Competence Of School Teachers Research Articles

Pengaruh Kepemimpinan Kepala Sekolah dan Kompetensi Guru terhadap Kinerja Guru melalui Motivasi Guru

The performance of teachers plays a vital role in shaping the standards of education and the prospects of future generations. This research reveals a comprehensive analysis of the impact of School Principal leadership and teacher competence on teacher performance through teacher motivation in Kindergarten schools in the Cilengkrang Sub-District, Bandung Regency. The research methodology involves both descriptive and inferential methods, with 46 teachers participating as samples. Data were analyzed using Smart PLS4 software with path analysis. The main findings indicate that School Principal leadership significantly influences teacher performance, while teacher competence does not have a significant effect on teacher performance. Additionally, there is no significant influence between School Principal leadership and teacher competence on teacher motivation, as well as teacher motivation on teacher performance. Teacher motivation also does not act as a mediator between School Principal leadership and teacher competence on teacher performance. Furthermore, School Principal leadership, teacher competence, and teacher motivation collectively have a significant impact on teacher performance. The implications of these findings can assist in improving educational management and empowering teachers in early childhood education environments.

Supervisory Competence and Managerial Behavior of School Heads and Teachers’ Performance in Southern Philippines

It mainly examined supervisory competence of school heads and teachers’ performance. Determined the level of school heads’ supervisory competence in instructional supervision, professional and motivational competence; managerial behavior advocating competence of school heads in planning, implementing, monitoring, evaluating and supporting. For teachers’ performance, focused on the mastery of content, facilitation of learning, learning environment, diversity of learning, learning support, classroom management, and teaching strategies. Used descriptive – correlation design. Systematic random sampling was employed for respondents. Research instrument was based on the Philippine Professional Standards for Teachers (DO # 42, s. 2017). Statistical processes used were for mean and weighted mean. For the hypotheses, it used Pearson Product Moment Correlation and regression analysis. It reveals that, school heads were highly competent in supervision and very competent in managerial behaviors. Teachers had very satisfactory performance in all parameters. There was a significant relationship between school heads’ supervisory competence and teachers’ performance. Likewise, significant relationship between managerial behavior and teachers’ performance existed all in sub-variables with slight to low correlation of parameters contributed to the teachers’ satisfactory performance. The more the school heads give much focus on the professional development of teachers, the higher the teachers tend to enhance their professional.

MANAGEMENT STYLES OF SCHOOL HEADS AND INSTRUCTIONAL COMPETENCE OF PUBLIC SECONDARY TEACHERS IN PANABO CITY DIVISION

The study uncovered the relationship between management style of school heads and instructional competence of teachers in public secondary schools of Panabo City Division. Also, it investigated the association of the involved variables and the domains of management styles of school heads that significantly influence the instructional competence of teachers. With the use of probability sampling, 150 secondary teachers in the public schools were selected as the respondents. Utilizing the descriptive-correlational survey method, the data collated were analyzed through the use of Weighted Mean, Product-Moment correlation and Regression Analysis. Results revealed that there was extensive management styles of school heads and a very extensive instructional competence of teachers. Furthermore, there was a significant relationship between the management style of school heads and instructional competence of teachers. Moreover, all domains of management styles of school heads were found to have significantly influenced the instructional competence of teachers. Based on the findings, it was further suggested that higher officials in the Department of Education may help the school heads in empowering themselves of their management styles to ensure an excellent instructional competence among teachers. KEYWORDS: Management styles, instructional competence, Panabo City Division, Philippines

The Influence of the Teacher’s Psycho-Physiological States on the Development of Professional Competencies in the Course of the Military Aggression

The aim of the article is to determine the specifics of the impact of the correctional programme of psycho-physiological conditions on the development of the professional competence of general secondary school teachers. The Diagnostics of Mental States of the National Academy of Sciences and the Impact of Event Scale - Revised (IES-R) were used to obtain reliable data on the psycho-physiological state of the individual. A specialized online test for teachers was used to obtain data on the teachers’ competence aimed at determining informational competence, testing to determine the teacher’s subject methodical competence, observation of communicative competence. A formative experiment was planned and conducted. It was established that average indicators of psycho-physiological state prevail among teachers. The positive impact of the developed corrective programme on the teachers’ activity and mood was proved. It was concluded that the change in the psycho-physiological states of “invasion” and “avoidance” significantly depends on current social conditions, in particular, on the stability of the safety component. It was found that the correctional programme levelled the connections between the teachers’ subject methodical competence and the current psycho-physiological state. It was established that the teachers’ communicative competence continues to correlate after the completion of the programme with psycho-physiological comfort and general emotional background. In general, we can talk about the relative effectiveness of the developed corrective programme. The obtained results can be used to optimize programmes of continuous postgraduate education in the context of the development of resistance to the stresses of wartime. The prospects for further research are expanding the arsenal of methods for studying the teachers’ psycho-physiological state and clarifying gender differences in the teachers’ experience of stress. Received: 2 February 2024 / Accepted: 25 April 2024 / Published: 5 May 2024

