Teachers In District Research Articles

Training on designing teaching materials with a book creator for junior high school science teachers in the Pali district

[Bahasa]: Perkembangan teknologi yang begitu pesat dibidang pendidikan dan rendahnya tingkat keterampilan guru dalam pemanfaatan teknologi menjadi latar belakang pentingnya pelaksanaan kegiatan pengabdian ini. Pengabdian pembuatan bahan ajar berbantuan book creator ditujukan bagi guru IPA SMP di kabupaten PALI. Hal ini disebabkan karena masih rendahnya tingkat keterampilan guru dalam pemanfaatan teknologi dan belum adanya bahan ajar berdiferensiasi berbasis elektronik. Perubahan kurikulum menjadi kurikulum merdeka dan kurangnya pelatihan dalam pemanfaatan teknologi menjadi faktor utama. Oleh karena itu, tujuan penelitian adalah untuk meningkatkan keterampilan guru dalam pemanfaatan teknologi dan meningkatkan pemahaman guru serta menghasilkan bahan ajar berdiferensiasi dengan memanfaatkan platform digital yaitu book creator. PAR (Participatory Action Research) merupakan metode yang digunakan dalam pelaksanaan kegiatan pengabdian yang terbagi menjadi: a) persiapan, b) pelaksanaan dan c) evaluasi dan refleksi. Sasaran kegiatan pelatihan adalah 19 guru IPA SMP di kabupaten PALI. Berdasarkan hasil data Pre-Test dan Post-Test yang diperoleh untuk tingkat keterampilan awal peserta pelatihan sebesar 50,86% dan meningkat menjadi 93% setelah melakukan pelatihan. Dibuktikan dengan nilai N-Gain yaitu 0,86 dengan kategori tinggi untuk efektivitas peningkatan keterampilan guru dalam pemanfaatan teknologi dan pembuatan bahan ajar berdiferensiasi setelah melakukan pelatihan. Sedangkan dari hasil evaluasi kepuasan peserta pelatihan berada pada kategori sangat puas dengan nilai 81,57%. Kegiatan pengabdian ini memberikan manfaat dan dampak positif dalam meningkatkan keterampilan guru dan dengan pelatihan seperti ini akan menciptakan guru-guru yang terampil dan profesional di Indonesia. Kata Kunci: bahan ajar, teknologi, kurikulum merdeka, book creator [English]: The rapid development of technology in education and the low level of teacher skills in utilizing technology are the background of the importance of implementing this community service program. The program of making teaching materials with the help of book creators is aimed at junior high school science teachers in the PALI district. This is due to the low level of teacher skills in utilizing technology and the absence of electronic-based differentiated teaching materials. The main factors are the curriculum change to an independent curriculum and the lack of training in technology utilization. Therefore, the research aims to improve teachers' skills in technology utilization, increase teachers' understanding, and produce differentiated teaching materials by utilizing a digital platform, namely book creator. PAR (Participatory Action Research) is a method used in the implementation of service activities, which is divided into a) preparation, b) implementation, and c) evaluation and reflection. The training targets were 19 junior high school science teachers in the PALI district. Based on the results of the pre-test and post-test data obtained, the initial skill level of the trainees was 50.86%, which increased to 93% after the training. They are proven by the N-Gain value of 0.86, a high category for the effectiveness of growing teacher skills in utilizing technology and making differentiated teaching materials after training. Meanwhile, the evaluation results of the satisfaction of the training participants were in the very satisfied category, with a value of 81.57%. This service activity provides benefits and positive impacts in improving teacher skills, and training like this will create skilled and professional teachers in Indonesia. Keywords: teaching materials, technology, independent curriculum, book creator

The reality of using artificial intelligence applications in developing primary school curricula from the point of view of classroom teachers in the Rusaifah district

The reality of using artificial intelligence applications in developing primary school curricula from the point of view of classroom teachers in the Rusaifah district

Teacher Mental Health and District Employee Support in Rural Communities: A Sequential Exploratory Mixed Methods Study

Although existing research explores the need for mental health for students in P-12 schools, scholarship regarding mental health needs and support for teachers is lacking, particularly in rural contexts. This study used sequential exploratory mixed methods to explore mental health needs and support in school districts in a predominantly rural state. Analysis included qualitative survey data from P-12 teachers in school districts about how teaching impacts mental health, and a quantitative analysis of employee assistance programs in participant school districts. Findings demonstrated teachers struggling with mental health, and a lack of employee support available. Implications and exploration of district policy are discussed.

