Teachers In District Research Articles

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

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.

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.

Competency and Barriers in Using ICT among Public School Teachers in Tagoloan District

Technology integration in education transforms teaching and learning by improving efficiency, accessibility, and student participation in the classroom. This study examines the teachers' profile, competency, and barriers that influence the use of ICT between public school teachers in Tagoloan East and West Districts during the School Year 2023–2024. Specifically, the study sought to determine the respondents’ level of competency in the ICT domain and the barriers to using ICT. This study involved two hundred thirty-six (236) respondents from the public elementary and secondary schools of Tagoloan District using the Slovins formula. It used the descriptive research design and an adapted and modified survey questionnaire to collect data. The descriptive correlational method was used to evaluate the samples with statistical analysis including standard deviation, frequency, percentage, mean scores, and Pearson r correlation. The findings showed that teachers' ICT ability is significantly influenced by age, teaching experience, and attitude, and there is a notable relationship between ICT skills and barriers related to manpower, policy, and facilities. Further, enhancing teachers' ICT competence through advanced technology training and effective integration methods aims to provide proficient educational experiences for 21st-century learners and improve teaching professionalism and efficacy. It is concluded that teachers face challenges in implementing ICT policies, including limited resources, reluctance to change, technological issues, and inadequate training. Factors like age, experience, and attitude influence these barriers. Additionally, it is recommended that schools should train proficient teachers as ICT experts to assist in incorporating technology into classroom teaching. This expert should provide ongoing support and training through mentoring programs. Teachers with limited technology experience are encouraged to improve their ICT integration skills, ensuring they can adapt to current trends and provide advanced educational experiences in the 21st century.

A Study on Awareness of Artificial Intelligence (AI) Tools among Prospective Teachers of Namakkal District

Current study is aims to examine the awareness of Artificial intelligence (AI) tools that helps in the teaching learning process among the prospective teachers. AI technologies are increasingly being integrated into various aspects of teaching and learning, promising personalized learning experiences, enhanced administrative efficiency, and new opportunities for educational innovation. So it is important that teachers must be aware about recent trends like AI, for this study descriptive survey method is used and 300 prospective teachers of Namakkal district of Tamilnadu were selected as samples. The data was analyzed by using descriptive statistical analysis and level of awareness was calculated. The results shows that prospective teachers of Namakkal district have moderate level of awareness on AI Tools.

A Study on Measuring Spiritual Intelligence among the College Teachers

The purpose of this investigation is to study the Spirituality among the college teachers in Surat district of Gujarat. The present study consisted of 51 college teachers from management, commerce and computer application field. This was measured on a five-point Likert's scale commencing from strongly disagree to strongly agree.

Evaluation of digital competency of professional teachers

Education is a critical tool for social transformation. Schools reflect society, shaping the future of a country. Teachers are the architects who build, direct, and shape society through their students, who are the future citizens. Therefore, the role of teachers is pivotal. Digitalization has revolutionized economies, governments, communities, and businesses to a great extent. The National Policy on Education 2020 is a major reform in India's education sector, emphasizing Outcome-Based Education (OBE). This article explores the implications of digital competency on pedagogical practices, curriculum design, and student engagement. It highlights the importance of seamlessly integrating technology into the educational process, promoting active learning, and nurturing critical thinking skills. Additionally, it discusses the impact of digital competency on teacher-student relationships, emphasizing the need for teachers to serve as digital role models and mentors. The current study investigates the degree of awareness and identifies the factors affecting the digital competency of professional teachers in Maharashtra's Palghar district. Primary data from 103 professional teachers was collected through structured questionnaires and online surveys. This study is significant as it addresses digitalization, e-learning, competency mapping, and capacity building of professional teachers.

