School Competence Research Articles

Parent and teacher judgments about children's mathematics and reading competencies in primary school: Do parent judgments associate with children's educational outcomes?

Most research on this topic has focused on examining parent and teacher judgments separately. Therefore, information about the relationship between parent and teacher judgments and children's cognitive competence is relatively sparse. To bridge this research gap, this study aimed to examine the relationships between both parent and teacher judgments and children's mathematics and reading competencies.The present study used data from the Starting Cohort 2 of the German National Educational Panel Study, which primarily collected data on children, but also collected data on parents and educators.The results of multilevel regression models confirmed the significant contribution of both parent and teacher judgments in explaining the variance in mathematics and reading competencies. More importantly, the results indicated that the combined contribution of parent and teacher judgments to children's competencies is more meaningful than their independent judgments. This result highlights the role of family-school partnerships in promoting children's educational success.

Teachers’ Competence and Students’ Academic Performance in Secondary Schools in Rwanda

The level of teachers’ competence plays a significance role in the promotion of students’ performance especially in academic perspective. The school leadership and educational practitioners have to improve the level of teachers’ competence so as to improve the level of students ‘academic performance which is proportional too.  The purpose of this study therefore, sought to establish the relationship between teachers' competence and students’ academic performance in Gakenke District in Rwanda. This study used a correlation research design to investigate the relationship between teachers' competence and students' academic performance in secondary schools in Gakenke District, Rwanda. Data was collected through questionnaires and interviews from a sample size of 329 respondents out of a target population of 1839, and statistical analysis using SPSS software was performed, including correlation and regression analysis to determine the relationship between variables. The findings showed the overall mean of 4.19 is between Agree (4) and Strongly Agree (5) which indicates that almost students agreed that their academic performance is good. On correlation between teachers' qualification and students’ academic performance, the results presented that there is a statistical significance high degree of positive relationship between teachers’ competence and students’ academic performance with P-value = .000 which is less than 0.01 as the level of significance and Pearson coefficient of correlation r = .848 which is high and indicates that there is a relationship correlated to the teachers’ qualifications and students’ academic performance. The study concludes that the competence of teachers, expertise, teaching methods and students’ participation in lessons and good instructions at schools successfully promote the students’ academic performance. The recommendations from the study include regular quality checks by the Ministry of Education to ensure teachers' competence and the provision of appropriate skills to students, schools organizing effective instruction and hiring qualified teachers to improve academic performance, teachers personally developing their competence through further studies and training to enhance the quality of skills imparted to students, and students actively attending lessons and adhering to school guidelines to achieve better academic performance. Keywords: Competence, Teachers’ competence, Academic performance, students’ academic performance &nbsp

An Assessment of Mentoring Programmes for Novice Secondary School Teachers’ Competencies in Mbeya Region, Tanzania

Mentoring programmes are cost- effective and interesting in helping one to grow in different teaching methodologies for practicing secondary school teachers and learning processes for novice teachers. When mentoring is carried out in one’s early career development, novice teachers become competent and execute their work with confidence. Yet, there are a few studies which have so far been conducted concerning the assessment of mentoring programmes for novice secondary school teachers’ competencies. Specifically, the study examined the forms of mentoring offered to novice teachers in secondary schools in Mbeya region; and established stakeholders’ perceptions on mentoring programmes in developing novice teachers’ teaching competencies in secondary schools in Mbeya region. A descriptive survey research design utilizing quantitative and qualitative approaches was used to a sample size of 110 respondents. Quantitative data were analysed descriptively while qualitative data being analysed through content analysis. The findings revealed that different forms of mentoring were practiced in Mbeya region. These included formal and informal mentoring, instance and group mentoring, situational and supervisory mentoring where each form of mentoring benefited novice teachers towards teaching and learning. Also, the study revealed positive perception of mentoring programs towards developing novice teachers’ competence in secondary schools from stakeholders. Further, novice teachers viewed their mentors as models to help understanding of their own strengths and weakness, as well as acquiring problem solving skills, thereby filling the gap created by limited practices and experiences not covered during teacher training. It was recommended that there is a need to strengthen programmes in secondary schools in order to support novice teachers’ progress in the beginning of their teaching career.

