Competence Of Teachers Research Articles

Teachers’ Motivation, Self-Efficacy, and Competence in Teaching in an Inclusive Classroom

This study explores the profile, motivation, self-efficacy, and competence of teachers in inclusive classrooms, with a focus on how these factors vary across age, sex, educational attainment, length of service, and position. Using descriptive statistics, the study analyzed levels of motivation, self-efficacy, and competence among teachers. Analysis of Variance (ANOVA) revealed significant variations influenced by professional positions rather than demographic factors like age, sex, or length of service. Correlation analysis showed strong positive relationships between motivation, self-efficacy, and competence, underscoring the interrelated nature of these factors in fostering effective inclusive teaching practices. The findings emphasize the need for tailored professional development and support strategies, particularly for teachers in lower positions, to enhance their confidence and effectiveness in inclusive settings. Additionally, the study highlights the role of school culture and leadership in supporting teachers’ professional growth and commitment to inclusive education. Keywords: Inclusive education, teacher motivation, self-efficacy, teacher competence, professional development, educational attainment, school culture, leadership, teacher position, demographic analysis

Education 4.0: Teachers’ Strategies, Needs, And Challenges

This study examines the evolving educational environment shaped by the Fourth Industrial Revolution, which necessitates innovative approaches to teaching and learning. The research focuses on the integration of technology in education and the corresponding competencies required by teachers to meet the demands of 21st-century learners. The study specifically investigates the strategies, needs, and challenges faced by secondary teachers in the Third Congressional District of Iloilo in transitioning towards Education 4.0. Grounded in the theoretical framework of Connectivism, the study employs a descriptive-correlational research design, utilizing a structured questionnaire to gather data from 296 respondents. Findings reveal that while teachers are eager to adopt Education 4.0 strategies, they face significant challenges, including limited access to resources, insufficient training, and varying levels of digital literacy among students. The study concludes with recommendations for enhanced professional development, improved access to technological resources, and the promotion of collaborative learning environments to better support teachers in this transition. These findings hold significant implications for stakeholders, including educational authorities, school administrators, and policymakers, in fostering a future-ready educational system. Keywords: Education 4.0, Fourth Industrial Revolution, Connectivism, digital literacy, teacher competencies, innovative teaching strategies, professional development, technological integration

Freedom of Curriculum: Evaluation of CIPP Early Childhood Education Co-Curricular Activities Program in Baruga Kendari City

This study aims to evaluate the co-curricular activity program in Early Childhood Education (PAUD) in Kendari City using the CIPP (Context, Input, Process, Product) evaluation approach. Data were collected from 6 schools with 43 respondents consisting of PAUD educators and managers, using an instrument in the form of a questionnaire that was analyzed descriptively quantitatively. The results of the study indicate that in the Context aspect, the condition of the school, students, educators, and school environment are in the good category with an average value of 14.40, 10.72, 10.79, and 10.86, respectively. In the Input aspect, facilities and infrastructure are considered quite adequate (mean 17.74), while the budget and involvement of external parties are still the main challenges with an average value of 11.19 and 10.49, respectively. Educator training is in the fairly good category with an average value of 13.91. In the Process aspect, student participation in co-curricular activities reached a good category (mean 14.12), while the professional and pedagogical competence of teachers showed very good results with an average of 25.02 and 32.33. In the Product aspect, the increase in student competence and the quality of co-curricular activities were in the good category, with average values of 17.91 and 21.12, respectively. This study concludes that the co-curricular activity program at PAUD in Kendari City as a whole has been running well, although improvements are still needed in the budget aspect and external party involvement to optimize results. Strategic recommendations include optimizing financial support, ongoing training for teachers, and closer collaboration with communities and external institutions.

