as improve their performance. the long of the time. time.

Changes and Development of Teaching Patterns in Basic Education in the Network Era

Against the backdrop of highly developed information technology in the Internet age, the shape of basic education teaching and learning has undergone systemic changes, contributing to the rise of online education and education digitization. Based on the network era's background, this paper first examines the teaching characteristics of basic education in the network era from the three perspectives of teaching time and space, teaching resources, and teaching information, including the learning mode of inter-temporal learning, massive teaching resources, and rapid updating of educational information. Subsequently, the article provides a detailed exposition of the framework for developing the pedagogical model of basic education, examining this process through the integrated lenses of teaching spaces, pedagogical agents, and instructional methodologies. Finally, three strategies for advancing and reforming teaching and learning patterns are proposed: innovation and improvement of the teaching and learning evaluation system, professional development support and training for teachers, and development and sharing of teaching and learning resources. These measures are intended to adapt basic education practices to the needs of the network era and to ensure their adaptation to the rapidly evolving digital environment.

Contribuciones del acompañamiento pedagógico para avanzar hacia la calidad de las prácticas docentes en contextos rurales

Introduction. This original article presents findings from an investigation focusing on accompaniment to schools in rural contexts. Objective. This study aims to analyze the contributions of the pedagogical companion to the teaching practices of educators in rural schools in the Bío Bío region. Methodology. The study employs a qualitative approach and a collective case study design. Semi-structured interviews and documentary analysis were conducted with 19 General Basic Education teachers, aged between 22 and 65 years. Results. The main results reveal that the pedagogical companion plays a guiding role in collaboratively designing lesson plans. In addition, systematic and timely feedback, both oral and written, strengthens the higher-order thinking skills of the teachers being accompanied. Furthermore, pedagogical accompaniment fosters the innovation of teaching practices through peer collaboration, based on dialogue and reflection. Indeed, reflective practice is of vital importance in the training of teachers with critical thinking skills, thus benefiting professional development, which is reflected in the reformulation of teaching practice, oriented towards situated teaching and learning. The systematic pedagogical accompaniment develops the capacity for pedagogical leadership in the accompanied teachers. Conclusions. Pedagogical accompaniment is a key process in improving teaching practices and strengthening the professional performance of the teachers being tutored. This has a significant impact on student training and the generation of social transformations in rural education and in other educational contexts. In this sense, continuous self-improvement is recommended for teachers to meet the demands of contemporary society.

The effectiveness of the Sirius School for high school teachers

The Sirius School for High School Teachers (ESPEM) is an in-service program for high school science teachers. It is held at the National Center for Research in Energy and Materials in Campinas, in partnership with the Brazilian Society of Physics. The program aims to enhance the skills of science teachers in high schools, facilitate the exchange of knowledge between teachers from all over Brazil, and produce updated teaching materials that promote Brazilian science and technology. To investigate how ESPEM contributes to the training of basic education teachers, and to assess the effectiveness of the program, we employed various data collection methodologies in a qualitative research study. Our objectives were: i) to identify the expectations of the participating teachers, ii) to evaluate the products generated during the program, and iii) to measure the achievement of the main goals of ESPEM. To achieve these objectives, we analyzed the letters of intent submitted by the selected participants before the program began. During the program, we conducted participant observation. After the program, we conducted semi-structured individual interviews, and a focus group, and distributed questionnaires to the participants.