Boarding School Teachers Research Articles

The Influences of Organization Development, Leadership, Motivation and Communication Toward Work Motivation and Its Implications Toward Teachers’ Commitment at Islamic Boarding School In Cilacap Regency

Islamic boarding school institution is one of the oldest institutions in Indonesia, but its development is slower when it’s compared to other institutions. Researcher realizes that it is important to analyze the influence of organizational development, leadership and communication toward employee motivation, and its implication toward the teachers’ commitment at Islamic boarding school in Cilacap. To test the model and hypotheses, researcher uses the analysis of Structural Equation Model (SEM). Furthermore, to estimate the model, the author uses the program Analysis of Moment Structures (AMOS). Based on the research from Islamic boarding school teachers in Cilacap regency, it could be concluded that (1) organizational development, leadership, and communication give positive and significant impact on work motivation, either partially or simultaneously, (2) organizational development, leadership, communication, and work motivation give positive and significant impact on the commitment of Islamic boarding school teachers, either partially or simultaneously. Results of this study recommends that the commitment of Islamic boarding school teachers can be improved by motivating teachers in internal dimensions, especially those associated with the indicator in the form of an appreciation of their competences or scholarships.

The observation of biology implemented by integrated religion values in integrated Islamic school (Decriptive Study in X Integrated Senior Hight School Tasikmalaya)

The learning Integrated Religious value is one of the efforts to increase the motivation of learning and building the student character. This study aims to describe the application of Biology learning integrated religion values in Integrated Islamic School. Research methods used in this research is descriptive. Participants in this study involved the headmaster, headmaster of curriculum, biology teachers, boarding school teachers, the lead of boarding schools, and students. The instruments used are interview, observation and the student questionnaire about learning biology. The results showed that learning in X school consists of two curriculums, there was the curriculum of national education and curriculum of boarding school. The curriculum of national education referred to 2013 curriculum and boarding school curriculum referred to the curriculum of Salafi boarding school (Kitab Kuning). However, in its learning process not delivered integrated. The main obstacle to implementing the learning integrated religious values are 1) the background of general teacher education did not know of any connection between biology subject and subject that are studied in boarding school; 2) schools did not form the teaching team; 3) unavailability of materials integrated religious values.

Manajemen Pondok Pesantren Asy-syamsiyah Denpasar Bali (Kompetensi Guru dan Bimbingan Potensi Santri)

The research aims to determine the strategy used Pondok Pesantren Asy-Syamsiyah in overcoming the problems that exist, to determine the increase in knowledge management systems and skills of teachers Pondok Pesantren Asy-Syamsiyah, to determine the role of Ash-Syamsiyah boarding school in guidance santri. This study uses qualitative research. The data obtained in this research through direct observation of researchers examine and follow the activities at the Pondok Pesantren As-Syamsiyah Denpasar Bali, interview the researchers interviewed teachers, administrators, and students is in boarding school, from books to documents in the administration there in the office, photos and other documents. The study yielded that the competency of teachers is lacking with the lack of training and education boarding school teachers, teachers who lack formal education can affect the management manage. In developing the potential of students, teachers provide training in accordance with the talents of students outside of active learning.

Views of Regional Boarding School teachers about the use of ICT in education

This study examines teachers’ perceptions who work in a Regional Boarding School (RBS) in the city of Giresun, Turkey about the use of ICT for teaching and learning. Semi-structured interviews were used and 10 teachers from primary level of RBS were interviewed. The results of the study show that, teachers of RBS believe that it is necessary to use ICT in education in many ways; however, due to many factors, utilization of ICT in teaching and learning processes is highly limited. It is suggested that students and teachers of RBS should be supported with more materials and more practical training where the good use of ICT is exemplified.

Women Under Socialism: Role Definitions of Soviet Women

Occupational inequality of women in the Soviet Union is comparable with womens status in capitalist countries. The absence of institutional and ideological supports for womens equality explains the persistence of inequality in the Soviet Union. Although the goal of the Soviet Union has always been to encourage women to combine work and family activities there has never been a corresponding attempt to encourage men to combine the two. Traditional familial roles have been maintained. Sex role differentiation is present in pre-school activities for example and this is then reinforeced in primary and secondary school education. In consequence approximately 83% of males and 45% of females enter technical-mathematics-physics occupations (higher than in the United States) while 30% females and 7% males enter a course of study or occupation in humanities. Women constitute 73% of those working in education; 98% of nursery kindergarten and boarding school teachers are women. Over 80% of elementary school principals are women but only 30% of the principals in 8-year schools are women. In public health physical culture and social welfare women constitute 85% with 99% of the nurses and orderlies being women. In trade and public catering women constitute 76% but 91% of the sales clerks are women. Women continue in such traditional occupations as typists and stenographers (99%) office workers (95%) and cashiers (94%). ONly 13% of the heads of enterprises are women. In general women in the labor force earn less than men; promotion in professions takes longer. Moreover low fertility (18.4 per 1000) threatens the majority status of the Russians reinforing pronatalist policies and womens traditional status.

Learning Culture in Islamic Boarding Schools: The Exploratory and Confirmatory Factor Analysis

This research was intended to test the instrument’s validity with data using exploratory factor analysis (EFA) using SPSS 23.0 to determine the structure and explore the factors in the indicator Learning Culture Variable. Confirmatory Factor Analysis (CFA) First Order was carried out to verify the factorial validity of the Learning Culture construct and to determine the nature of Learning Culture in the context of Islamic Boarding Schools in Jambi City. By using random sampling, a total of 162 samples were taken to test the quality of the instrument from 534 main respondents, namely teachers at Islamic boarding schools in Jambi City who were involved in the main research. This quantitative study used a cross-sectional survey design to analyze the factor structure of the Learning Culture variable. Quantitative data were analyzed using exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) using SPSS 23 and AMOS 18. The findings of this study are that EFA produces a similar structure from previous studies and this study. The CFA approach verified that the Learning Culture Variable questionnaire was satisfactory for Islamic boarding school teachers in Jambi City, Indonesia. This study explains that establishing validity is an important step for developing a scientific scale for measuring the questionnaire. The construct validity has substantially increased over time and through many previous studies. This scale requires further adjustments to increase the reliability and the ability to explain differences associated with constructs measured in different contexts, cultures and conditions.

Experiences in Training Boarding School Teacher-Educators

The V. I. Lenin State Teacher Training Institute in Moscow began training boarding school teacher-educators [uchiteli-vospitateli, translated hereafter as teachers] only three years ago, when it opened a special section in its historical-philological department. At that time 50 people enrolled in this section in two classes. In the years that followed similar sections were organized in the geography, biology-chemistry, Romance-German and English departments. Today the Institute has 45 classes with a student body of 1,072, who are training to become boarding school teachers.