Ценностные основы профессиональной подготовки будущих учителей русского языка и литературы

The purpose of the study is to identify the teacher’s priority values and ways to form them in the process of studying at the university for future teachers of Russian language and literature. The scientific novelty of the research lies in an integrated approach to solving the problem of forming the value foundations of professional training for undergraduate students in the specialty 44.03.05 Pedagogical education (with two training profiles), profiles “Russian language”, “Literature”, within the framework of the axiological direction in teaching the Russian language, which includes a wide range of opportunities to work with folklore texts, contributing to the formation of a system of traditional values and professional competencies of future teachers. Through a qualitative and quantitative analysis of the results of the survey of future language teachers, the most relevant values of a modern teacher have been identified, and the importance of each category of values has been established, taking into account the statistical indicators of students’ choice of each course of study. The research has shown that a systematic approach to the formation of the value foundations of students’ professional training and a comprehensive solution to the current problems of methodological support for future teachers of Russian language and literature are necessary conditions for the successful development of the modern educational space of the Russian Federation.

Guidelines for Developing Digital Competencies of Teachers Attached to Office of the Vocational Education Commission, Chiang Mai Province

Guidelines for Developing Digital Competencies of Teachers Attached to Office of the Vocational Education Commission, Chiang Mai Province

Strengthening The Competence of Writing Scientific Articles for Indonesian School Teachers in Bangkok to Improve The Quality of Education

One of the complaints faced by teachers at the Indonesian school of Bangkok was writing scientific articles and then publishing them in academic journals. The complaint was based on various considerations faced by teachers at the Indonesian school of Bangkok, namely (1) the absence of a socialization program for publishing articles from research activities; (2) lack of understanding related to the procedures, techniques, and methods of publishing scientific articles in reputable national and international journals; (3) lack of motivation, self-confidence, and experience to publish in reputable national and international journals. Participants in this community service activity were academics at the Indonesian School of Bangkok. This service was carried out using a participatory training model through socialization and training. After that, it continues with assistance in writing and publishing scientific articles. The socialization and training materials covered the basics of writing scientific articles until the publication process; methods, techniques, and methods of scientific publication. The success of the training process and results were measured using questionnaires and evaluation sheets from the participants. The results of this community service were an increase in the teacher competence of Indonesian school of Bangkok in the skills and understanding of writing until the publication of scientific articles in reputable national and international journals.

The influence of teachers' ICT competence on children's digital literacy abilities

The use of digital devices in the learning process is intended to provide convenience for teachers in presenting quality learning for children. Therefore, digital literacy is very much needed by teachers and prospective teachers in order to optimize children's development. This study uses a quantitative research design. The population in this study amounted to 9 respondents from various areas of Surabaya, while the sample in this study was obtained by 45 respondents with the research subjects being kindergarten teachers in the Surabaya area. The sampling technique used was purposive sampling. The data analysis technique used cluster sampling technique. The overall research results show that teacher ICT competence has an effect on children's digital literacy skills, which shows that the variable X teacher ICT competence has a t count of 2.654, which means it is greater than the t table which is 2.01669, and a significant value of 0.011 is smaller than 0.05. So it can be concluded that H1 is accepted so that variable X has a significant effect on variable Y, namely children's digital literacy skills. These results are also supported by the conformity of the results on each question item covering teacher competence in using digital devices in their learning. With the presence of digital devices as a learning resource, it produces children's ability to learn independently and teach children to utilize digital devices to improve knowledge and skills according to their age.

Pengaruh Kompetensi Guru Pendidikan Agama Islam dan Model Pembelajaran terhadap Pembentukan Karakter Siswa di SMA Islam Parlaungan Waru Sidoarjo

Students must have character in accordance with norms and ethical values, to shape the character students need to apply learning models that can support student character formation. Teachers of Islamic education are required to master the competencies aimed at providing quality learning so that students can be accepted with maximum. The competencies that teachers of Islamic education and the model of discharge used are important factors to be able to realize students with character. The purpose of this research is to find out the influence of PAI teacher competence and learning models on student character formation, the type of research used in this study is quantitative research. The total number of samples used for this investigation is 64 respondents, the method of sampling this study is Purposive Sampling. The analysis test used for this study is a double linear regression technique with the help of a statistical program tool such as SPSS 26. The results of the test and interpretation in this study can be concluded, Teacher's Competence in Islamic Education (X₁) have a significant and positive influence on Student Character Formation (Y) with a score of 0.316 with t-statistics 2.959 and p-values 0.004 < 0.050. The Learning Model (X₂) has a significant, positive impact on Students' Characters Formation with a value of 0.672 with a t-static of 5.422 and a p- values of 0,000< 0.050.

