Teacher Certification Research Articles

The Effectiveness of Teacher Certification Policy in Addressing the Teacher Crisis in Indonesia

This study evaluates the effectiveness of teacher certification policy in addressing the teacher shortage crisis in Indonesia. Using a qualitative approach, data were collected from interviews with certified teachers, principals, and policymakers to understand the implementation of the policy, the challenges faced, and its impact on education quality. The results show that although teacher certification can improve pedagogical skills, implementation is often hampered by inadequate operational support, uneven distribution of certified teachers, and budget constraints. Inequitable distribution of teachers, especially in remote areas, as well as budget and ongoing training issues are key issues that reduce the effectiveness of the policy. To increase the impact of the certification policy, better operational support at the school level, incentives for teachers in less developed areas, and most importantly, more effective budget planning are needed. These findings provide important insights for policy makers and education practitioners in designing more comprehensive strategies to improve education quality in Indonesia.

PERCEPTIONS OF INTERDISCIPLINARY CERTIFIED TEACHERS ON THE IMPLEMENTATION OF THE TEACHER CERTIFICATION PROGRAM IN BENGKULU CITY

This study aims to explore the perceptions of interdisciplinary certified teachers towards the implementation of the teacher certification program. This study used a qualitative research design with a multiple case study approach. The sample used was five certified high school teachers from public schools in Bengkulu City. Data collection methods included semi-structured interviews and document analysis of teachers' lesson plans. Thematic analysis was conducted using NVivo 12 software. The findings of this study revealed two main themes that emerged. First, teachers' motivations and expectations regarding the teacher certification program in Indonesia. Second, this study examines the perceived benefits of the program. This research contributes to the evaluation and improvement of the teacher certification program in Indonesia, which can improve the quality of education. The implication of this study is that teachers can report improvements in pedagogical knowledge, curriculum understanding, content knowledge, lesson planning, and teaching performance. From the findings, it can be concluded that the teacher certification program in Indonesia is expected to improve the quality of education in Indonesia.

EFFECTIVENESS OF IMPLEMENTING THE TEACHER PROFESSION CERTIFICATION POLICY IN KEBONPEDES DISTRICT

One crucial element in advancing education is the presence of educators with high professionalism. Considering the rough overview of the current condition of teachers, the situation is very concerning due to their low motivation and competence. Addressing this, this research aims to: (1) Examining the impact of teacher motivation on the success of teacher certification policy implementation; (2) Evaluate teacher competence in the success of implementing the teacher professional certification policy; (3) Investigate the combined influence of motivation and teacher competence on the success of implementing the teacher professional certification policy. The research analysis unit is in the Kebonpedes Subdistrict of Sukabumi Regency. The research subjects are certified teachers. A total of 66 individuals, equivalent to 50% of the total population of 132 individuals, were selected as samples. The eeffectiveness of implementing the teacher professional certification policy is proven to be influenced by the level of motivation and competence of the teachers.

Research on The Reform of University Education and Teaching Mode Driven by Artificial Intelligence

Artificial intelligence is becoming a key force leading the reform of higher education and teaching. This paper systematically analyzes the application demand and development trend of artificial intelligence in college education, discusses the reform direction and realization path of college education and teaching mode driven by artificial intelligence, analyzes the effectiveness and challenges of the reform of education and teaching mode enabled by artificial intelligence, and looks forward to the future development trend. It is found that artificial intelligence can promote the intellectualization of teaching content, the personalization of teaching process, the intellectualization of teaching evaluation, the reshaping of the roles of teachers and students, and the intellectualization of teaching management. However, there are still some challenges in knowledge expression, adaptive learning, learning analysis and acceptance of teachers and students, which need to be solved by specific measures. In the future, artificial intelligence will further enable the reform of college education and teaching mode, and colleges and universities should take the initiative to embrace artificial intelligence, optimize the teaching mode, and provide students with more intelligent and personalized high-quality education services.