Exploring the Integration of Virtual Laboratories in Science Education

The advantage of VLs lies in their capacity for simulating real-world lab experiences within a fully immersive digital environment, yet the uptake in rural schools in developing countries remains low. To understand this paradox, this study explores the perceptions of seven secondary school science teachers in a rural district in South Africa. Through a qualitative case-study methodology guided by the interpretive paradigm, this research adopts a phenomenological approach to gain insights into teachers' attitudes, understandings, and the factors influencing their acceptance or rejection of this technology. The Unified Theory of Acceptance and Use of Technology is employed as a theoretical framework. The study finds that despite potential educational benefits, the actual use of VLs is largely influenced by teacher perceptions and experiences, rooted in context-specific challenges. The findings reveal that teachers perceive VL as a beneficial and practical tool providing access to high-quality lab equipment necessary for student experiments, which could otherwise be cost-prohibitive.

WORKLOAD AND WORK ENGAGEMENT AMONG THE TEACHERS: A DESCRIPTIVE-CORRELATIONAL STUDY

Work engagement is a multifaceted phenomenon that encompasses intrinsic interest, satisfaction, and enjoyment derived from one’s work. Work engagement is being challenged by various roots globally not just in the aspects of educational institutions but also in other workplaces. Teaching is undoubtedly one of the most stressful occupations and the most common problem is the work engagement of teachers. Previous studies found that work engagement has profound effects on both individuals and organizations. Engaged employees reported higher job satisfaction, increased well-being, and reduced turnover intentions. Additionally, it is thought to be influenced by motivation and numerous other elements that contribute to job satisfaction, ultimately influencing teacher retention within an educational establishment. This study aimed to determine the level of workload and work engagement of 105 teachers in New Bataan District and identify the relationship between these two variables. This study was conducted with a descriptive-correlational, quantitative, non-experimental research design. The research data were obtained through an adapted questionnaire from 105 public school teachers in New Bataan District, Davao de Oro. The results revealed that the level of teachers’ workload is generally high, when perceived with the indicators of duties and obligations, energy, and time. Also, the level of work engagement when perceived with the indicators of vigor and dedication is generally high, however when perceived in terms of absorption it was relatively low. In addition, it was revealed that there is a negative correlation established between the level of teachers’ workload and the level of teachers’ work engagement. Therefore, work engagement tends to decline with increasing workload. KEYWORDS: Workload, Work Engagement, Duties and Obligations, Time, Energy, Vigor, Dedication, Absorption, descriptive-correlational, New Bataan

Pengaruh Dukungan Sosial terhadap Work Family Conflict pada Guru yang Sudah Menikah

This study aims to investigate how social support impacts work-family conflict among married teachers in Alas District, Sumbawa Regency. The research adopts a quantitative approach with a correlational design. The study's population comprised all married female teachers working at the junior/senior high school level in Alas District, Sumbawa Regency, totaling 97 individuals. The sampling method employed was total sampling, resulting in a total sample size of 97 participants. Findings indicated a significant relationship between social support and work-family conflict among married female teachers in Alas District, with a significance level of Sig. 0.000 < 0.05. Social support was found to contribute 40.9% to work-family conflict, while 59.1% was influenced by other variables.

Self-efficacy of physical education teachers: how does it contribute to achieving the overarching objectives of national sport?