Development Management Model of Teacher’s Global Competence and Complexity Leadership Based on the Merdeka Curriculum

This study aims to produce: 1) A product of a global competency measurement instrument for senior high school teachers, 2) A product of a measurement instrument for the complexity of leadership of senior high school principals, and 3) A product of a global competency development model based on the complexity of leadership for senior high school teachers in DKI Jakarta, and 4) A product of a training module for developing global competencies for senior high school teachers in DKI Jakarta. The unit of analysis of this study was SMA Penggerak in DKI Jakarta, with respondents of SMA Penggerak Batch I teachers totaling 301 teachers taken by proportional random sampling. Measurement of teacher global competence was carried out by distributing questionnaire instruments compiled based on 3 (three) core elements of teacher global competence, namely: 1) Teacher disposition, 2) Teacher knowledge, and 3) Teacher skills (Tichnor-Wagner, et al, 2019). Meanwhile, measurement of complexity leadership was carried out by distributing questionnaire instruments compiled referring to 3 (three) components of complexity leadership, namely: 1) Administrative leadership, 2) Adaptive leadership, and 3) Enabling leadership (Uhl-Bien et al., 2009). This study uses the SEM model with data processing techniques using Wrap PLS. The results of the design of the complexity leadership and global competent teacher measurement instrument show a high level of validity and a perfect level of reliability, so it is very suitable for use in this study. The results of the complexity leadership hypothesis test on global competent teachers show that there is a significant influence. The results of measuring the complexity leadership dimensions on global competent teachers also show that each dimension has a significant influence, where the empowering leadership dimension has the most significant influence.

디자인 씽킹 기반 메이커 교육프로그램이 초등 예비교사의 감성지능과 메이커 역량에 미치는 효과 - ‘생활용품 개선 프로젝트’ 중심으로

The purpose of this study was to verify the effects of a design thinking-based maker education program on the emotional intelligence and maker competency of pre-service elementary school teachers. The study was conducted in two phases: developing the program and evaluating its effects through implementation. Program development proceeded in three stages: preparation, development, and improvement. The effects of the program were assessed by using a one-group pretest-posttest design, targeting 23 pre-service elementary school teachers in their senior year to analyze its impact on their emotional intelligence and maker competency. The results of the study were as follows. First, the design thinking-based maker education program was developed as a 15-session curriculum for pre-service elementary school teachers, focusing on the ‘Everyday Items Improvement Project’ theme. Second, the program was organized into eight stages: tinkering, empathizing, defining, ideating, prototyping, sharing and testing, improving, and maker faire. Third, the program was developed to reflect the unique characteristics of both design thinking and maker education, enhancing their complementarity and practical application. It was also designed to realize maker education, where students independently plan what they want to create, and determine and effectively utilize the tools and materials needed to produce their desired outcomes. Fourth, the program substantially improved the emotional intelligence of pre-service elementary school teachers, demonstrating significant effects across all the sub-factors of emotional intelligence. Fifth, the program proved effective in enhancing the maker competency of pre-service elementary school teachers, showing significant effects on all the sub-factors of maker competency.