Improving teacher performance: Evolution and enlightenment of primary and middle school teacher certification institution in China (1978–2023)

Improving teacher performance: Evolution and enlightenment of primary and middle school teacher certification institution in China (1978–2023)

Investigating Pedagogical Competencies of Post Graduate Certificate in Education Students to Teach Accounting: A South African Case Study

This paper documents the pedagogical competencies of Post Graduate Certificate in Education (PGCE) students prepared to teach Accounting. There is an arguably perspective that students who tailored their teaching qualification through the PGCE programme are not competent to teach at a school level compared to students who did an Initial Teacher Education Bachelors degree. Further, there is an observation that school principals prefer to employ B.Ed. teachers than PGCEs underpinned by the thinking that the former are better prepared in terms of pedagogy. The Social Learning theory foregrounded this study and sought to respond to two questions: What are the pedagogical competencies of PGCE students to teach Accounting? How can pedagogical competency be enhanced in the PGCE programme? This study adopted a qualitative approach and a constructivist paradigm to understand the research phenomenon. Semi-structured interviews were conducted with three school mentors and thematic analysis was employed to analyse the data. The study found that PGCE students are pedagogically incompetent to teach Accounting since they possess insufficient subject knowledge, limited conceptualisation of teaching strategies, and PGCE students dawdle to complete Accounting content. Furthermore, pedagogical competency among PGCE can be enhanced through programme development splitting into two phases and content modules development. In light of the above findings, this study recommends that PGCE students must be provided continuous professional development which would act as a bridge to the perceived incompetency among PGCE students in South Africa. The study also concludes that the PGCE programme among universities must focus more on pedagogical competency through Social Learning theory as it can fully capacitate students to achieve the expected competencies in teaching. The study contributes knowledge and proposes suggestions to improve teaching training programmes, particularly PGCE among South African universities. Keywords: Accounting, PGCE Students, Pedagogical Competencies, Social Learning, Professional Development

Identifying HR Management and Supervision Activities at SMAN 1 Merangin to Face Society 5.0 and Industrial Revolution 4.0

The article explains the importance of managing and supervising human resources, especially teachers, in Society 5.0 and the era of Industrial Revolution 4.0, which is full of knowledge of technology and digital-based activities. The principal and the driving/developing teachers did this management and supervision effort. The author observed this, with the school being the main focus, SMAN 1 Merangin. This article uses a qualitative research method by prioritising the process of communication interaction and observation in research and a systematic literature review (SLR) method by collecting other sources regarding HR management and supervision in facing society 5.0 and the Industrial Revolution 4.0 from books, journals and other sources. The challenge faced by SMAN 1 Merangin based on the interview is how to get all teachers, or at least 50% of the teachers at SMAN 1 Merangin, to get a driving teacher certificate and other training certificates so that they can get out of the safe zone and become proficient in information technology. While facing this era, SMAN 1 Merangin teachers adept at technology and good at solving learning problems are appointed to drive teachers and supervise other teachers in collaboration with the school principal to improve performance and catch up with the times.

Disenfranchising the marginalized: the intersectionality of politics of distraction and English-medium education (EME) in Pakistani educational policy

ABSTRACT The historical Hindi-Urdu language strife intensified after the Indian ‘Mutiny’ in 1857 played a pivotal role in shaping the two-nation theory, culminating in the partition of the Indian subcontinent in 1947. Under English colonial rule, English language education became synonymous with power and job opportunities, creating divisions within the Muslim community over language preference. Analyzing Pakistan's language education policy through Farley, Leonardi and Donnor's (2021) five components of education policy distraction framework provides a structured approach to evaluate its impact on social mobility and English language education access. The analysis highlights the distractors of English-medium education, which include hierarchical multilingual policy, prioritizing English as the official language, using limited budgeting excuses for not professionally developing public school teachers, reliance on traditional English language teaching methods, and treating English as merely a subject. The findings emphasize the need to reform Pakistan's language education policy to address socioeconomic disparities, promote equitable access to English language education and mitigate the distractors. Recommended reforms include reviewing the advantage of English Medium Education (EME) over public education, increasing funding, enhancing the professional development of English language teachers, drafting and implementing language policies, encouraging public-private teacher exchange programs, and introducing teacher certification and capacity-building initiatives.

Correlates of Ghanaian Teachers' Understanding of Mathematics Strands and Cognitive Domains in Basic Education Certificate Examination

Correlates of Ghanaian Teachers' Understanding of Mathematics Strands and Cognitive Domains in Basic Education Certificate Examination

The Effect Of Self Development, Teaching Experience, Teachers Certification, Infrastructure And Facilities On Class Teacher’s Professionalism At Min Jember

This research aims to determine the Influence of Self-Development Training, Teaching Experience, Teacher Certification, and Infrastructure Facilities on Teacher Professionalism in State Elementary Islamic Schools (MIN) throughout Jember Regency. This research employs a quantitative approach. The population in this study comprises all teachers in MIN throughout Jember Regency, totaling 58 teachers, while the sample consists of 58 individuals. Data were collected through questionnaires distributed over a period of 3 months. Subsequently, the data were analyzed using multiple regression. The research findings indicate that self-development training and teaching experience have a positive influence on teacher professionalism. Meanwhile, teacher certification and infrastructure facilities do not have a significant effect on the level of professionalism among teachers in MIN throughout Jember Regency.