Collaborative practices in professional learning communities: perspectives from middle-grade mathematics teachers in a semi-rural district in South Africa

ABSTRACT This study explored the collaborative practices of middle-grade mathematics teachers who participated in a District Professional Development programme aimed at enhancing teacher collaboration by forming professional learning communities. This qualitative case study included 38 middle-grade mathematics teachers. Data were collected through questionnaires, semi-structured interviews, and focus group interviews. The results revealed that while mathematics teachers engage in collaborative practices, their engagement is teacher initiated and primarily in response to identified problems rather than as part of their planned practices. Furthermore, the results showed that their primary motivation for collaborating is to enhance teaching strategies and student outcomes. While teachers acknowledge support from senior leaders, they primarily rely on each other, suggesting a parallel method of collaboration. This lateral approach effectively builds trust, but continued support by senior leaders is crucial for long-term sustainability. These findings highlight the importance of formal and teacher-led collaborative practices to sustain school professional development.

Factors Influencing Malays as a Second Language Learning in Essay Writing: A case study of Iban Ethnic Students in Sarawak, Malaysia

Second language learners, such as Iban students studying Malay, often face significant challenges in essay writing due to the proficiency gap between their first language and Malay. The lack of daily use of Malay further complicates their ability to grasp complex sentence structures and vocabulary, making essay writing a particularly difficult task for non-native speakers. This study aims to identify the factors influencing the learning of Malay as a second language in essay writing among Iban ethnic students. The study employed a qualitative research approach, involving semi-structured interviews with eight primary school Malay language teachers in the Kapit district of Sarawak. The data were analysed thematically using Nvivo 12 software. The findings identified three main factors: (i) mother tongue factors influence, (ii) linguistic environment factors influence, and (iii) psychological factors influence. As a result, the process of second language acquisition in educational settings requires deliberate and structured approaches, rather than relying on the natural language development seen with a first language. This study offers useful perspectives for both researchers and educators to refine teaching methods, focusing on more targeted strategies that can better support Iban students in improving their proficiency in Malay as a second language.

Academic Leadership of School Heads and Teachers’ Professional Conduct

Fundamentally, academic leadership of school heads is a measure expected to improve the professional conduct of teachers. In this study, the researcher selected the 205 secondary school teachers in District 1 in Davao City as the respondents of the study. Stratified random sampling technique was utilized in the selection of the respondents. Non-experimental quantitative research design using descriptive-correlational method was employed. The data collected were subjected on the following statistical tools: Mean, Pearson Moment Product Correlation and multiple linear regression analysis. Findings revealed that academic leadership of school heads and professional conduct of teachers in District 1 in Davao City were described as moderately extensive. Further, correlation analysis demonstrated that there is a significant relationship between academic leadership of school heads and professional conduct of teachers in Tugbok District 1 in Davao City. Evidently, regression analysis proved that academic leadership of school heads in terms of efficient planning and systematic inquiry were significant predictors of professional conduct of teachers in District 1 in Davao City. The study, therefore, conducted for further utilization of findings through publication in reputable research journal.

Moderating Effect of Teaching Etiquette on Intercultural Sensitivity and Work Fulfillment of Teachers in Maa District, Davao City

The current study was set to evaluate whether teaching etiquette significantly moderate the relationship between intercultural sensitivity and work fulfillment of teachers. In this study, the researcher selected the 200 public elementary school teachers in Maa District, Davao City as the respondents of the study. Stratified random sampling technique was utilized in the selection of the respondents. Non-experimental quantitative research design using descriptive-correlational method was employed. The data collected were subjected on the following statistical tools: Mean, Pearson Moment Product Correlation, and Hierarchical Regression Analysis. Descriptive analysis showed that teaching etiquette and work fulfillment were described as extensive, while, intercultural sensitivity of teachers was rated as moderately extensive. Further, correlation analysis demonstrated that there is significant relationship among intercultural sensitivity, work fulfillment, and teaching etiquette of teachers in Davao Central District, Davao City. Evidently, hierarchical regression analysis proved that professional etiquette significantly moderates the interaction between intercultural sensitivity and work fulfillment of teachers in Maa District, Davao City. In other words, teaching etiquette is a significant moderator on the intercultural sensitivity and work fulfillment of teachers since it strengthens its relationship. The study, therefore, conducted for further utilization of findings through publication in reputable research journal.