미술교과 인공지능 역량 함양을 위한 예비교사 교육과정 개발

With the advent of artificial intelligence (AI), AI proficiency has become vital for teachers and learners in educational settings. Although preservice teachers acknowledge AI’s educational potential, they also express concerns regarding the technical challenges and integration of AI in teaching. In response, the Ministry of Education has mandated curriculum revisions in national universities to enhance AI and digital textbook competencies among preservice teachers. This study proposes to develop a program within university curricula aimed at developing the AI competencies of preservice teachers in the field of art education. Leveraging the curriculum of G National University of Education, elements from the Ministry’s “2024 Teacher Qualification Examination Practical Handbook” were incorporated into the Art Education I and II courses. Based on “AI·Digital Competency Structure for Art Teachers,” Art Education I—a required course for sophomores—integrates AI and digital competencies in 8 of its 15 sessions. The targeted sub-competencies include basic AI knowledge, digital device use, understanding social and educa tional implications, problem-solving, digital etiquette, protection of personal information and copyright, and evaluation of digital information in art.

FEATURES OF ORGANIZING INCLUSIVE EDUCATION IN PRIMARY SCHOOL IN THE CONDITIONS OF NUS

The article provides a theoretical analysis of the problem of organizing inclusive education for children with special educational needs (SEN) who study in primary school in the conditions of the New Ukrainian School (NUS). The basic laws that ensure the inclusion of children SEN in the educational process in the conditions of a general secondary education institution, considering their characteristics and individual needs, are analyzed. It is noted that one of the obstacles to the full inclusion of a child in the educational process is the insufficient level of development of the necessary competencies of primary education teachers in the field of inclusion, namely: incomplete, unsystematized ideas about the peculiarities of the psychophysical development of children with special educational needs; insufficient mastery of psychological methods and techniques of pedagogical communication with such children; lack of formed skills and abilities in selecting methods and techniques of working with children with special educational needs; imperfection of the tools that ensure the effectiveness of inclusive education; knowledge about ensuring the comfort and adaptation of the child to school. The main stages of organizing an inclusive educational environment in a general secondary education institution are identified. They includes four stages: motivation (the child's desire to study in a specific general secondary education institution), organization (actions of the head of the general secondary education institution), psychological and pedagogical support (creation of a team of psychological and pedagogical support) and implementation (creation of an inclusive educational environment, selection of methods and techniques for implementing inclusive education). The information presented in the article will help in the process of designing a high-quality and comfortable educational process for children with special educational needs in primary school in the conditions of the NUS.

A study on the competency of pre-service teachers to develop mathematics-centered STEAM instructional materials

A study on the competency of pre-service teachers to develop mathematics-centered STEAM instructional materials

Teacher pedagogical competence in the implementation of the independent curriculum in The Pilot State Kindergarten of South OKU District

Background: This research aims to describe in depth the pedagogical competence of teachers in implementing the independent curriculum. This research is qualitative research with a descriptive approach, in this case observing the pedagogical competence of teachers in implementing the independent curriculum in the Pilot State Kindergarten, South OKU Regency.Aim: This approach aims to provide a comprehensive overview of teachers' pedagogical competence in implementing the independent curriculum in the Pilot State Kindergarten, South OKU Regency.Method: This research uses observation, interview and documentation data collection techniques. Meanwhile, the data analysis technique in this research uses three stages according to Miles and Huberman, in the form of data reduction, data presentation, drawing conclusions.Results: This can be seen from several indicators such as mastery of students' character, educational learning, curriculum development, development of students' potential, communication with students, as well as assessment and evaluation. However, there are some teachers who have not fully mastered the pedagogical competency indicators. In implementing the independent curriculum, learning is divided into three main activities, namely opening, core and closing, which must be integrated into one learning series.Conclusion: The results of this research indicate that the pedagogical competence of teachers in implementing the independent curriculum in the Pilot State Kindergarten in OKU Selalan Regency is in the good category.