Risk Mitigation of Murabahah Financing for Teacher Certification at BPRS Metro Madani KCWest Garlic Bones

Murabahah financing for teacher certification is a form of financing based on sharia principles in order to help teachers to obtain certification as part of increasing their professional competence. This research journal aims to find out how risk management is implemented in murabahah financing for teacher certification (Sergu) and how banks try to deal with bad customer financing. The object of this research is PT. BPR Syariah Metro Madani KC Tulang Bawang Barat. The method used isqualitative approach, type of field research (Field Research). The results of this research arerisk control at PT. BPR Syariah Metro Madani KC Tulang Bawang Barat has been managed well and in accordance with Standard Operating Procedures (SOP), which includes risk identification, risk measurement, risk monitoring and risk control.Customers duplicate teacher certification, bank (payroll accounts), late disbursement of certification funds from the government, teachers or customers are fired from their jobs while the financing process is still pending, or the government revokes certification funds.Implementation of risk management at PT. BPR Syariah Metro Madani KC Tulang Bawang Barat has been carried out by PT. BPR Syariah Metro Madani KC Tulang Bawang Barat starting from the implementation of market risk handling, credit risk and operational risk has been implemented in accordance with the handling program procedures implemented by the bank, it has been implemented in accordance with the risks that arise, the target to be achieved in handling financing risk management has been achieved.

Competency Standardization for Indonesian Tourism Human Resources: Implementation in Education, Training and Competency Certification

The increasing trend of Indonesia's tourism competitiveness has placed it as one of the priority industrial sectors in Indonesia. However, this achievement is not in line with increasing the competitiveness of human resources (HR). The national work competency standardization system (SKKN), which the Indonesian Government has implemented since 2012, has not been effective, and human resources' competitiveness has even shown a negative trend. It is feared that this situation will hamper the growth rate of Indonesia's tourism competitiveness in the future. The purpose of this study is to critically analyze the application of the SKKNI system, which is focused on education, training, and competency certification of Indonesian tourism human resources, to uncover the inhibiting factors for its implementation. This education, training, and competency certification are the main components in the performance of the SKKNI system in Indonesia. The research was carried out by reviewing the relevant literature, analyzing the processes and elements in applying the SKKNI system. Research data is secondary data collected from data sources of Government and non-government institutions and scientific and non-scientific literature available on official government websites and the internet. The research results are then triangulated to get a comprehensive picture and understanding of the application of the SKKNI system. The results showed that the implementation of the SKKN system was effective in increasing the capacity of Indonesian tourism human resources but has a tiny growth Quantitatively. The main obstacle is limited trainer, assessor, facilities, and educational, training, and certification institutions to produce trained and certified human resources of tourism.

Relationship between Principal’s Technical Skills and Students’ Academic Performance in Public Secondary Schools in Mt Elgon Sub-County

Student academic performance in secondary level of education is essential as it is a determinant of their future pathway to tertiary education. The effective performance of students in academics is dependent on the technical leadership skills that their principal applies in leading their schools. Kenya Certificate of Secondary Education (KCSE) examinations by public secondary schools in Mount Elgon Sub County has been below average in recent years. The aim of this paper was to investigate how technical skills of principals affected the academic performance of students in public secondary schools in Mount Elgon Sub County, Bungoma County, Kenya. The study is anchored on descriptive survey research design targeting 17 public secondary schools in Mount Elgon Sub County. A total of 256 teachers formed the study population. A sample size of 152 teachers was selected based on Kathuri and Pals table. The respondents were selected through use of stratified random sampling technique. The research instrument used was a questionnaire. To ensure validity and reliability the questionnaire was send to an expert in the pilot study and test- retest method was conducted respectively. Analysis of data was performed using descriptive and inferential statistics with the help of SPSS (Version 25.0) for quantitative data. It was established that there was significant weak positive relationship between principals’ technical skills (r=0.248, p=0.006) and academic performance of students in public secondary schools in Mount Elgon Sub County. The study concludes that there was significant weak positive relationship between principal’s technical leadership skills and performance by students in secondary schools (p<0.05). This meant that the technical leadership skills application by principals influenced academic performance of their schools. The study recommends that principals should undergo training on ICT use, principals to ensure that they provide instructional guidance to teachers and ensure that prudent financial management practices are implemented in their schools.