Course‐Based Teacher Professional Communities (With District and Union Support) at the Center of Three‐Dimensional Science Teaching

ABSTRACTThis study focuses on how two school districts managed and changed the instructional core—student learning goals, instructional resources and strategies, and assessments—in their required high school biology course as they responded to new state science standards based on the Next Generation Science Standards (NGSS). Biology teachers in both districts had access to NGSS‐aligned resources for their classrooms. Interviews with teachers, district science coordinators, and union leaders revealed how district responses were affected by two institutional logics: academic logics included the criteria that teachers used to choose resources and strategies for their classrooms and professional logics included the roles and responsibilities of district professionals. Participants from District A endorsed a common‐sense experiential academic logic, which recognized teachers' obligations to meet general criteria for content coverage while using their personal experiences and values to make detailed instructional decisions. They also endorsed a professional logic of privacy and noninterference, which recognized teachers' individual autonomy in making decisions about their classroom instructional cores. In contrast, participants from District B described how district professionals empowered a course‐based professional community to make decisions about the instructional core that all biology teachers followed in their own classrooms. We examine how this strategy enabled actions consistent with an instructional improvement logic that supported an NGSS‐aligned instructional core in all biology classrooms. We consider the implications of this contrast for teacher learning in organizational settings—the focus of this special issue.

Health Related Quality of Life Among Private School Teachers in Chengalpattu District, Tamil Nadu, India-A Cross Sectional Study

Background: Teachers are the foundation of any civilized society, as they preserve information, wisdom, and ideals. The study was conducted to analyze the Health-Related Quality Of Life among private school teachers and associate the findings with various demographic and occupational parameters. Methodology: This cross-sectional study was conducted among 300 private school teachers in Chengalpattu district from March-to May 2024.Sample size was determined by multistage random sampling technique. A semi-structured questionnaire consisting of background, occupation related details, and SF-36 to assess the HRQOL were used to collect data. Data was entered in excel and analysed using SPSS version 26. Results: Out of 300 teachers,233 were female and 152 were above the age of 40. Most affected domains were Bodily Pain and General Health Perception. In both these domains, very low mean levels of quality of life were significantly associated with teachers age more than 40 years old, those who got monthly income of more than 40k, married, teaching experience more than 20 years, those who travelled more than 60 minutes to reach school and those who had comorbidities. Conclusions: At least one variable across all domains analysed was associated with lower quality of life scores. Administrators and policymakers must provide appropriate health education or health promotion programs and comprehensive prevention strategies for improving their HRQOL.

Communicative Practices and Cultural Challenges in Kurikulum Merdeka: The District Teachers’ Voice

Kurikulum Merdeka, implemented across schools in Indonesia, emphasizes the development of students' communicative competence through a more flexible and contextual approach. However, its implementation faces significant challenges, particularly due to cultural differences across regions. This study aims to explore the cultural challenges faced by district teachers and to what extend fostering students' communicative practices in line with the new curriculum demands. It includes 50 English teachers from the Musyawarah Guru Mata Pelajaran (MGMP) Bahasa Inggris kabupaten Gowa, or English Teachers Assembly of Gowa District, representing diverse backgrounds and experiences. Data collection included surveys (n=50) using a Likert scale questionnaire and semi-structured interviews (n=6) constructed according to Han (2022) and Lei & Medwell (2022). The study reveals communicative practices show moderate implementation with meaningful communicative practices (mean=3.37), humanistic values and learner autonomy (mean=3.66), and cooperative learning (mean=3.48). The highest approval is in adopting a task-based approach (mean=4.00). Cultural challenges in contextual alignment is strongly emphasized (mean=4.18), highlighting the importance of aligning educational practices with local contexts. Recommendations include targeted professional development, promoting collaborative learning, establishing clear assessment frameworks, leveraging technology for resource sharing, and strengthening local community partnerships.

