Junior High School Teachers Research Articles

The Influence of Interpersonal Communication of School Principals and Academic Supervision of School Supervisors on the Performance of Junior High School Teachers in Parlilitan District, Humbang Hasundutan Regency

The Influence of Interpersonal Communication of School Principals and Academic Supervision of School Supervisors on the Performance of Junior High School Teachers in Parlilitan District, Humbang Hasundutan Regency

The Influence of School Principal Leadership, Work Team, and Work Motivation on Satisfaction Work Junior High School Teacher in Minahasa District

Teachers are dissatisfied with their colleagues or work teams at school. Objective research looks at the influence of principal leadership, work teams, and work motivation on the satisfaction of Work Teachers. Method study approaches quantitatively. Results study show There is an influence of direct leadership head school to motivation Work Teachers. There is influence direct leadership head school to satisfaction Work Teacher. There is influence leadership head schools indirectly affect job satisfaction through teacher work motivation. There is an influence team directly on teacher work motivation. There is a direct influence on the work team teacher job satisfaction. There is an indirect influence of work teams on teacher job satisfaction through work motivation. There is an influence of work motivation on teacher job satisfaction. The research conclusion is that there is a direct and indirect relationship between school principal leadership, work teams, and work motivation satisfaction among Work Teachers.

Strategies for Cultivating Intercultural Communicative Competence in English Teaching in Junior High School in China

Strategies for Cultivating Intercultural Communicative Competence in English Teaching in Junior High School in China

On English Reading Teaching in Junior High School Based on ARCS Learning Motivation Model

In the cultivation of the four basic skills of listening, speaking, reading, and writing in language learning, reading is a more comprehensive reflection of the language application process. However, there are still many problems in the current stage of English reading teaching, which affects the effectiveness of English reading teaching and the improvement of students’ reading ability. Strong reading motivation is a key factor in promoting students to actively learn reading. Professor Keller, a renowned American psychologist, proposed the “ARCS Learning Motivation Model” in 1983, which starts with four elements: Attention, Relevance, Confidence, and Satisfaction, and designs corresponding motivational strategies based on the characteristics of students’ learning motivation and teaching content. This study aims to stimulate students’ reading motivation as a breakthrough point, apply the ARCS learning motivation model to English reading teaching in junior high school, and explore whether English reading teaching based on this model can improve students’ reading motivation and thus improve their reading ability and grades. This research selected two classes in the first grade of a middle school as experimental subjects. The experimental class adopted a reading teaching method based on the ARCS learning motivation model, while the control class adopted traditional reading teaching methods. Through a one-month teaching experiment, the researchers collected and analyzed data from students, including questionnaires, tests, and interviews. Based on the analysis of the research results, this research confirms the effectiveness of middle school English reading teaching based on the ARCS learning motivation model in enhancing students’ reading motivation, improving reading ability, and improving reading performance. This provides useful insights for English reading teaching in junior high school and also serves as a reference for future research in related fields.

Maternal pre-pregnancy body mass index and related factors: A cross-sectional analysis from the Japan Environment and Children's Study.

Socioeconomic status and smoking are reportedly associated with underweight and obesity; however, their associations among pregnant women are unknown. This study aimed to investigate whether socioeconomic factors, namely educational attainment, household income, marital status, and employment status, were associated with pre-pregnancy body mass index (BMI) categories, including severe-moderate underweight (BMI ≤ 16.9 kg/m2), mild underweight (BMI, 17.0-18.4 kg/m2), overweight (BMI, 25.0-29.9 kg/m2), and obese (BMI ≥ 30.0 kg/m2) among Japanese pregnant women using data from the Japan Environment and Children's Study (JECS). In total, pregnant women were included 96,751. Age- and parity-adjusted multivariable multinomial logistic regression analyses assessed socioeconomic factors and smoking associations with falling within abnormal BMI categories (normal BMI as the reference group). Lower education and lower household were associated with overweight and obesity, and, especially, lowest education and household income had relatively higher point estimate relative ratios (RRs) of 3.97 and 2.84, respectively. Regarding the risks for underweight, however, only junior high school education had a significantly higher RR for severely to moderately underweight. Regarding occupational status, homemakers or the unemployed had a higher RR for severe-moderate underweight, overweight, and obesity. Unmarried, divorced, or bereaved women had significantly higher RRs for mildly underweight status. Quitting smoking early in pregnancy/still smoking had higher RRs for all four not having normal BMI outcomes; however, quitting smoking before pregnancy had a higher RR only for obese individuals. Lower educational attainment and smoking are essential intervention targets for obesity and severe-moderate underweight prevention in younger women. Lower household income is also a necessary target for obesity.