Islamic Higher Education Role on Teacher Competence and Students' Learning Difficulties in Islamic School

Education is an inseparable integration regarding level and resources in higher education. This study aims to analyse the role of Islamic higher education in improving teacher competence and student learning difficulties. This research uses a qualitative method with a literature study approach. Research shows that Islamic higher education’s role is to build education, especially human resources, by developing and improving teacher competence to help students with learning difficulties. Islamic higher education is more attention to problem-solving in madrasah through seminars, training, research and educational evaluation. Efforts to increase teacher competence in overcoming learning difficulties through independence and motivation by increasing skills and experience in solving problems in the learning process. The implications of Islamic higher education facilitated teachers to communicate with parents and students, take inventory of learning difficulties, participate in professional activities independently, and carry out gradual and continuous evaluations.

Teacher Performance in Carrying out Cognitive Assessments in Mathematics Learning at State Junior High Schools in the District of Makassar City

This research uses a qualitative approach with the aim of knowing the teacher’s performance in conducting assessments in accordance with learning mathematics to achieve certain competencies in public junior high schools in the Makassar district. Data collection technique using documentation technique, observation technique, and interview technique. The research subjects were 3 mathematics teachers at Rappocini Middle School, Makassar District. The results of the study show that the teacher’s performance in planing cognitive assessments in mathematics at state Junior High School in the makassar city district is able to develop assessments tools that are in accordance with learning objective to achieve certain comptencies as written in the lesson plans. Meanwhile, teacher performance in carrying out cognitve assessments in the subject of mathematics in public middle schools in the district of Makassar city, namely carrying out assessments with various assessmnets technique and announcing the results and their implications for students, regarding the level of understanding of the learning material that has been and will be studied. Teacher performance in analyzing appropriate cognitive assessments by learning mathematics to achieve certain competencies in state Junior High School throughout the District of Makassar City, namely partly analyzing the results of the assessments to identify diffuclt basic indicators/competencies so that the strengths and weaknesses of each studnets are known for remedial and enrcihment purpose. The teacher’s performance in reflecting on the results of cognitive assessments in accordance with learning mathematics achive certain competencies in public middle schools in the district of Makassar City, namely that they have not maximaized/utilized input from students so that they do not reflect enough to imprive learning.

Teaching Factory Model Using Flipped Classroom and Knowledge Management System Based in Improving 21st Century Competencies in Vocational High Schools

The students in Vocational High Schools are demanded to have skills and competencies to face the world industry, but sadly many Vocational School Graduates have the incompatibility of skills and competencies, which seriously causes high unemployment rates. Therefore, an effective learning model needs to be implemented to overcome this problem. This research aims to produce a Teaching Factory Model Using Flipped Classroom and Knowledge Management System (KMS) Based. Providing a learning model that can be a solution to increase the competence of vocational students in meeting the needs of the industrial world and the business world in facing challenges in the Revolution 4.0 era. The research methodology used is Research and Development with ADDIE stages. This research produces a Model Teaching Factory based Flipped Classroom and Knowledge Management System. Based on the study results, the learning model teaching factory based Flipped Classroom and Knowledge Management System valid, practical and effective in Enhancing 21st Century Competencies in Vocational High Schools. The renewal of the model is designed to calibrate the Teaching Factory model based on Flipped Classroom and Knowledge Management System, a 21st century competency needed by the industrial world.