Competency of Public School Teachers in Using the Learning Resources Management and Development System

The Learning Resource Management and Development System (LRMDS), implemented by the Department of Education (DepEd) in the Philippines, is a critical element within the educational framework aimed at improving teaching and learning outcomes. In this context, this study focuses on assessing the competence of public-school teachers in a specific district within a medium-sized division in Western Visayas during the 2019-2020 school year, regarding their utilization of LRMDS, and identifying factors influencing their competence. To gather quantitative data, 170 teacher respondents participated in the study, completing a carefully designed questionnaire that underwent thorough validity and reliability assessments. The results indicate that most teachers demonstrate a moderate level of proficiency in utilizing LRMDS. The study also highlights a significant difference in LRMDS utilization among teachers based on age. These findings underscore the importance of targeted training programs and ongoing support mechanisms to effectively enhance teachers’ proficiency in utilizing LRMS. Improving teachers’ competency with LRMS can facilitate greater integration of technology in education, thereby contributing to enhanced student learning outcomes. Keywords: Public-school teachers, empirical-based approach, competence in using learning resource management and development system, Western Visayas, Philippines

A Sequential Explanatory Approach on Behavioral Flexibility and Commitment of Teachers in Talomo-A District, Davao City

This study examined how teaching resilience affects teacher commitment. Explanatory sequential mixed approaches were used to collect data from 198 public elementary school teachers in Talomo-A District, Davao City. Among quantitative responders, 17 were selected for IDI and FGD. Teacher commitment was moderate, while behavioral flexibility was great. Behavioral flexibility in self-assurance, organization, and interpersonal competency strongly influenced teacher commitment, according to regression analysis. Thematic analysis of qualitative data showed that teachers had broad behavioral flexibility, moderate commitment, and that behavioral flexibility strongly influences commitment. The regression model shows that behavioral flexibility is one reason instructors' commitment is somewhat high. The data integration method connecting- merging-confirmation explained the study's quantitative outcomes using qualitative results. Thus, the study was done to publish findings in respectable research journals.

Sources of Teachers’ Occupational Stress and Effects on their Self-Efficacy

The themes in this narrative inquiry represent the sources of occupational stress and further investigate their effects on teachers' self-efficacy. Poor occupational support, low salary and job insecurity, and the role of teachers are the major sources of occupational stress. Furthermore, these stressors have negative effects on the teachers’ self-efficacy on students’ motivation and engagement, teacher preparedness and planning, and their emotional well-being. This study employed a semi-structured interview with five EFL teachers in the Rupandehi district to explore their lived experiences. Participants were selected purposively from private schools, as existing research indicated teachers in private schools faced more occupational stress than public school teachers. The findings showed that teachers’ occupational stress negatively affects their self-efficacy and professional well-being. Additionally, it exhibited that a positive organizational climate, a supportive environment, and strong relationships with students, parents, and colleagues can significantly boost a teacher's professional well-being and self-efficacy. This research recommends school administrators and stakeholders ensure that teachers have access to adequate resources and support and that their working conditions are improved to maximize teacher effectiveness and well-being.

माध्यमिक स्तरीय शिक्षकों में सतत एवं व्यापक मूल्याँकन प्रक्रिया सम्बन्धितज्ञान एवं अभिवृत्ति का अध्ययन

The purpose of the research investigation was to study the knowledge and attitude of the secondary level teachers regarding continuous and comprehensive evaluation process. The study was conducted on 100 randomly selected secondary level teachers of Lucknow and Sitapur district. The investigation was done with the help of tools constructed by the researcher. There were four parts and thirty items/questions in the tool used to collect the data section “A” of the tool was investigating the knowledge of secondary school teachers about continuous and comprehensive evaluation process. Section “B” of the tool was investigating the priorities of secondary school teachers about methods and strategies to conduct continuous and comprehensive evaluation process. The thired part “C” of the tool was investigating the knowledge of secondary school teachers about the construction/administration of tools related to continuous and comprehensive evaluation. Part four “D” of the tool consisted of items related to the attitude of the secondary school teachers towards continuous and comprehensive evaluation process. Analysis of data was done with the help of percentage. It was concluded from the study that teachers of secondary level had satisfactory knowledge about continuous and comprehensive evaluation process, tool construction, process of evaluation as well as they showed a positive attitude towards continuous and comprehensive evaluation process

Perceived Stress Among Private School Teachers in Chengalpattu District, Tamil Nadu, India: A Cross-Sectional Study.

