Basic Teachers Research Articles

Research Engagement, Attitudes and Competencies: Basis For Teachers’ Research Development Plan

The study aimed to determine the relationship among research engagement, attitudes, and competencies of teacher-researchers in the Schools Division of Batangas City. The study employed descriptive research using the quantitative method. The subjects of the study were the 315 teacher-researchers of the said division, who were chosen through the use of convenient sampling. The data were gathered through an adopted questionnaire and was treated using percentage, frequency, ranking, weighted mean, Anova, and Pearson’s test. The findings of the study revealed that the majority of the respondents were female, 31–35 years of age, masters’ degree holders, in the service for 6–10 years, and were teachers III. The respondents were engaged physically, cognitively, and emotionally in the research. Moreover, usefulness of research to their profession was rated strongly agreeable. The respondents rated themselves as slightly less competent in understanding data and ways to systematically collect data, analyzing the meaning of the data, and drawing conclusions. Furthermore, in terms of research engagement, there was a significant difference in physical research engagement Meanwhile, there was a significant relationship between research engagement and research competencies. Moreover, there was also a significant relationship between attitude toward research and research competencies. And lastly, a teachers’ research development plan was proposed by the researcher to enhance the engagement, attitudes, and competencies of teachers in research.

Organizational Culture, Support and Teaching Leadership Among Preschool Teachers in China: Basis for Teachers’ Development Plan

This study explores organizational culture, support, and teaching leadership of preschool teachers in China as basis of teachers’ development plan. The study adopted a descriptive research method that gathered data through a questionnaire survey which were distributed to target respondents through Question Star; imported gathered data into SPSS 22 for data analysis. The participants of this study are preschool teachers from three early childhood education institutions in three cities in China. Out of a total population of 1554, 456 samples participated in this study. The results of the study showed that most of the respondents were female with a bachelor’s degree, between the ages of 36-45, and had been teaching for more than 11 years. This study analyzes the importance of organizational culture, support mechanisms, and teaching leadership on the personal growth and teaching quality of preschool teachers. The research results show that a good organizational culture can stimulate the work enthusiasm and creativity of preschool teachers, an effective support mechanism can help improve the professional ability and teaching level of teachers, and excellent teaching leadership can lead teacher teams to work towards common goals. Based on the research results, suggestions were put forward to strengthen organizational culture construction, improve support mechanisms, and cultivate teaching leadership, in order to promote the personal growth and improvement of teaching quality of preschool teachers. This study has certain theoretical and practical significance for kindergarten education management and teacher development planning.

Work Engagement, Conflict, and Change Management: Basis for Teachers’ Training PLAN

Work Engagement, Conflict, and Change Management: Basis for Teachers’ Training PLAN

ANALYSIS OF STUDENTS' ABILITY TO SOLVE MATHEMATICAL PROBLEMS ON CONTEXTUAL PROBLEMS INVOLVING ALGEBRAIC FORMS

This research is motivated by the fact that problem solving is a basic ability that every student must have. However, observations in the field show that students' mathematical problem-solving skills, especially in the material of algebraic form operations, are still relatively low. This study aims to describe students' mathematical problem-solving skills based on Polya's theory, which consists of four stages: (1) understanding the problem, (2) planning problem solving, (3) implementing the plan, and (4) re-examining the results. This study involved 26 ninth grade students as subjects. The method used was descriptive qualitative with data collection techniques including tests, interviews, and documentation, data analysis conducted based on four levels of problem-solving ability: excellent, good, sufficient, and deficient. The results showed that students' mathematical problem-solving ability on algebraic form operation material obtained as a whole was still relatively low with a scale of 42%. The implications of these findings indicate the need for the alication of more varied and contextualized teaching strategies to improve students' problem-solving skills. This research can be the basis for teachers in providing further assistance to students who are experiencing difficulties, focusing on improving skills in understanding and solving mathematical problems as a whole.