Promoting basic arithmetic competence in early school years–using a response to intervention model

AbstractThis study investigated whether mathematics education based on a multi‐tiered response to intervention (RTI) model can support students' arithmetic competence in primary schools in Sweden. The intent was to identify and support students at risk of failure. In this study, 113 students participated in the intervention, and 30 students participated in the control group. Both groups were followed from Grade 1 to the end of Grade 2 and compared. During the first semester in Grade 1, all students were taught basic addition and subtraction with explicit instructions in Tier 1. Those who did not respond to Tier 1 after one semester were provided support within Tier 2 during the second semester. The same was repeated in grade 2 and the students that did not respond to Tier 2 were supported within Tier 3. At the end of Grade 2, students in the intervention group performed significantly higher on the basic arithmetic competence in the number range 1–9 than the control group. No significant difference was found in a test measuring basic arithmetic competence in the number range 10–19. This study shows that using multi‐tiered RTI might be sufficient to identify and support students at risk in early arithmetic competence.

SCHOOL HEADS LEADERSHIP COMPETENCE AND THE IMPLEMENTATION OF ENHANCED SCHOOL LEARNING CONTINUITY PLAN ON THE SCHOOL PERFORMANCE OF SELECTED PUBLIC SECONDARY SCHOOLS IN DIVISION OF LAGUNA

The present descriptive study centers on the implementation of enhanced school learning continuity plan and the performance of public secondary schools. The learning continuity plan is intended to balance the needs of all stakeholders, including educators, parents, students and community members. The following were the significant findings of the investigation: The finding shows that the level of school heads leadership competence as to social awareness, organizational skills, innovative, systematic, and results-oriented was very great extent which obtained an overall mean scores of 4.52, 4.54, 4.55, 4.49, and 4.52 respectively. It shows school heads are liable for the authoritative and instructional supervision of the school. Next, the level of implementation of the Enhanced School Learning Continuity Plan Key Dimensions of secondary schools in Laguna as to Safe Operations, Well- Being and Protection, Focus on Learning, Ensuring Quality of Teaching and Learning Process, Provision of Learning Resources and Education Financing was very great extent which obtained an overall mean scores 4.46, 4.51, 4.46, 4.54, 4.49 and 4.49 respectively. It implies the importance of a learning continuity plan intended to balance the needs of all stakeholders, including educators, parents, students, and community members Then, the level of school performance of secondary schools in Laguna in terms of Development Plan, SIP/AIP, PPAs Organizational Structure SGC SPTA was very great extent which obtains an overall mean 4.80, 4.81, 4.79 and 4.81 respectively and Drops Out Rate got outstanding, Completion Rate, got very satisfactory Schools MPS, got fairy satisfactory and OPCRF got outstanding it show varied responses in school performance. Then, the relationship between School Heads Leadership Competence and School Performance of Public Secondary Schools in Laguna has significant. Lastly, the relationship between the Implementation of the Enhanced School Learning Continuity Plan and the School Performance of Public Secondary Schools in Laguna also has significant.

Application of 5E model in Natural Science teaching to develop students' nature-understanding competence in junior high school

According to the Natural Science Curriculum 2018, nature-understanding competence is one of the three components of natural scientific competence. The expression of this competence is that students can perform some basic skills to understand and explain natural phenomena, demonstrating practical problems with scientific evidence. An important feature of teaching Natural Science is that students need to experience and discover things and phenomena of the natural through experiments and practical experiences, thereby forming scientific knowledge and apply knowledge to solve problems in life. The 5E is a model of science teaching in accordance with the educational philosophy of "student-centered" and is built on the theory of constructivist teaching, in which students gain new knowledge based on what they already know. Using the 5E model in teaching helps students to receive knowledge systematically and effectively. In this article, we analyze the correlation between 5E-model phases and expression of understanding nature competence, and design the lesson plan of "oxygen" Natural Science grade 6 by using the theoretical framework in related references. We also use the expert method in the practical investigation methods to get an idea about the competence structure in understanding nature and designing the teaching plan of the subject Oxygen in Natural Science 6.