Google Classroom-Based Literacy Training E-Modules to Improve Teachers' Ability to Implement the School Literacy Movement

Effective management of the School Literacy Movement (GLS) can create a literate culture of school members and improve students' literacy skills. However, in reality, the implementation of GLS in schools cannot be carried out according to the objectives of GLS because of the obstacles faced by teachers. One of them is that teachers do not understand the stages and technical implementation of GLS well. This development research aims to develop a Google Classroom-based GLS management training module for junior high school teachers. This type of research is Research and Development (RND) research using the ADDIE model approach. The subjects in this study consisted of material expert validators, ICT experts, principals and teachers. Data collection techniques were carried out using interviews, observations, documentation studies, questionnaires and tests. Data analysis techniques were carried out using mixed methods. Qualitative data was analyzed using the Milles and Huberman model and quantitative data was analyzed using descriptive quantitative and T-test. The product of this research is the Google Classroom-based literacy training E-module. The results of product testing by expert validation and prospective users in the module product trial were in the category of feasible and effective for use in GLS management training. Through this training module, it is expected that teachers can learn and utilize it as a guide in carrying out GLS activities that are more varied and have an impact on improving students' literacy competencies.

INTEGRATIVE STUDY OF LANGUAGE RULES IN THE PROCESS OF TEACHING JUNIOR SCHOOLCHILDREN THE AZERBAIJANI LANGUAGE

The morphology of the Azerbaijani language has a wide range, so the question arises about the introduction of grammatical and lexical system of language rules. The relevance of the study is determined by the need to update the means of teaching junior high school students the rules of the language in Azerbaijani language lessons. The article is designed to reveal the features of grammatical and lexical structure and a comprehensive study of the language norms of the Azerbaijani language for elementary school students. The article aimed to describe grammatical and lexical features and their expression during students’ integrative learning of language rules. For this, the research used the methods of analysis, synthesis, comparison, deduction, generalisation, and a pedagogical experiment. The deductive method played a crucial role in this study, revealing unique aspects of the child’s lexical and grammatical mastery. This was achieved by using common knowledge related to education and language capabilities. Deduction was important for the formulation of distinctive features and characteristics that should be taken into account by teachers when teaching the Azerbaijani language. In addition, the article uses the method of generalization to prepare exercises for schoolchildren from a wide range of educational subjects. This approach involved incorporating the theoretical ideas explored in the study into the content of the exercise. The aim was not only to introduce these concepts but also to reinforce their understanding of the tasks, thus assessing the degree of students’ understanding and mastery. This approach enriches the educational process, ensuring the effective implementation of theoretical knowledge in practical learning experience. As a result of the work, it was established that the comprehensive study of language rules from morphology involved increasing the level of student’s knowledge, namely their conscious understanding of words in the process of speaking. Therefore, the main areas of the formation of speaking abilities and skills of younger schoolchildren are revealed. The article proves that this process is closely related to the increase in vocabulary, which, in turn, is an indicator of the richness of the language. The study presents a structured approach to teaching Azerbaijani language to junior high school students, focusing on morphological analysis, suffix exercises, and the interrelation of grammatical and lexical features. It emphasizes integrating these aspects to enhance students’ understanding and use of language. Key findings demonstrate the effectiveness of this integrative method in improving vocabulary, speech culture, and overall linguistic competence.

Enhancing teacher competence through collaborative worksheet development: an empirical investigation

This study examined the efficacy of collaborative teaching using a projectbased learning (PjBL) worksheet on plastic waste and climate change. The research design followed a type-II development approach, with two distinct phases: exploration and development, and collaborative teaching. The study involved five science teachers, two lecturers, and 45 seventh-grade students in three limited field trials. The study found that collaborative teaching through worksheet development could increase science teachers’ professionalism, particularly in the collegial phase. Furthermore, the study developed a valid PjBL-based worksheet on plastic waste and climate change, aligning with the 2013 curriculum for science instruction in junior high school, involving three core competencies. The research design employed a lesson study framework, which allowed for a thorough exploration of the research topic, leading to the development of effective instructional material. The findings of this study have significant implications for science education in junior high school, particularly in promoting active learning and fostering a deeper understanding of complex environmental issues. Overall, the study highlights the importance of collaborative teaching and the potential of PjBL-based worksheets in enhancing teacher competence and developing relevant instructional materials that align with the curriculum.