Knowledge and awareness of paediatric basic life support among parents in the Lady Ridgeway Hospital for Children, Colombo, Sri Lanka

Background: Out-of-hospital cardiac arrest in children is uncommon but significant, with poor survival rates and high morbidity. Choking in children is common but less reported with high mortality. Early commencement of cardiopulmonary resuscitation (CPR) in cardiac arrest or following of choking algorithm in a case of choking is important for survival of the victim. Objectives: To survey the knowledge, awareness and attitudes of parents in Sri Lanka regarding paediatric Basic Life Support (BLS) including early treatment of choking.Method: This was a descriptive cross-sectional study and questionnaires were administered to parents of children managed at the Preliminary Care Unit (PCU) and wards 2 and 4 of Lady Ridgeway Hospital, Colombo from October 2022 to January 2023. Sample size was calculated according to the Lwanga and Lemeshow method. Total respondents were 350 out of total participants of 415. The questionnaire consisted of four sections for assessment of demography, knowledge and attitude. Total scores of each aspect were analysed with respect to different factors.Results: Of the participants, 95% did not have BLS training and the largest proportion of them was educated only up to the General Certificate of Education (GCE) ordinary level. Knowledge of specific aspects of BLS or choking was demonstrated by only about 10% of the population. Nearly 50% of parents had identified substandard common practices as correct methods. There was no statistically significant correlation between total score of each aspect and previous observations, training or highest educational level. It was assessed with 95% confidence interval. However, seeing BLS had improved knowledge of basic health (p=0.013). Conclusions: Seeing the procedure on television or other resources had not improved knowledge of BLS. Workshops were the preferred method to improve their knowledge on BLS including the choking algorithm and participants’ educational level was not important in organizing such an event.

Self Medication Against COVID19 Infection: Assessment of Practices among Residents in a Semi Urban Nigerian Community

Aims: The prevalence of self-medication worldwide has been on the increase especially with the outbreak of the COVID-19 pandemic. Even though self-medication can reduce pressure on the healthcare, the seeming downsides is overwhelming especially with the lockdown in the COVID-19 era. This study is thus set to understand the prevalence and nature of self-medication against COVID-19 among Individuals in Nsukka Town. Methods: A cross-sectional survey based on descriptive non-experimental research designed to investigate the prevalence and practices of self-medication against COVID-19 was conducted within the Nsukka town of Enugu state, Nigeria. A 20-item structured, self-administered questionnaire was administered to a population consisting of Health workers, Road Transport workers and market women. Microsoft Excel 2016 and SPSS version 21.0 were used to analyze the data. Descriptive and inferential statistics were used to summarize the data. Results: A total of 840 responses were received. Participants aged 35-44 (262, 29.6%) and males (592, 67%) were the highest in the study. A 38.0% of the respondents have a tertiary education certificate while a 36.5% are traders. Nearly half (45.5%) of the participants were married. Participants indulgence in general self-medication (439, 49.7%) was higher than indulged in self-medication to prevent COVID-19 (415, 46.9%). Most self-medication was done largely to prevent COVID-19 infection. Among the drugs commonly self-medicated are dexamethasone (6.2%) and vitamin C (6%) closely followed prednisolone (3.8%). A few of the participants had “no trust in doctor” (1.8%) while an equal number “have medicines of family members” (1.8%). Conclusion: Approximately half of the respondents reported to have self-medicated to prevent COVID-19. Dexamethasone and Vitamin C were most commonly used drugs. The only factor associated with COVID-19 self-medication was gender where being a female was associated with self-medicating against COVID-19. Concerted efforts are needed to educate the public on the dangers of self-medication and the need to access medical attention and information from healthcare professionals during pandemics.

EFFECTS OF TEACHER CERTIFICATION IN AZERBAIJAN ON INCREASING MOTIVATION

This research investigates the interplay between teacher certification, work motivation, and teacher performance in Azerbaijan's educational system. Using quantitative methods and regression analysis, the study reveals that teacher certification has a partially positive and significant impact on performance, while teacher work motivation also contributes positively. The combined influence of certification and motivation significantly enhances teacher performance. The findings underscore the need for a holistic approach in educational policy, emphasizing both formal certification processes and motivational factors to cultivate a highperforming teaching cadre in Azerbaijan. This research provides valuable insights for policymakers aiming to improve teacher quality and overall educational outcomes in the country.