Learning Model of Reading and Writing Literacy During the Covid-19 Pandemic in Kindergarten

This study aims to describe the learning model of reading and writing literacy during the Covid-19 pandemic at TK Tunas Ambulung Banjarbaru and TK Tunas Bangsa Banjarbaru. This study uses a qualitative approach with a multi-site method. Data collection through interviews, observation and documentation. The data is processed in the form of reduction, data presentation and conclusion. The results of the study illustrate that Kindergarten uses guidelines from the Ministry of Education and Culture, fun play activities at school and at home, creates a pleasant atmosphere and provides an environment rich in literacy at school and at home, increases the competency of school principals and teachers through webinars on the implementation of learning and improvement competence in school and inter-school learning communities, partnering with Community Health Centers and Regional Libraries in limited face-to-face meetings, and teachers and parents taking advantage of Kindergarten media around children's homes and around the school environment.

Assessment Competence of Teaching Staff – a Factor in the Implementation of National Policy in the Field of School Competence Assessment

The article addresses the issue of assessment competences of teachers in the context of the reform undertaken in the Republic of Moldova at the level of educational policies related to the school competence assessment. The article examines the national normative framework; the educational policy documents underlying the assessment process in primary education are mentioned and analysed. The descriptors to be demonstrated by the teachers in the classroom assessment process, as well as the principles of andragogy, are listed here. The objective of this article is to analyse the main achievements of the national educational system at the level of educational documents and highlight the importance of training the assessment competences of teachers as an essential factor in increasing students’ performance. Kompetencje kadry nauczycielskiej w zakresie oceniania – czynnik warunkujący realizację polityki krajowej w zakresie oceniania kompetencji szkolnych Artykuł omawia kwestię kompetencji nauczycieli w zakresie oceniania w kontekście reformy przyjętej w Republice Mołdawii na poziomie polityki oświatowej związanej z oceną kompetencji szkolnych. W artykule zbadano krajowe ramy normatywne oraz wymieniono i przeanalizowano dokumenty polityki oświatowej leżące u podstaw procesu oceniania w szkolnictwie podstawowym. Wymieniono w nim deskryptory, którymi powinni wykazać się nauczyciele w procesie oceny klasy, a także zasady andragogiki. Celem artykułu jest analiza głównych osiągnięć krajowego systemu edukacji na poziomie dokumentów oświatowych oraz podkreślenie znaczenia prowadzenia szkoleń dotyczących kompetencji nauczycieli w zakresie oceniania jako istotnego czynnika sprzyjającego poprawie wyników uczniów.

‘The wrong’ kind of students or ‘Santa’s workshop’? Teaching practices for newly arrived migrant students in Swedish upper secondary VET

At some upper secondary schools in Sweden, newly arrived migrant youths can attend vocational courses while studying in the language introduction programme. The teaching practices in relation to language learning for newly arrived migrant students in this kind of school-based VET and how these practices are conditioned are investigated in the article. Eight VET-teachers were interviewed, and the narratives were analyzed using concepts from the theory of practice architectures. Three teaching practices in relation to language learning were identified within the broader project of teaching newly arrived students in VET: i) Swedish language first, ii) second language learning-in-action, and iii) joint VET and second language teaching. These practices were in turn connected to three different approaches to language learning in VET: language learning understood as a) segregated skills instruction, b) as happening ‘naturally’ while participating in VET-practice, c) integrated in VET but requiring explicit instruction and daily interaction with Swedish-speaking students. A conclusion drawn from the study is that newly arrived migrant students are provided unequal opportunities for development of vocational knowing and language competences in Swedish upper secondary schools depending on local conditions. The results also show how economic resources and support from school-leaders provides conditions for re-shaping teaching practices.

CLUB MODEL TO DEVELOP LIFE ADAPTIVE COMPETENCY FOR STUDENTS WITH DISABILITIES IN INCLUSIVE ELEMENTARY SCHOOLS

The issue of developing competencies for students with disabilities has been raising in recent years because of the issuance of a new program for all students from K1-12 - the 2018 General Education Program (GEP). Students with disabilities must face challenges to be able to develop their competencies in different subjects as well as in experiential activities. Life adaptive competency is one of very important competencies in the program of Experiential activities that students will develop their knowledge of understanding about themselves and their living environment as well as practice their self-regulation skills in responding to change. However, students with disabilities show a lack of life-adaptive competency because of the difficulties caused by their own disabilities as well as other external influences. The club model is one of the solutions that inclusive elementary schools can choose to improve competencies in general and life adaptive competency in particular for all students including those one with disabilities. This study focuses on finding out information about different club models and mentions 04 forms of club models as well as their meanings for students with disabilities so that they may have improved their life adaptive competency in inclusive elementary schools.