KNOWLEDGE OF PATIENTS WITH DIABETES MELLITUS ABOUT DIABETES NEUROPATHY SYMPTOMS

Background: Diabetes Mellitus (DM) is a metabolic disease characterized by high blood glucose levels or hyperglycemia, which in the long term can cause complications both macrovascular and microvascular. Diabetic Neuropathy (ND) is one of the many complications experienced by patients with DM. Objectives: This study aimed to determine the level of knowledge of patients with DM about ND symptoms at Community Health Center Pacarkeling Surabaya. Methods: This study used a descriptive research method with a cross-sectional approach. A large sample of 100 adult patients with DM. A purposive sampling technique was used. The instrument of this study was a questionnaire. Data analysis used descriptive analysis with frequency distribution tables. Results: This study showed that most respondents (65%) had less knowledge about ND symptoms, and almost all patients had foot complaints. The most complaints were 98% complaining of tingling feet and 75% complaining of numb feet. Data characteristics of respondents showed that 45% of patients were 56-65 years old, 68% were female, 41% had junior high school education, and 55% were not working. Other data show 86% of patients have a duration of DM of <10 years, the treatment used was 77% taking oral antidiabetic drugs, and 68% have a history of heredity. Conclusion: Patients with DM in research have a risk of developing diabetic foot ulcers because they have reduced knowledge and foot complaints related to ND. Patients must know the signs and symptoms of ND and foot care correctly. As part of the health staff, nurses must educate patients with DM regularly and appropriately.

Persepsi Guru Terhadap Integrasi Teknologi dalam Pembelajaran di Sekolah Menengah Pertama

This study aims to explore teachers' perceptions towards technology integration in learning at junior high school (SMP). Technology integration in education is expected to improve the quality of learning, but its success is highly dependent on the acceptance and readiness of teachers. teachers' readiness. This study used a descriptive qualitative approach with data collected through interviews and questionnaires from 20 teachers in junior high schools. The results showed that most teachers have a positive perception of the use of technology in learning. The benefits identified include increased student motivation and participation, accessibility and flexibility of learning, and personalization of learning. However, the main challenges faced by teachers include limited infrastructure, lack of training and technical support, and resistance to change. Factors influencing technology integration include support from school management support, resource availability, and teachers' technology attitudes and competencies. technology attitudes and competencies of teachers. The conclusion of this study underscores the importance of adequate support from the school and policy makers to optimize the use of technology in learning. optimize the use of technology in learning. Recommendations include providing continuous training for teachers, improving infrastructure, technology-enabled curriculum development, and promotion of collaboration between teachers. collaboration among teachers.

Analysis of English Lesson Plans of Junior High School Teachers in Bumiayu District

Analysis of English Lesson Plans of Junior High School Teachers in Bumiayu District

Exploration of Implementation Path for Customized Assignments Design in Junior High School English Teaching under the Background of “Double Reduction”

Homework is an essential part of junior high school English teaching. It can not only assist students to inspect and access their leaning situation, but also helps teachers to get to know the English teaching better so that they can quickly make corresponding adjustments. Meanwhile, as the implementation of Double Reduction, the quantity of homework must be decreased. Thus, the quality of homework should be paid much attention. Customized homework is a key region of research. The paper comes up with a design model of customized homework and analyzes the case study in order to provide effective reference and facilitate English teaching in junior high school.

Junior High School Teachers’ Implementation Fidelity of Differentiated Instruction in Improving Students Academic Performance

Junior High School Teachers’ Implementation Fidelity of Differentiated Instruction in Improving Students Academic Performance

Descriptive Analysis in Teachers’ Perception in Teaching Reading With Problem-Based Learning

Reading skills are essential to enhance students' reading habits generally, especially when reading English-language materials. However, students still have difficulties in mastering reading skills. Therefore, appropriate learning methods are needed to improve students' reading skills. This study intended to analyze the teachers’ perception in teaching reading with problem-based learning and the challenges faced by the teacher during implementing of problem-based learning in teaching reading at junior high school. This research used qualitative descriptive research using two methods: interview and survey. The subjects of this study were 3 teachers in junior high school. Data analyze consist of data reduction, data display, and conclusion drawing. Based on survey and interview sessions, it was found that the teachers’ perception of implementing of problem-based learning in teaching reading has positive sign. It is showed from the result of questionnaire given to the three English teacher. And for the challenges faced by the teacher during implementing of problem-based learning in teaching reading such as related to the topic that not too interesting for students, teacher who dominant the group discussion, and dysfunctional group.