Self-efficacy is the conviction that one can perform the tasks required to accomplish specific goals. Teachers' self-efficacy is crucial in the physical education environment to promote active engagement in achieving the objectives of the Great Design of National Sport (DBON). This study aims to examine physical education teachers' self-efficacy and how it affects their participation in DBON implementation. The research method used was a descriptive survey with a quantitative approach. The research sample consisted of 40 physical education teachers in Cilacap district at the elementary school level selected by random sampling. Data were collected through questionnaires measuring the level of self-efficacy and teachers' participation in DBON programs. Data were analyzed using descriptive and inferential statistical techniques. This study revealed that the average self-efficacy of sports teachers in contributing to achieving the goals of the National Sports Grand Design (DBON) related to increasing sports culture in the community was 90.78%. In addition, the average self-efficacy of sports teachers in terms of capacity, synergy, and productivity of national achievement sports is 88.12%. The average self-efficacy of sports teachers related to improving the sports-based economy is 87.08%. These results indicate that the level of self-efficacy of physical education teachers is in the moderate to high category. There is a significant positive correlation between teachers' self-efficacy and their level of participation in DBON activities, where teachers with high self-efficacy are more likely to be actively involved in sports development programs in schools and communities. The conclusion of this study is that increasing physical education teachers' self-efficacy can significantly contribute to the successful implementation of the National Sport Grand Design. Recommendations include training and workshops to improve teachers' self-efficacy as well as support from the school and government to facilitate teachers' active participation in DBON programs. Keywords: Self-efficacy, Physical Education, Teachers, National Sport Grand Design

The Role of Sympathetic School Culture as Moderator on Managerial Conceptual Ability and Teaching Engagement of Teachers

The current study was set evaluate whether sympathetic school culture significantly moderates the interaction between managerial conceptual ability and teaching engagement of teachers. In this study, the researcher selected the 198 public elementary school teachers in Talomo-A District, Davao Oriental 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 to the following statistical tools: Mean, Pearson Moment Product Correlation, and Hierarchical Regression Analysis. Descriptive analysis showed that managerial conceptual ability and teaching engagement of teachers were described as extensive, while sympathetic school culture was rated as moderately extensive. Further, partial correlation analysis demonstrated that there is a significant relationship between managerial conceptual ability and teaching engagement of teachers in Talomo-A District, Davao City when moderated by sympathetic school culture. Evidently, heirarchical regression analysis proved that sympathetic school culture significantly moderates the interaction between managerial conceptual ability and teaching engagement of teachers in Talomo A District, Davao City. In other words, sympathetic school culture is a significant moderator on the between managerial conceptual ability and teaching engagement of teachers.

Mediating Effect of Encouraging Attitude of School Principals on Personal Well-Being and Career Ethics of Teachers

The goal of the current study was to determine if intercultural sensitivity and instructors' job satisfaction were significantly mediated by their etiquette instruction. The 200 public elementary school teachers in Davao City's Maa District were chosen by the researcher to participate in this study as study respondents. Using a stratified random sample technique, the respondents were chosen. A quantitative non-experimental study design with a descriptive-correlational methodology was used. The following statistical techniques were applied to the collected data: Mean, Pearson Moment Product Correlation, and Heirarchical Regression Analysis. The results of the descriptive analysis indicated that although instructors' intercultural sensitivity was assessed as relatively extensive, their work fulfillment and teaching etiquette were described as extensive. Additionally, correlation analysis showed a strong connection between teachers' culturally sensitivity, job satisfaction, and teaching etiquette in Davao Central District, Davao City. Heirarchical regression analysis clearly shown that intercultural sensitivity and teachers' job satisfaction in Davao City's Maa District are significantly influenced by professional manners. Put differently, since teaching etiquette strengthens relationships, it has a major moderating effect on teachers' intercultural sensitivity and job satisfaction.

Tantangan dan Peluang: Inovasi dalam Kurikulum Merdeka bagi Guru Madrasah Ibtidaiyah di Trangkil

The curriculum merdeka has been implemented simultaneously in the 2023/2024 academic year. At the Elementary School and Madrasah Ibtidaiyah levels, it has been implemented in grades I and IV. This service aims to provide a deeper understanding of the implementation of the independent curriculum regarding initial assessment, differentiated learning, preparation of teaching modules and preparation of P5P2RA modules. The implementation methods used are observation, coordination with partners, outreach, implementation of activities and program evaluation. The intended target is MI teachers in Trangkil District. The results obtained from this service are that teachers are able to understand in more depth how to implement the independent curriculum concept according to the characteristics and needs of students. Apart from that, teachers know the differentiated learning process in accordance with the concept of teaching at the right level.