9. Specific Aspects of School Competency Assessment in Plastic Education Classes

Abstract The article defines evaluation as a strategy for the development of school competencies in plastic education classes. Reveals the advantages of the criterion assessment through descriptors of the educational products, carried out based on the evaluation objectives through traditional and complementary evaluation samples.

Key Quality Factors in Digital Competence Assessment: A Validation Study from Teachers’ Perspective

The progressive shift from a transmissive to a competence-based approach emphasises the need to design new models and tools for competence assessment. In order to address this need, this study, firstly, introduces the assessment model for digital competence in primary and secondary schools developed within the H2020 CRISS project. The Competence Assessment Model (CAM) (1) embraces the integration pedagogy approach in which competences are embedded within the curriculum and (2) provides competence assessment scenarios (CAS). Secondly, the study presents the results of the evaluation of its quality from the teachers’ perspective through an instrument designed on the basis of nine competence assessment quality criteria. The CAM was tested in a large-scale pilot study conducted in 535 primary and secondary schools across Europe. The outcomes show that the CAM mainly fulfills two out of the nine quality criteria: meaningfulness and authenticity. However, the exploratory factor analysis also reveals that all these quality criteria can be summarized into four key quality factors that more accurately describe how CAM is experienced in school teaching. Out of these, the most relevant is the (1) efficiency over time, student monitoring, support and evaluation. The three secondary factors identified are (2) fairness and cognitive complexity, (3) meaningfulness and authenticity and (4) reproducibility and transparency. The study provides a conceptual and methodological approach for the evaluation of Digital Competence in the school context. Most of all, it helps highlight four factors that, according to teaching staff, describe the quality of the proposed model when applied to daily teaching practices.

Assessing interactional competence in secondary schools

AbstractInteractional competence (IC) is a crucial component of teaching and assessing speaking in second/foreign languages in general. However, SLA research based on Conversation Analysis (CA) has shown that IC is a complex phenomenon, and while a qualitative approach to assessing IC is needed, it is time-consuming. At the same time, assessment in the foreign-language classroom has to be both manageable for teachers and it should provide learners with reliable and supportive feedback about their specific strengths and weaknesses. This paper offers some solutions for these issues. It will draw on previous proposals in CA to employ generic organizations of practice as a way to manage the complexity of the IC concept. Second, it will show how one of these organizations – action accomplishment – can be operationalized for assessment purposes in public-school classrooms. This includes a discussion of the CEFR Companion’s approach to ‘action’. Finally, it will present a possible rubric for action accomplishment. Our approach to assessing will be illustrated through the analysis of a sample role play with two foreign-language learners from a corpus of 14 2–4 minute role plays, recorded with beginning-to-intermediary-level learners of English as a foreign language in two German secondary schools.

An Empirical Study on the English Classroom Teaching Evaluation Combined with the Concept of Key Competency in Chinese Senior High School

With the sweeping of the new curriculum reform, new changes and requirements in English teaching stress the development of students' key competencies and require teachers to carry out teaching activities based on key competencies. As an important part of teaching, however, the evaluation in traditional English classes in senior high school lacks diversity and innovation and ignores the main role of students. Many explorations on classroom teaching evaluation have been conducted, but most of them are theoretical research, focusing on the compulsory education stage. This paper studies the evaluation of high school English classroom teaching combined with key competencies and explores the impact of the evaluation on English teaching and learning. The author selected two classes in a senior high school as the experimental class and the control class to conduct a two-month comparative experiment using classroom observation, testing and other experimental tools. It is found that the English classroom evaluation based on the key competencies can promote teaching effect as well as learning effect. Therefore, in the classroom evaluation, it is important for teachers to implement key competencies in the classroom teaching evaluation, use diversified teaching evaluation to arouse students' enthusiasm for learning, and improve students' comprehensive English learning ability.