Analysis of Teacher Readiness to Implement Bioinformatics to Biology Learning in Senior High School

This study aimed to analyze teachers' readiness in applying bioinformatics to biology learning in senior high schools. Bioinformatics is a combination of computer science, statistics, and biology to analyze and interpret complex biological data. The application of bioinformatics into learning can foster students' realization of the real-life commitment of bioinformatics, enhance their understanding, and expand their curiosity about bioinformatics. The application of bioinformatics into biology learning needs to be supported by teacher readiness in terms of understanding, skills and factors that influence teacher readiness in applying bioinformatics. This research used a case study method with a qualitative descriptive approach to analyze the readiness of biology teachers from several senior high schools in Banten province in implementing bioinformatics into biology learning. The results of this study show that most teachers understand and realize the importance of bioinformatics in learning, on the other hand some teachers also feel not fully confident and able to apply bioinformatics into learning effectively. Although most teachers have adequate access to technology, teachers are not familiar with bioinformatics concepts and software such as BLAST and NCBI. Therefore, to fulfill the aspect of teachers' understanding and skills in applying bioinformatics to learning, focused training is needed that discusses the basic concepts of bioinformatics, the use of bioinformatics software, and its application in learning to improve teacher competence and create interactive and relevant biology learning.

Teachers Competencies for Pedagogical Practice in Special and Inclusive Education Towards the Development of TPACK Framework

Abstract: This study aimed to determine the profiles and competency levels of Special Education Teachers (SpEdT) and Receiving Teachers (ReT) in applying the TPACK framework to facilitate learning in an inclusive setting. It assessed the components of the TPACK framework that required improvement based on the teachers' competencies and examined the significant relationship between the teachers' profiles and their competency in applying the TPACK framework. The findings served as the basis for a teacher development plan for the 2024–2025 school year in selected public schools in the Tri-City area of Metro Cebu that offered Special and Inclusive Education (SIE) programs. The study employed varied research designs, including cross-sectional, correlational, and descriptive correlation approaches. The collected data were analyzed using frequency, weighted mean, and Chi-square tests. The research found that most respondents were female, aged 44 to 53, married, and pursuing a master’s degree, with 13 to 18 years of experience in managing 11 to 20 learners, primarily those with intellectual disabilities, autism spectrum disorders, or orthopedic disabilities, in self-contained classrooms. While all TPACK components were rated as "Competent," only Pedagogical Knowledge (PK) was rated as "Highly Competent," whereas Technological Knowledge (TK), Pedagogical Content Knowledge (PCK), and Technological Content Knowledge (TCK) received lower scores. The study found no significant relationship between most profile factors and TPACK competencies. However, the sex of the teachers was significantly related to their Content Knowledge (CK) competency, while Pedagogical Content Knowledge (PCK) and Technological Pedagogical Knowledge (TPK) were significantly related to civil status. Additionally, the type of class assignment had a significant relationship with CK competency. Overall, SpEdT and ReT teachers were considered competent in applying the TPACK framework for inclusive education. The study recommended implementing a development plan that included professional development, partnerships, and ongoing competency monitoring

Teacher readiness and institutional support in raudatul atfal: descriptive analysis of independent curriculum implementation

Background: The Independent Curriculum is a transformative initiative in the Indonesian education system, emphasizing flexibility, contextual teaching, and holistic child development. However, its implementation is a challenge for PAUD teachers, especially in Raudatul Lembaga Atfal (RA). To effectively address these challenges, a comprehensive understanding of teacher readiness and institutional support is needed.Objective: This study aims to analyze the readiness of RA teachers and institutional factors that support the implementation of the Independent Curriculum in Tangerang Regency, Indonesia. This study identifies key gaps in teacher competency and systemic drivers that are important for improving curriculum implementation.Methods: This study used a descriptive research design and involved 103 RA teachers from various locations. Data were collected through structured surveys and semi-structured interviews, focusing on various dimensions of teacher readiness, such as pedagogical competence, curriculum knowledge, technology proficiency, and adaptive capacity.Results: The findings highlight strong pedagogical skills but also reveal significant curriculum knowledge and technology gaps, especially in rural areas. The study's novelty lies in its integration of teacher readiness and institutional support, offering fresh insights into improving curriculum implementation.Conclusion: This study fills a research gap by examining individual and institutional factors influencing PAUD teacher readiness. Theoretically, it integrates readiness with institutional support, enhancing educational frameworks. Practically, it provides strategies for policymakers and leaders to improve PAUD through robust support systems