Peningkatan Keterampilan Penelitian Tindakan Sekolah untuk Pengembangan Profesi Guru

The research was conducted by providing assistance to improve School Action Research (PTS) skills at the Permata Sari Foundation in Jakarta, which has approximately 30% of teachers with a pure science background, and 40% of young teachers have not received Teacher Professional Education (PPG). The condition of the teachers is a problem for the development of education at the foundation, so training is needed to conduct PTS. This assistance aims to provide knowledge and insight into 21st Century learning as a basis for teachers and Principals to plan PTS, so that they can improve the learning that is their responsibility. The assistance method is carried out by providing in-depth study of 21st Century learning materials, PTS theory, and providing guidance to teachers in planning PTS proposals. The assistance activities carried out by the Team from Indraprasta PGRI University were to increase insight and direct practice for teachers and Principals to prepare PTS Proposals. The assistance method was implemented by providing intensive training and practice in compiling PTS Proposals. The results of the study showed that teachers were able to plan PTS with the concept of 21st Century learning. There are five teachers who plan research in the realm of learning models, two teachers are interested in conducting PTS in the field of learning methods, two teachers plan PTS in improving learning media, and two teachers are interested in conducting action research in the field of attitudes and motivation. This study concludes that intensive and periodic mentoring with continued practice in a planned manner through online communication so that the PTS that have been made can be implemented by teachers and the Principal at the Permata Sari Foundation Jakarta, so that they can produce written works in the form of good articles.

Art design teaching attitudes, educational technology integration, and student engagement in higher vocational colleges in China: Basis for teachers’ development plan

Art design teaching attitudes, educational technology integration, and student engagement in higher vocational colleges in China: Basis for teachers’ development plan

Analysis and Reconstruction of Student Practicum Worksheets on Food Carbohydrate Testing

Practicum worksheets are a tool used by students to increase their understanding of various biological concepts through experiments and direct observation. However, there are many biology practicum worksheets used today often do not meet the appropriate standards. Therefore, this research aims to analyze conceptual, procedural, and knowledge construction aspects based on vee diagrams on students' practicum worksheets. The method used in this research is qualitative-descriptive. The samples were selected using purposive sampling so that six samples of practicum worksheets for phase F students in the Merdeka Curriculum were obtained with material testing carbohydrates in food. The research results show that conceptually, the practicum content is not in accordance with the learning outcomes in the Merdeka Curriculum. Procedurally, the practicum worksheets still need to be improved in terms of tools, materials, procedures, phenomenon objects, and data recording. This has an impact on students' difficulties in constructing their knowledge. It is hoped that the results of the reconstruction of practicum worksheets based on conceptual, procedural, and knowledge construction analysis can be used as a reference and basis for teachers in designing practicum activities specifically on digestive system material.

Assessment on the Use of the 2C2IR Approaches in Teaching Junior High School Mathematics: Basis for Teacher’s Training Program

This study aims to measure the extent of the utilization of the 2C2IR pedagogical approach in teaching mathematics. This study will also examine the respondents’ level of performance in mathematics in terms of assessment, written works, and performance tasks to identify if there is a significant relationship between the extent of the utilization of the 2C2IR pedagogical approach and the respondents’ level of performance in mathematics. Based on the conclusions, future research may replicate this study using different schools with an increased number of respondents. Future researchers can make a training program as an output of the research based on the answers of the respondents. Future researchers validate the training program. Future researchers could use this study as their guide or reference for follow-up and future studies.

Role of Innovative Pedagogies in Achieving Excellence in Teaching of Science at Primary School Level

The main purpose of the current study was to investigate the role of innovative pedagogies in achieving excellence in teaching of science at primary school level. To achieve the objectives of this study researcher used descriptive survey design. All the primary school teachers from districts of Multan Division constituted the population for this study. As the population of teachers was heterogeneous, therefore, the researcher used stratified proportionate random sampling technique to select the sample. Finally, 880 (477 male and 403 female) primary school teachers were selected as sample of the study. Nine hundred questionnaires were distributed among the participants and 880 finally were returned. Researcher used the statistical techniques to analyze the collected data of 880 participants by using SPSS. From the findings of data analysis, it is concluded that in general, role of innovative pedagogies in achieving in excellence in teaching of science at primary school’s level behavior more positive than negative. Furthermore, from the comparisons made on the basis of teachers’ demographics i.e. gender, area, age, years of teaching experience, academic qualification and professional qualification, it is concluded that there is significant difference in the views of teachers.