K3LH ELECTRONIC MODULE DEVELOPMENT AND INDUSTRIAL WORK CULTURE FOR VOCATIONAL HIGH SCHOOL LIGHT VEHICLE ENGINEERING EXPERTISE COMPETENCIES (ASSISTED FLIP PDF CORPORATE EDITION APP)

This study aims to develop electronic-based module teaching materials on K3LH material and Industrial Work Culture for light vehicle engineering competency competencies in Vocational High Schools by using the Flip PDF Corporate Edition application. This research method was carried out using the Research and Development method using the ADDIE development model, which went through the stages namely: 1) Analysis, 2) Design, 3) Development, 4) Implementation, 5) Evaluation. This stage of testing the feasibility quality of the electronic module was validated by material experts with a percentage value of 94% and media experts at 89%, and reinforced from supporting data for student evaluation of 89%, so that electronic modules were categorized as very suitable for use as learning modules in schools. This effectiveness test is carried out to determine the effect of using the module, then obtained the average pretest test results of 65.47 and 73.00 posttest so that there is an increase in the average value after the treatment is carried out and it is effective. The results lead to the conclusion that there is a difference between the use of electronic modules established with the PDF Corporate Edition flip application on K3LH material and Industrial Work Culture before and after treatment.

Students’ Possession of Social and Emotional Learning Competencies in the Second Cycle Schools of Basic Education in the Sultanate of Oman

The study aimed to identify the degree of students’ social and emotional learning competencies in the schools of the second episode of basic education in Oman after the COVID-19 pandemic, and the researchers used the descriptive curriculum. The questionnaire of the OECD study was used for social and emotional skills in learning (Kankaraš and Suarez-Alvarez, 2019) which consisted of 5 competencies and 30 indicators: accomplishing tasks; emotional organization; dealing with others; cooperation; and openness. The results of the study showed that the overall degree of students’ ownership of social and emotional learning competencies was largely, with an average account (3.70), 74%, and a degree of ownership of each competency to a large extent, and in proportions percentage, ranged from 60.3% to 82%. There are statistically significant differences in the degree to which students have social and emotional learning competencies in the schools of the second episode of basic education in Oman in the total degree attributable to the sex variable, in favor of females (female students), while there are no statistically significant differences in the degree to which students have the competencies of social and emotional learning in the overall degree depending on the age variable. The study recommended that social and emotional learning skills be integrated into the curriculum, and that the Ministry of Education adopt courses, workshops, and lectures on emotional social learning programs aimed at educating all educational, community and media institutions.

Entrepreneurship Education, a Challenging Learning Process towards Entrepreneurial Competence in Education

Entrepreneurship education is a recent field in education. From a field mainly related to small business, it is extended towards enhancement of students’ entrepreneurial attitudes and skills. It can support students in developing an independent and versatile way by growing the spirit of entrepreneurship. Developing entrepreneurship competence among students requires the mastery of concepts by teachers. Training teachers in entrepreneurship education helps them apply specific competences, methods, and tools to encourage confidence in learners’ own capabilities and to stimulate flexibility, leadership, and initiative. To understand the teachers’ entrepreneurial competence, an online survey was developed to assess the level of mastery of such competence in Albanian teachers. The survey was designed to analyze the development of entrepreneurial competence of teachers, and their entrepreneurship education and training. The research goal of the survey is to evaluate the influence mechanisms of gaining entrepreneurship education competence and the way of implementing this competence in pre-university education schools. Results from the questionnaire highlighted the teachers’ need for the acquisition of entrepreneurial competence at every professional level, starting from initial teacher education. The findings from the survey are analyzed by taking into consideration the European policies regarding entrepreneurship education, such as the European Entrepreneurship Competence Framework (EntreComp), and their implementation in the Albanian educational sector.