Background Teachers are the cornerstone of any civilized society, preserving knowledge, wisdom, and ideals. Along with job-related stress, teachers face a variety of challenging circumstances in the classroom. This includes thoughts concerning a lack of professional appreciation, challenges maintaining classroom discipline, a lack of peer support, and extra duties like surveys and government mandates. All of these characteristics may have an effect on their mental health. Thus the objective of the study is to analyze the perceived stress among private school teachers in Chengalpattu district and associate the findings with variousdemographic and occupational parameters. Methodology A cross-sectional study was conducted among 300 private school teachers in Chengalpattu District, Tamil Nadufrom June to August 2024. The principal investigator collected the data by using a semi-structured questionnaire, which consists of three parts, that is, sociodemographic variables, questions about their profession and health, and stress assessed by using the Perceived Stress Scale (PSS-10). The data collected was entered in Microsoft Excel (Microsoft Corporation, Redmond, Washington, USA) and analyzed using IBM SPSS Statistics for Windows, Version 27.0 (Released 2019; IBM Corp., Armonk, New York, USA) Results The current study included 300 teachers from private schools. Majority of teachers (n=152, 50.7%) were over the age of forty. Of the participants, 232 (77.3%) were female, and 122 (40.7%) reported having trouble sleeping. Comorbidities were present in nearly 79.7% (239/300) of teachers. In this study, during the last month preceding the survey, 85% (255/300) of the teachers reported feeling anxious and stressed ("fairly" or "very often")and 72% (217/300) felt they werenot able to controlsignificant thingsintheir lives. According to the PSS-10, the majority of individuals (n=223, 74.3%) experienced high levels of stress, followed by low stress (n=45, 15%) and moderate stress (n=32, 10.7%). The mean PSS score in this study was 26.50±9.92. Inferential statistics revealed that teachers who were aged more than 40, those with a monthly salary of less than or equal to Rs.40000, smokers, married, teachers with an average of more than 40 students per class, teaching experience of more than 20 years, those who had disturbed sleep, and those with comorbidities experienced high stress according to the PSS-10. Gender, alcohol consumption habits, the duration of schoolwork accomplished at home per day, and workplace/home conflict all had no significant association with perceived stress. Conclusion In addition to providing programs that promote or educate teachers about occupational risks, administrators in education and legislators should be mindful of the physical and psychological conditions of teachers and should also offer a wide range of preventive strategies that protect teachers' mental health and improve their social functioning.

Examining the utilization of web-based discussion tools in teaching and learning organic chemistry in selected Rwandan secondary schools

In recent years, the teaching and learning of organic chemistry have frequently faced challenges due to limited student engagement and participation. Consequently, there is a growing demand for innovative teaching methods to tackle these issues. In this context, web-based discussions have emerged as a hopeful approach to enhance students' engagement and foster critical thinking skills. Therefore, the present study investigated the level of adoption of web-based discussion tools in teaching organic chemistry in Rwandan secondary schools for addressing the challenge of limited student engagement and participation. A quantitative research approach relying on a survey questionnaire was used to collect data from 133 secondary school chemistry teachers in Kamonyi and Gasabo districts. The findings indicate that 78 % of teachers do not use web-based discussion tools, while 22 % have integrated these tools into their teaching. The preferred platforms among users include WhatsApp groups, Google Docs, and Google Classroom. Additionally, the study highlights key organic chemistry topics such as alkanes, polymers, polymerization, and alcohol that can be effectively taught through these tools. Statistical analysis using ANCOVA did not show significant differences in the use of web-based discussion tools based on factors like school location, teachers’ age, school ownership, and teaching experience, with p-values of 0.817, 0.234, 0.380, and 0.051, respectively. However, the borderline significance related to teaching experience (p = 0.051) suggests a potential trend. A significant difference was observed in terms of gender, with male teachers more likely to use these tools (p = 0.015). The study offers valuable insights into the factors influencing the adoption of web-based discussion tools in Rwanda, offering useful guidance for educators and curriculum developers to create more engaging and inclusive chemistry lessons.