Planetarium pedagogy and technical learning experience: an investigation from instructional perspectives

The research focused on the National Planetarium Kuala Lumpur’s education programs, investigating the types and target audiences. It examined the educational theories and strategies used, including multiple intelligence theory and cooperative learning. The study also explored the alignment of astrophysics in Pearson Edexcel International General Certificate of Secondary Education (IGCSE) Physics with the Planetarium’s programs. Document analysis and participant observation were employed. The results revealed two program types: on-site and online. The programs showed alignment with IGCSE Physics and utilized theories like social cognitive theory. The National Planetarium positively impacted students through multi-intelligence theory, sociocultural theory, experiential theory, and constructivism. Gamification and group activities enhanced the learning experience. The Planetarium’s ability to simulate astronomical events made it an effective medium for instructional science institutions. Overall, the study highlighted the diverse education programs of the National Planetarium Kuala Lumpur, their alignment with IGCSE Physics, and their positive impact on students’ personal, physical, and social contexts.

Persepsi Guru Terhadap Integrasi Teknologi dalam Pembelajaran di Sekolah Menengah Pertama

This study aims to explore teachers' perceptions towards technology integration in learning at junior high school (SMP). Technology integration in education is expected to improve the quality of learning, but its success is highly dependent on the acceptance and readiness of teachers. teachers' readiness. This study used a descriptive qualitative approach with data collected through interviews and questionnaires from 20 teachers in junior high schools. The results showed that most teachers have a positive perception of the use of technology in learning. The benefits identified include increased student motivation and participation, accessibility and flexibility of learning, and personalization of learning. However, the main challenges faced by teachers include limited infrastructure, lack of training and technical support, and resistance to change. Factors influencing technology integration include support from school management support, resource availability, and teachers' technology attitudes and competencies. technology attitudes and competencies of teachers. The conclusion of this study underscores the importance of adequate support from the school and policy makers to optimize the use of technology in learning. optimize the use of technology in learning. Recommendations include providing continuous training for teachers, improving infrastructure, technology-enabled curriculum development, and promotion of collaboration between teachers. collaboration among teachers.

ASSESSMENT OF YORUBA LANGUAGE CURRICULUM IMPLEMENTATION IN LOWER PRIMARY SCHOOLS IN OSUN STATE, NIGERIA

There is notable inadequacy in the amount of Yoruba Language content being offered to learners, which could impede their self-sufficiency. It thus appears that the methods and instructional materials stipulated for Yoruba Language Curriculum are not adequately used to impart knowledge to the pupils. This study, therefore, examined the qualifications of teachers teaching Yoruba Language in lower primary schools in Osun State; assessed the availability and usage of instructional materials in teaching Yoruba Language in the lower primary schools and ascertained the appropriateness of the methods being used as stipulated in the Yoruba Language curriculum in the study area. These were with a view to providing empirical information on the quality of teachers teaching Yoruba Language, the availability as well as usage of instructional materials and the appropriateness of the methods being used at the lower primary schools in Osun State. The study employed a descriptive survey research design. Three research instruments were employed in this study namely Yoruba Language Teachers’ Questionnaire (YLTQ), Yoruba Language Instructional Material Checklist (YLIMC) and Yoruba Language Teaching Method Observation Checklist (YLTMOC). Data collected were analyzed using percentages and frequency counts. The results showed that majority (62.8%) of the Yoruba Language teachers possessed Nigerian Grade II Teachers Certificate and the National Certificate of Education (NCE) as their educational qualifications. The findings of the study also showed that most of the instructional materials that were available in the schools were not adequately used by the teachers teaching Yoruba Language in the study area The study further revealed that methods used in majority of the schools are appropriate as prescribed by the National Policy on Education (2013).Keywords: Yoruba Language; curriculum; lower primary; instructional resources

Examining the impact on TPACK and knowledge subcomponents in dually certifying secondary mathematics teacher candidates with a Computer Science add-on endorsement

This study examined the impact on secondary mathematics teacher candidates (TCs) TPACK knowledge and knowledge subcomponents of a two-course sequence based on the high school Advanced Placement (AP) Computer Science Principles (CSP) course leading to add-on teaching credentials for Computer Science (CS). We further examined the outcomes of Praxis II preparation modules on CS content knowledge of the preservice TCs compared to inservice teachers seeking an additional teaching field of CS. Our results indicate strong findings on the Technology Knowledge (TK) and TPACK factors for TC participants compared to their peers, as well as higher Praxis II scores than inservice teachers. We discuss the findings and implications for CS teacher certification embedded within other secondary teaching disciplines.