Modernizing Learning Media: Educational Content Design Training Using the Canva and Flipbook Platforms

The development of digital technology has brought significant transformation in the world of education, requiring teachers to improve their abilities in innovative learning methods. This research focuses on training in using the Canva and Flipbook applications as tools in developing digital learning media. Initial observations show that many teachers still use conventional media due to limited time and knowledge in design. Through a workshop held on October 5 2024, 54 participants from various educational institutions were trained to develop digital educational content. The results of the training show an increase in teacher competence in using Canva's advanced features and techniques for creating digital interactive books using Flipbook. Participants successfully integrated multimedia elements into learning, creating a more interesting and interactive learning experience. This workshop also builds professional networks between students and teachers, and increases teacher motivation to continue developing their digital competencies. In conclusion, this activity succeeded in improving the quality of the teaching and learning process through more effective use of digital technology.

A systematic review on measurement instruments of digital competencies of university teachers in English Teaching majors

The research presents a systematic review of measurement instruments for assessing digital competencies among university teachers in English teaching majors in Costa Rica. The study aimed to analyze the digital competencies of educators across various models and regions, identifying the most common competences and categorizing them into distinct dimensions. Data were gathered using a systematic bibliographic review methodology, and relevant literature was analyzed qualitatively. The findings reveal key elements contributing to an ideal measurement instrument, highlighting essential competencies university teachers should possess to effectively integrate digital tools into their teaching practices. This review sheds light on the current state of digital competence among educators and serves as a foundation for developing robust assessment tools tailored to the specific needs of English teaching professionals in Costa Rica. By delineating the critical dimensions of digital competencies, this research provides valuable insights for educational institutions aiming to enhance the digital proficiency of their teaching staff.

TRAINING A MODERN MATHEMATICS TEACHER: THE EXPERIENCE OF THE YURY FEDKOVYCH CHERNIVTSY NATIONAL UNIVERSITY

The article analyzes research on the issues of readiness of a modern mathematics teacher; the advantages of using innovative technologies over traditional ones by a teacher are presented. The purpose of the article is to substantiate the feasibility of training future mathematics teachers by introducing innovative technologies into the educational process of a higher education institution. Research methods include theoretical – analysis, synthesis, comparison, study of best practices and empirical – pedagogical experiment, expert assessment, testing, questionnaires. It is proven that the main function of innovative technologies is the direct inclusion of students in life itself and the implementation of the doctrine of “lifelong learning”. It is determined that the use of innovations and the application of pedagogical innovative technologies in work is one of the components of the innovative competence of a mathematics teacher. The features of the formation of the readiness of future mathematics teachers for innovative pedagogical activity and the classification of pedagogical technologies that are implemented in their work are presented. The academic disciplines of the educational program of the specialty 014.04 «Secondary education (mathematics)» for the field of knowledge 01 «Education/Pedagogy», which is implemented at the Faculty of Mathematics and Informatics of Yuriy Fedkovych Chernivtsi National University, are considered. As a result of studying professionally oriented disciplines, a complex of innovative teacher competencies is formed. The integration of innovative technologies in mathematics teacher training at Yuriy Fedkovych Chernivtsi National University sets a benchmark for modern education. By fostering competencies such as digital literacy, critical thinking, and adaptability, the university prepares future teachers to navigate the challenges of contemporary classrooms effectively. These advancements contribute to the broader goal of creating a resilient, innovative, and capable educational workforce. Future research and continuous adaptation will further enhance the training process, ensuring alignment with global trends and local needs.