Strategi Asesmen Kebutuhan Siswa di Sekolah Menengah Pertama: Perancangan Berbasis Data dan Analitik

This study aims to design a data-driven and analytical-based strategy for assessing student needs in Junior High School (JHS). A qualitative approach was employed, utilizing observation and literature review methods. The study population consisted of JHS students, with samples randomly selected from various schools. Research instruments included social media observation and literature review. Instrument validity and reliability were ensured through literature comparison. Data were analyzed through data reduction and triangulation approaches. The results indicate that JHS student needs assessment aims to measure learning achievement, provide feedback, promote active learning, adapt teaching methods, assess program effectiveness, and identify special needs. Assessment principles, types, data-driven design, and needs analytics are the main focuses. The implications of this research are to enhance the quality of education in JHS through more responsive and effective assessments. Suggestions for further research include involving more educational stakeholders to ensure program relevance and responsiveness. This study contributes to the development of better education in Indonesia.

Contribution of Principal Leadership and School Climate to the Performance of Junior High School Teachers in Padang City

Effective educational leadership and a positive school climate are crucial determinants of teacher performance. This research aims to elucidate the contribution of principal leadership and school climate to the performance of state middle school teachers in Padang City. The population for this study comprised all state junior high school teachers in Padang City, totaling 1,058 individuals. A sample of 158 teachers was selected using cluster random sampling techniques. Employing a quantitative correlational approach with an ex-post facto research design, this study analyzed the collected data to determine the relationships between the variables. The results indicate that principal leadership contributes 22.3% to teacher performance, while school climate contributes 68%. Together, principal leadership and school climate account for 62.7% of the variance in teacher performance. The overall teacher performance score was 83.46%, categorized as good. Principal leadership scored 84.16%, also in the good category, and school climate scored 84.66%, deemed conducive. These findings underscore the significant impact of leadership and environmental factors within schools on enhancing teacher performance, suggesting that targeted improvements in these areas could substantially elevate educational outcomes.

Training on Making Creative Thinking Rubrics for Junior High School Teachers in Sarolangun Jambi

Training on Making Creative Thinking Rubrics for Junior High School Teachers in Sarolangun Jambi

Knowledge and attitude toward postoperative antithrombotic management and prevention in patients with coronary revascularization: a cross-sectional study.

This study aimed to explore the knowledge and attitude (KA) toward postoperative antithrombotic management and prevention among coronary artery disease (CAD) patients who underwent coronary revascularization. This cross-sectional study enrolled CAD outpatients and inpatients between May and December 2023 at Kailuan Medical Group at Tangshan. Basic demographic characteristics and KA scores were collected through a self-made questionnaire. This study included 523 valid questionnaires. The mean knowledge and attitude scores were 13.20 ± 6.20 (range: 0-26) and 43.68 ± 6.01 (range: 21-50), respectively, indicating poor knowledge and favorable attitude. Multivariable logistic regression analysis showed that junior high school education (OR = 2.160, P = 0.035), high school or technical school education (OR = 2.356, P = 0.039), and monthly average income >5,000 RMB (OR = 3.407, P = 0.002) were independently associated with knowledge. Knowledge (OR = 1.095, P = 0.002), BMI ≥ 24.0 kg/m2 (OR = 0.372, P = 0.011), junior high school (OR = 3.699, P = 0.002), high school or technical school (OR = 2.903, P = 0.028), high associate degree or above education (OR = 6.068, P = 0.014), monthly average income 3,000-5,000 RMB (OR = 0.296, P = 0.005), monthly average income > 5,000 RMB (OR = 0.225, P = 0.021), with hypertension (OR = 0.333, P = 0.003), blood tests every 2-3 weeks (OR = 10.811, P = 0.011), blood tests every month (OR = 4.221, P = 0.024), and blood tests every 2-3 months (OR = 3.342, P = 0.033) were independently associated with attitude. CAD patients who underwent coronary revascularization had poor knowledge but favorable attitudes toward postoperative antithrombotic management and prevention. The study underscores the need for targeted education, especially for individuals with lower education and income levels, ultimately improving patient compliance and cardiovascular outcomes.