Teacher's Journey in Understanding, Interpreting, and Applying the Concept of Merdeka Belajar in IPAS Learning

The concept of merdeka belajar is a characteristic of the kurikulum merdeka. This concept is the basis for teachers in implementing learning, including in the IPAS subject. The purpose of this study is to describe how teachers understand, interpret, and apply independent learning in IPAS learning as well as efforts to continue to fight for IPAS learning with interesting presentations. Data were obtained through interviews, observations, documentation at SDN Banaran 2 Kandangan Kediri which were then described qualitatively descriptively, analyzed using the Miles and Huberman technique, and validated by triangulation. The results of this study show that the merdeka mengajar platform is a medium for teachers to understand merdeka bealajar, reflection on recognizing themselves and their role as educators as an effort to interpret merdeka bealajar, and the obligation to complete independent training on the merdeka mengajar platform; binding policies from structural education authorities from sub-districts and school clusters; and the absence of guidelines that truly integrate science and social studies in learning are the difficulties of teachers in implementing merdeka bealajar. This research can be a consideration for policy holders, curriculum developers, and education practitioners as an effort to optimally implement the independent curriculum.

Second Language Learning Difficulty of Chinese Grammar: A Rasch Analysis of Teachers’ Perceptions

Abstract This study examined second language (L2) learning difficulty of 13 Chinese grammatical constructions on the basis of teachers’ perceptions and associated the L2 learning difficulty of Chinese grammatical constructions with teacher-perceived learner grammatical competence and with the instructional levels. A total of 77 experienced teachers were invited to rate the learning difficulty of 13 Chinese grammatical constructions with reference to L2 learners at four instructional levels at college. Utilizing the Rasch rating scale model, this study established an L2 Chinese grammar learning difficulty hierarchy and revealed that the learning difficulty hierarchy mostly overlapped with the acquisitional order of Chinese grammar found in L2 Chinese research and with the instructional order in a widely used Chinese textbook. This study enriches our understanding of the multifaceted nature of L2 learning difficulty and the idiosyncratic learning difficulty and pattern associated with each Chinese grammatical construction in L2 development. Implications for Chinese instruction, material development, and assessment are provided.

Adversity encountered by TLE teachers during blended learning using explicit instruction approach: Basis for teachers’ capacity training

Adversity encountered by TLE teachers during blended learning using explicit instruction approach: Basis for teachers’ capacity training

Analisis Strategi Guru dalam Menggunakan Teknologi Berbasis Digital pada Pembelajaran PKN di SD Negeri 105322

Learning strategy refers to an educator planning a series of activities designed to achieve learning goals. It involves the use of various methods, techniques, and approaches to organize the learning process. The strategy must be in accordance with the needs and characteristics of students. In the educational context, learning strategies are the basis for teachers in designing effective and meaningful learning experiences for students. This includes selecting subject matter, determining appropriate strategies, and the required learning media. Digital-based technology in learning in elementary schools is a very useful advancement in the learning and teaching process where there are digital aspects of resource books, assignments, assessments and student attendance books that can be used in the school environment and become preschool infrastructure. And digital technology is a more effective communication tool when designing a more student-oriented environment where teachers can develop creative skills in digital science.

Job satisfaction, work engagement and work life balance of public university teachers in Shandong Province: Basis for teachers’ human resource framework

Job satisfaction, work engagement and work life balance of public university teachers in Shandong Province: Basis for teachers’ human resource framework

Promoting Inclusion in Education: Teachers’ Attitude and Self-efficacy towards Differently Abled Children in Mainstream Schools

Significant shifts in policy have been made in most of the developing nations, such as Pakistan, with regard to the inclusion of children with diverse learning needs, in particular those with disabilities. The main goal of this study was to investigate the attitudes and self-efficacy of teachers towards differently abled children in mainstream schools. Data was collected from three hundred and sixty one (361) primary school teachers working in Multan District, where an inclusive education pilot project is being implemented, using a quantitative research design. The results regarding the teachers’ current practices, teachers’ attitudes, and teachers’ sense of self-efficacy towards differently abled children indicate an overall positive attitude in mainstream schools. However, results showed that on the basis of teacher’s gender, location, professional, and academic qualifications there was no statistically significant difference in their attitude except in the domain of teaching experience. The current study suggests that teachers’ in Multan need to be required to engage in professional training focused on effectively managing students with disabilities in mainstream classrooms. These trainings seem to be offering great support for these teachers.