A Comparative Study of Male and Female Secondary School Teachers with Respect to Their Teaching Competence, Self Esteem, Sense of Homour and Classroom Climate

The research was conducted to make the comparative study of male and female secondary school teachers with respect to their teaching competence, self esteem, sense of humour and classroom climate. Quantitative approach was used in the study. Survey method was used for data collection. 900 teachers from government as well as private senior secondary schools have been selected. Data were collected through questionnaire. The study reveals that with respect to teaching competence and sense of humour the female teachers performed more homogeneously as compared to their male counterpart. But the mean score of teaching competence of male and female secondary school teachers differ significantly where as the mean score of sense of humour of male and female secondary school teachers do not differ significantly (at 0.01 level of confidence).

Vision of Digital Competences of Primary School Students and Teachers in Bulgaria in Educational Documentation of the Subject “Computer Modelling”

This paper is the first part of a larger study on the vision of digital competences of primary school students and teachers in Bulgaria in the educational documentation. It attempts to explore the place and the approaches for developing digital competencies in the educational documentation concerning the Bulgarian primary school subject “Computer Modelling” (CM) and to define the necessary competencies for primary school teachers to develop the digital competencies of students within this subject. The primary research methods employed in the study are curriculum mapping, document analysis and comparative analysis of educational documentation as well as textbooks and methodological guides for primary school teachers. The results of the study demonstrate that the curricula predominantly focus on the development of programming skills, occasionally at the expense of other areas of digital competence. It raises the need to reconsider the CM curriculum to ensure a more balanced emphasis on different competence areas, which could also be achieved through their integration into other school subjects. The importance of the professional competence of the teachers for successful development of students’ digital competencies is also highlighted in the paper. Some concerns regarding the efficacy of teaching the CM subject are raised accordingly. The emerging need for an in-depth empirical study of the factual state of the digital competences of teachers and students is indicated.

Improvement of the Competence and Affective Disposition of Junior High School Teachers After the Implementation of Biodiversity Literacy Textbooks Containing Material on the Local Potency of West Java

This study aimed to analyze the improvement of competence and affective disposition of junior high school teachers after implementing biodiversity literacy textbooks containing material on the local potency of West Java. The study used a weak experimental design with the one group pretest post-test method. A total of 33 junior high school teachers from various districts in West Java Province were involved in the research conducted from January 2020 to August 2021. The results showed that there was an average increase in competence (71%) and affective disposition (69%) of biodiversity literacy. There was a sequential increase in biodiversity literacy competence, namely, scientifically explaining biodiversity phenomena (77%), evaluating scientific inquiry related to biodiversity (74%), scientific interpretation of biodiversity data and evidence (73%), and designing scientific inquiries related to biodiversity (68%). There was an increase in the level of biodiversity literacy competence at level 4 (21%), level 5 (15%), and level 6 (48%). There was an increase in affective disposition in the form of sensitivity and positive values (88%), self-confidence, personal and social responsibility (69%), interest (68%), and concern for biodiversity (67%). The results of hypothesis testing with the Wilcoxon Test resulted in a sig value of 0.000 for competence and attitude disposition. The study concluded that biodiversity literacy textbooks containing material on the local potency of West Java can help improve the competence and affective disposition of biodiversity literacy of junior high school teachers.
 Keywords: competence, affective disposition, biodiversity literacy, local potency, West Java

A study of the impact of the new digital divide on the ICT competences of rural and urban secondary school teachers in China

Teachers' competence in information and communication technology (ICT) applications can lead to a deeper integration of technology into the curriculum and improve the quality of education. However, its application and distribution issues could result in resource inequality and social injustice. Based on the ICT competency framework for teachers, the study investigates the variables influencing teachers' ICT competency. A prediction model of teachers' ICT competency is built using empirical data from secondary school teachers in Hebei Province, China, both in urban and rural settings. The study results show that a new digital divide does exist between urban and rural teachers and that differences in digital environment and digital literacy reflecting the new digital divide have different degrees of impact on teachers' ICT competence. Age and subject also affect teachers' ICT competence. In the new era, we can start with knowledge acquisition, knowledge deepening and knowledge creation to improve teachers' ICT competence.