Using Lesson Study as a tool to cope with instructional challenges: A case study of Chemistry teachers in Nigeria

Educators encounter many obstacles in effectively planning and teaching students in the classroom. One of the most significant challenges is the constraints imposed by curriculum standards, which can hinder teachers from customizing lesson plans that reflect students' current situations. To address this issue, a research study was conducted to investigate how collaborative professional development using lesson study could support teachers in managing lesson planning and teaching issues in schools. Two chemistry teachers in Educational District IV Lagos State, Nigeria, participated in the lesson study process, were interviewed, and engaged in writing a reflection. The data gathered were transcribed, coded, analyzed, and the results revealed that chemistry teachers face difficulties due to curriculum standards and expectations of national and external examinations. Nevertheless, through lesson study, the teachers recognized the necessity of prioritizing students' needs while designing lesson plans to overcome challenges and make chemistry relevant to students.

Impact of Classroom Management Techniques on Students' Learning Effectiveness in Public Primary Schools: A Study in District Sanghar, Sindh

This study search into the critical features of classroom management techniques and their impact on students’ effective learning at public primary school level in district Sangahar Sindh. Effective classroom management is a base to lead high quality learning environment to assist student engagement that grow academic achievement. The research work to survey the present condition of classroom management implementation in public primary schools in district Sanghar analyze their impact on students learning outcome. This research employs a quantitative approach and analysis methods. A survey questions was conduct from primary school teachers in district Sanghar to collect data on their classroom management practices. The outcomes of this study analyze the most frequently used classroom management techniques by primary school teachers in district Sanghar examining the impact of these techniques on students’ academic achievement, engagement, behavior and analyze the relationship between classroom management practices and student learning outcome. The findings will be prepared precious awareness for teachers, policy makers, and education collaborator to make better classroom management process increase student learning and assist academic excellence in district Sanghar. The impact of classroom management techniques on students’ effective learning has significant relationship towards the development of active body of knowledge and result suggested authentication about these practices that support student success in all manners.

Kontribusi persepsi kompetensi manajerial kepala sekolah, motivasi berprestasi, dan lingkungan kerja terhadap kinerja guru SMP Negeri se-Kecamatan Sapuran, Wonosobo

Purpose – This paper examined contribution of principal managerial competence perception, achievement motivation, and working environment simultaneously to the work performance of the teachers of State Junior High School os sub district 3 in Sapuran Wonosobo both simultaneously and partially. Method − This research was a quantitative research. The population of the research were all the Goverment servant teachers as much as 279 people with samples were 124 people. The data were taken by using questionare. The analysis was done by using multiple linear regression by simultaneous and partial technique Findings − The result showed that ; (1) There is a positive and significance contribution simultaneously between the principal managerial competence perception, achievement motivation, and working environment to the work teachers performance of Junior High School. (2) There is positive and significance contribution to the work performance of the teachers of junior high school.; (3) There is a positive and significance contribution of the achievement motivation to the work performance of the teachers of Junior High School.; (4) There is a positive and significance contribution of the working environment to the work performance of the teachers of Junior Hing School.

Teachers’ Work-Life Balance and Well-Being Across Opol East District, Division of Misamis Oriental

The study investigates the relationship between work-life balance and well-being among teachers in Opol East District, Misamis Oriental for the 2023-2024 school year, focusing on workplace support, work-family conflicts, and satisfaction. It involved 159 teachers selected through random sampling and used a descriptive-correlational design with an adapted questionnaire. The findings indicate a generally positive work-life balance, with satisfaction being closely linked to overall well-being. Emotional well-being was particularly strong, while work-family conflict mainly impacted mental well-being, and family-work conflict was significantly associated with social well-being. The study emphasizes the crucial role of workplace support in fostering teachers' well-being and suggests that targeted interventions are needed to manage specific conflicts. It concludes that enhancing work-life balance through supportive policies and a better working atmosphere can significantly improve teachers' well-being, satisfaction, and overall educational outcomes. Schools and educational institutions are encouraged to focus on creating environments that support teacher satisfaction and well-being, contributing to a stronger educational community.