Relationship of Emotional Intelligence and Teacher Competence: Basis for Teachers’ Professional Development Plan

This research investigates the intricate interplay between emotional intelligence (EI) and teacher ability, seeking to establish a foundation for an effective professional development plan. The study employs a mixed-methods approach, combining surveys, interviews, and classroom observations to gather comprehensive data. Initial findings reveal a positive correlation between educators' emotional intelligence and their instructional effectiveness, classroom management skills, and overall job satisfaction. The paper not only elucidates the existing literature on emotional intelligence in education but also uncovers nuanced connections between specific facets of EI (such as self-awareness, self-regulation, social awareness, and relationship management) and distinct elements of teacher competence. The implications of this research are manifold. By recognizing the pivotal role of emotional intelligence in shaping effective teaching practices, educational institutions can tailor professional development initiatives to foster not only subject matter expertise but also the interpersonal skills crucial for building positive teacher-student relationships. The proposed plan incorporates workshops, mentorship programs, and reflective practices, aiming to cultivate emotional intelligence competencies among educators. In conclusion, this study not only contributes to the theoretical understanding of the relationship between emotional intelligence and teacher ability but also provides actionable recommendations for the design and implementation of teacher professional development plans. Acknowledging and nurturing emotional intelligence can pave the way for a more holistic approach to teacher training, ultimately enhancing the overall quality of education.

The PreEdTech Project – Preprimary School Teaching in the Digital Era

The article is a study of the PreEdTeh project (Erasmus + programme), developed within a partnership of kindergartens and education and ICT institutions from Romania, Greece, Italy, Lithuania and Turkey. The innovative project is deeply rooted in the partners’ pandemic experience and aims at providing pre-primary teachers with the means of adapting their activities to the online environment. It promotes professional development by strengthening the profiles of educators, empowering and equipping them with digital and pedagogical skills, as well as providing them with essential and logically structured open educational resources (OER), necessary for the developmental needs of preschool children. The article introduces the project’s objectives and outputs and gives insights into the development of the PreEdTech Guide, its online course, tutorials, lesson plans and curriculum. These provide teachers with all the elements and steps necessary for successful online activities with children as well as for a good collaboration with parents, which is the basis for teachers’ performance and well-being. The paper also presents the feedback collected from teachers participating in the pilot.

Vietnamese High School Students’ Perspectives on the Practicability of Reading Comprehension Standards

Purpose: to amplify students' voices and contribute to the ongoing dialogue on improving reading comprehension standards in Vietnamese high schools. Methods: the experiment was conducted with 10th grade students, in Hanoi city, in which one school is in the suburbs and one is in the inner-city. The total number of students participating in the experiment is 165, of which 75 students are in the city and 90 in the suburbs. Results: the results of this study provide valuable insights into the academic performance and achievement levels of students in both multiple-choice and essay-based assessments. The findings reveal several key patterns and variations among the students. Conclusion: the development of reading comprehension standards should ensure that the steps in the process range from determining competence, determining elements, indicators, and quality criteria, to testing and adjusting the designed standard. The above assessment standards for reading comprehension are the basis for teachers and schools to have a basis for teaching and assessment to ensure the required requirements of the program.
 
 Received: 9 July 2023 / Accepted: 24 August 2023 / Published: 5 September 2023

Organizational support, job satisfaction and work engagement of university teachers: Basis for teachers’ career development program

Organizational support, job satisfaction and work engagement of university teachers: Basis for teachers’ career development program

Teachers' Negotiating Skills and Parents' Participation in School Activities: Basis for Teachers' Engagement Manual

Teachers' Negotiating Skills and Parents' Participation in School Activities: Basis for Teachers' Engagement Manual