Gestational glucose intolerance among pregnant women at the Cape Coast Teaching Hospital

BackgroundMalaria in pregnancy can have adverse outcomes if untreated. Both malaria and pregnancy are associated with insulin resistance and diabetes. Although malaria is treated prophylactically with gestational diabetes mellitus (GDM) screened for in pregnancy as part a routine antenatal care, their impacts have not been examined in terms of other forms of dysglycaemia. This cross-sectional study examined insulin resistance and its relationship with dysglycaemia and malaria among pregnant women in the Cape Coast Teaching Hospital (CCTH).MethodsUsing a structured questionnaire, demographic and clinical information were obtained from 252 pregnant women aged 18–42 years. Weight and height were measured for computation of body mass index (BMI). Measurement of insulin, lipid profile and glucose were taken under fasting conditions followed by oral glucose tolerant test. Insulin resistance and beta-cell function were assessed by the homeostatic model as malaria was diagnosed by microscopy.ResultsThe respective prevalence of GDM, gestational glucose intolerance (GGI) and insulin resistance were 0.8% (2/252), 19.44% (49/252) and 56.75% (143/252). No malaria parasite or dyslipidaemia was detected in any of the participants. Apart from BMI that increased across trimesters, no other measured parameter differed among the participants. Junior High School (JHS) education compared with no formal education increased the odds (AOR: 2.53; CI: 1.12–5.71; P = 0.03) but 2nd trimester of pregnancy compared to the 1st decreased the odds (AOR: 0.32; CI: 0.12–0.81; P = 0.02) of having insulin resistance in the entire sample. In a sub-group analysis across trimesters, pregnant women with JHS education in their 3rd trimester had increased odds (AOR: 4.41; CI: 1.25–15.62; P = 0.02) of having insulin resistance.ConclusionPrevalence of GDM and GGI were 0.8% and 19.44% respectively. The odds of insulin resistance increased in pregnant women with JHS education in the 3rd trimester. Appropriate measures are needed to assuage the diabetogenic risk posed by GGI in our setting.

Cancer awareness and its related factors among junior high and high school teachers in Japan: a cross-sectional survey

BackgroundThe early detection and prevention of many cancers is possible. Therefore, public awareness about cancer risk factors and warning signs must be increased to ensure early diagnosis. Although Japan has implemented mandatory cancer education in junior high and high schools, few studies have evaluated teachers’ cancer awareness. This study aimed to determine Japanese junior high and high school teachers’ awareness of cancer and related factors.MethodsThis cross-sectional study obtained data through an online questionnaire survey using questions from the Cancer Awareness Measure (CAM) developed by Cancer Research UK. Thirty items were selected from three CAM modules: cancer risk factors, cancer warning signs, and barriers to seeking help. Descriptive statistics were used for socio-demografic data and CAM module questions. The χ2 test was performed on the relationship between cancer awareness and socio-demographic data. Multiple logistic regression analysis was used to identify factors influencing cancer awareness.ResultsRespondents included 316 junior high school and 463 high school teachers (541 men; 238 women; average age = 48.2 years; average teaching experience = 23.5 years). An average of 5.41 out of 11 cancer risk factors were recognized. More than 70% of teachers recognized smoking, exposure to another person’s cigarette smoke, and having a close relative with cancer as risk factors. On average, 4.52 out of 9 cancer warning signs were recognized. More than 50% of teachers recognized the warning signs of unexplained lump or swelling, unexplained weight loss, and unexplained bleeding. Barriers to seeking help had a low average score of 4.51 out of 20. However, the most commonly recognized “barriers to seeking help” were “too busy to make time,” “difficult to make an appointment,” “worried about what the doctor might find,” and “too scared.” Moreover, the common factors that affected awareness of cancer risk factors and cancer warning signs were gender and cancer experience of relatives. Factors that affected awareness of “barriers to seeking help” were “participation in cancer-related workshops,” age, gender, and cancer experience of relatives.ConclusionsCancer awareness education should consider interventions that can improve knowledge of the symptoms and signs related to cancer without increasing the awareness of barriers to seeking help.