Science-literacy-based teaching materials Training Management Model: Improving the Professional Competence of Middle School Teachers

This research aims to (1) determine the effectiveness of the Scientific Literacy-Based Teaching Materials Training Management Model based on material experts, learning design experts, and teacher responses. (2) determine the effectiveness of the scientific literacy-based teaching materials training management model. This research was conducted at SMP N 11 Medan in June–October 2023, using descriptive data analysis techniques. The development of the training model was carried out using the Thiagarajan Four-D (4-D) development model, which consists of four stages, namely definition, design, development, and dissemination. The resulting product is a training model that will be used by teachers at SMP N 11 Medan. The feasibility of the model was assessed by validation experts. The results of the material expert assessment show that it is in the very good category, with an average percentage of 90.05% (very good), design experts at 90.50% (very good), and teacher respondents at 91.6% (very good). Test the effectiveness of the model with the results of the known value tcount = 3.263 while ttable = 2.042, which means that there is an influence of using a model based on scientific literacy in the ecosystem in increasing students' grades in class, so it can be concluded that the research product for the development of scientific literacy-based teaching material training management is a training model that is suitable for use as a training model for teachers.

Systematic review of quantitative research on digital competences of in-service school teachers

This systematic literature review provides an overview of quantitative research conducted between 2016 and 2021 on the digital competence of in-service school teachers. The main objective is to examine how the digital competence of in-service teachers is defined and measured, along with the explanatory factors influencing its development. The review focuses on databases such as Web of Science, Scopus, and the Education Resources Information Center. Through a rigorous selection process involving search terms, inclusion and exclusion criteria, and an assessment of article quality, 44 articles were chosen from an initial set of 1845. Findings reveal that the assessment of in-service teacher digital competence typically encompasses five dimensions: (1) planning and preparation of digital-based lessons, (2) use of digital technologies to support teaching practices, (3) implementation of classroom activities incorporating student use of digital technologies, (4) utilization of digital technologies to foster 21st-century skills in students, and (5) emphasis on student digital skills. Furthermore, studies in the field tend to prioritize the measurement of in-service teacher abilities to use digital technologies for instructional planning and as a teaching resource. There is less emphasis on measuring their competence in guiding student-centered activities or developing students’ skills. The primary factors explaining digital competence include sociodemographic characteristics, technology use, teaching practice, experience, and attitudes towards ICT. In conclusion, the results highlight the need for a greater consensus and specification regarding the operationalization of in-service teacher digital competences, as well as the improvement of measurement instruments.

Developing digital competence of secondary school teachers through training sessions

This paper explores using training sessions as an effective approach to developing digital competence among secondary school teachers. Technology-focused training sessions were conducted with teachers across disciplines, demonstrating tools like Kahoot, LearningApps, Mentimeter, and more. Pre- and post-training surveys measured self-reported digital competence, with most teachers moving from “sufficient” to “high” competence after participating. The training sessions allowed teachers to learn new skills hands-on while experiencing tools from a student perspective. This method shows promise for continuously improving teachers’ ability to leverage technology for engaged learning, which is especially vital in the age of remote instruction. More research is warranted on training impacts and optimal session design.

Kompetencje społeczne nauczycieli szkół średnich a ich samoocena

Modern schools place high demands on teachers in terms of broadly understood professional preparation, which is supported not only by knowledge of what and how to teach, but also by social competences manifested by interpersonal skills, enabling effective teaching and upbringing of children and adolescents. These competences are strongly conditioned by personality traits. The article takes into account self-esteem as a correlate of social competences of secondary school teachers, which is an attitude towards oneself, especially towards one’s own capabilities and other socially valuable features. Therefore, the aim of the research was to determine the relationship between the social competences of the surveyed teachers, their profiles and self-esteem. To obtain answers to the research problems, the PROKOS Questionnaire and the Rosenberg Self-Esteem Scale (SES) were used. The obtained results allowed us to confirm the working hypothesis about the relationship between the presented variables. There were positive correlations both between the level of self-esteem of the surveyed teachers and the overall result of their social competences, as well as all the analyzed profiles of these competences.

School Policy and Teacher Competency to Prepare Literacy Teaching Materials for Early Children Based on Local Stories

This article describes school policies and teacher competencies for preparing literacy teaching materials for early childhood based on local stories at Madrasah Ibtidaiah Negeri 02 Situbondo, East Java. The research method used is a qualitative approach with a case study approach. Data was collected through unstructured interviews, observation, and documentation of relevant archives. The subjects of this research were students, facilitators, and heads of Madrasah Ibtidaiah Negeri 02 Situbondo. The data analysis technique used in this research is the Miles and Huberman data analysis model: data condensation, data display, and conclusion drawing/verification. The research results show that the policy of integrating religious literacy and Arabic literacy in MIN 02 is based on Minister of Education and Culture Regulation No. 23 of 2015 concerning growing interest in reading, outlined in the school's vision, mission, and literacy guidebook. Each class creates an assessment book the teacher uses to assess students' religious literacy and Arabic language skills. They were handed over to parents at the end of each semester. The role of teacher competence in developing Arabic language teaching materials used by Madrasah Ibtidaiah Negeri 02 Sitobondo teachers includes needs analysis through field studies and literature studies regarding regional song sagas about Situbondo. Meanwhile, the design of teaching materials uses the Canva application. They were followed by the testing phase of teaching materials and revision of teaching materials.

중등교사의 디지털 리터러시 역량이 수업전문성과 교직만족도에 미치는 영향

The purpose of the present study is to verify the impact of secondary school teachers' digital literacy competence on their teaching quality and teacher satisfaction. The study conducted descriptive statistics, correlation analysis, two- independent samples t tests, and regression analysis were conducted on 387 middle school teachers by using the SPSS 23 statistics program. The analysis results are as follows. First, there was a significantly positive correlation on the relationship between secondary school teachers' digital literacy competence, teaching quality, and teacher satisfaction. Next, there were significant differences in digital literacy competence, teaching quality, and teacher satisfaction depending on gender. There were significant differences in in digital literacy competence and teaching quality depending on age group. Lastly, secondary school teachers' digital literacy campetence had a significant impact on their teaching quality and teacher satisfaction. Based on these research results, theoretical and practical implications were derived regarding the digital literacy competence of secondary school teachers’ to improve their teaching quality and teacher satisfaction.

ASSESSING COMMUNICATIVE COMPETENCE AMONG SCHOOL TEACHERS: A CRITICAL ANALYSIS

Effective communication is paramount in the field of education, particularly among school teachers who serve as conduits of knowledge and facilitators of learning. This research article examines the communicative competence of school teachers, exploring its multifaceted dimensions and implications for pedagogical practice. Drawing upon theoretical frameworks and empirical evidence, this study investigates the components of communicative competence, its role in classroom interactions, and the factors influencing its development and enhancement. Additionally, it offers insights into the assessment methods and strategies for fostering communicative competence among school teachers.

The Jigsaw Cooperative Learning Model in Islamic Religious Education to Develop Students' Emotional Intelligence

This study investigates the correlation between emotional intelligence in Islamic teachings and the embodiment of morality as human behaviour. Carried out at SMA YP UNILA Bandar Lampung, the research spanned from October 2023 to January 2024, utilizing a descriptive qualitative methodology. Islamic education teachers were the subjects. Data collection involved observation, interviews, and documentation, with analysis employing reduction, presentation, and concluding. Validity was ensured through triangulation techniques and sources. Supportive factors encompassed collaborative efforts among school personnel, adequate facilities, extracurricular activities, and teacher competency. Conversely, hindering factors comprised students' disinterest in religious activities, insufficient parental support, restricted learning time, non-compliance with school rules, and academic pressure. The study's findings align with Daniel Goleman's emotional intelligence theory, positioning emotional intelligence as the bedrock for various other intellectual capacities.
 Keywords: Cooperative Learning, Islamic Religious Education, Emotional Intelligence

A comparison of perceptions of digital competences of Schoolteachers to school leaders in Lebanon

The study focused on examining the self-perceived digital competences of Lebanese school teachers and compared their opinions to those of school leaders. The study aimed to investigate whether the digital competence levels of school teachers meet the needs of schools as perceived by school leaders. The European Framework for the Digital Competence of Educators (DigCompEdu) was used as a framework that proposes a comprehensive set of digital competences specifically designed for educators. The findings revealed that while school teachers excel in handling digital resources, they lack competence in promoting learners' digital literacy and their skills of utilizing digital tools for communication, collaboration, and problem-solving. Additionally, school leaders had a different opinion regarding school teachers' competences, indicating a lack of support for the safe and responsible use of digital tools and managing digital resources. The study used a mixed-method approach and a cross-sectional descriptive design with a survey sample size of 170 in-service teachers and an interview sample of 10 school leaders from a variety of Lebanese schools.

E-work self-efficacy, digital competence and work engagement of teachers in public secondary schools from two provinces in the Philippines

This descriptive-correlational research design aimed to
 determine the significant relationships between e-work self-efficacy,
 digital competence and work engagement of teachers in secondary
 schools in the Philippines. The respondents of the study were 244
 teachers from public secondary from two provinces. They were
 selected through Simple Random Sampling. The study was
 conducted via online forms. The gathered data were treated using
 statistical tools such as Mean, Standard Deviation, Pearson r, Hayes
 Process and Multiple Linear Regression. The results of the study
 suggest that enhancing e-work self-efficacy and digital competence
 may lead to increased work engagement, which could ultimately lead
 to better job performance and satisfaction in the context of remote
 work. The results of moderation analyses revealed that the
 respondents’ profile age, length of service, and academic rank
 significantly moderated the relationship between e-work selfefficacy and work engagement. Hence, the hypothesis stating that
 the respondents’ profile variables do not significantly moderate
 between e-work self-efficacy and work engagement and also the
 hypothesis stating that the respondents’ profile variables do not
 significantly moderate between digital competence and work
 engagement of the respondents were both partly upheld. The result
 of regression analysis identified the digital competence singly
 predict the Work Engagement of the respondents. Moreover, the
 regression further revealed that digital competence and e-work selfefficacy in combination predict the work engagement of the
 respondents. Hence, the hypothesis stating that the respondents’
 profile, e-work self-efficacy, and digital competence do not
 significantly predict their work engagement was partly upheld.

Model of Sekolah Penggerak in Building Accelerated Transformation of Jambi University Partner Schools

This research is based on the Sekolah Penggerak model in the development of accelerated school transformation from the implementation of the Sekolah Penggerak program at partner schools at Jambi University. From the results of the initial grand tour, it can be seen that the partner school learning environment still contains bullying and disruption, as well as learning that is not yet student-centered. The research results show that the main elements of the Sekolah Penggerak model in developing accelerated school transformation are leadership development, which is the driving force in the governance system, improving the quality of communication, improving the quality of teachers, and problem-solving. These elements can improve the stages of school transformation at level 3, namely the expected stage, where bullying rarely occurs, and teachers carry out learning according to needs. The synergy of elements in increasing the stages of school transformation leads to the implementation of the School Mobilization Program, namely accelerating school transformation, improving the quality of education, increasing the competence of school principals and teachers, and accelerating the implementation of digitalization in schools. And open up opportunities to become a transformation catalyst for other schools

Factors affecting the effectiveness of math teachers’ integrated teaching in Vietnam high schools

The teachers’ effectiveness in teaching is considered an important factor in determining the quality of high schools. Therefore, it is necessary to study the factors affecting the effectiveness of math teaching, especially the integrated teaching competence of math teachers in high schools. The main objective of this study is to determine the factors affecting the integrated teaching effectiveness of high school math teachers. Simultaneously, it proposes some appropriate solutions to help teachers have the opportunity to develop integrated teaching competence, contributing to improving the teaching efficiency of math to meet the current educational innovation requirements in Vietnam. SPSS software was used to analyze and process data from a survey of 118 math teachers at 31 high schools in Vietnam. The results of six analyzed variables show that there are three variables affecting teachers’ effectiveness of integrated teaching, including teacher’s perception of integrated teaching; policy on salary, bonus, and material remuneration for teachers; and student characteristics. In addition, the study also shows that teachers with a master’s degree have higher integrated teaching effectiveness than teachers with bachelor’s degree. The results also reveal that seniority and gender have almost no influence on the integrated teaching effectiveness of teachers. However, there is a statistically significant difference in the effectiveness of integrated teaching in grade 12 math teachers compared to grade 10 and grade 11. The new findings of this study have implications for high schools, teacher training institutions, pedagogical schools, and policymakers to improve the effectiveness of integrated teaching.