Public School Teachers Research Articles

Supervisory Effectiveness and Commitment of the Teachers as Mediated by Symbolic Leadership Orientation of School Head

The purpose of the current study was to determine if symbolic leadership orientation mediated the association between teachers' commitment and supervisory effectiveness. The present investigation's respondents were the 198 public elementary school teachers in Davao Central District, Division of Davao City, chosen by the investigator. The respondents were chosen using a stratified random sampling technique. A descriptive-correlational strategy was used in a non- experimental quantitative research design. The following statistical techniques were applied to the gathered data: mean, Pearson moment product correlation, multiple linear regression analysis, and mediation analysis using a structural equation model. The results showed that the dedication of instructors, the supervisory effectiveness of the school heads, and their symbolic leadership orientation were all characterized as extensive. Furthermore, correlation research showed that the symbolic leadership orientation of school heads, the efficacy of their supervision, and the dedication of instructors are significantly correlated.

Encouraging Leadership as Mediator on Supportive Work Atmosphere and Instructional Inventiveness of Teachers

The current study aimed to evaluate whether encouraging leadership has significant mediating effect on the relationship between supportive work environment and instructional inventiveness of teachers. The 212 public elementary school teachers in Davao City's Central 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 utilized. The data collected were subjected to the following statistical tools: Mean, Pearson Moment Product Correlation, and Structural equation model using mediation analysis. Descriptive analysis showed that supportive work environment and instructional inventiveness of teachers were described as extensive, while encouraging leadership was rated as moderately extensive. Additionally, correlation analysis showed a strong connection between instructors' innovative teaching practices, school administrators' supportive leadership styles, and a positive work environment. It appears that the relationship between a supportive work environment and teachers' inventive teaching practices is mediated by the supportive leadership style of school administrators, as demonstrated by SEM utilizing mediation analysis. To put it another way, teachers' innovative teaching methods and the school climate in Davao Central District, Davao City, are significantly mediated by the supportive leadership styles of school heads.

YouTube Tutorials as Moderator on Technology-Mediated Teaching Approach and Learners’ Inquisitiveness

The current study delves to evaluate whether YouTube Tutorials have significant moderating effect on the interaction between technology-mediated teaching approach and learners’ inquisitiveness. In this study, the researcher selected the 335 public elementary school teachers in New Corella District, Davao del Norte as the respondents of the study. Non-experimental quantitative research design using descriptive-correlational method was employed. The data collected were subjected on the following statistical tools: Mean, Partial Corelation, and Regression Analysis. Descriptive analysis showed that technology-mediated teaching approach and YouTube Tutorials were described as extensive, while, learners’ inquisitveness was rated as moderately extensive. Further, correlation analysis demonstrated that there is significant relationship technology-mediated teaching approach and learners’ inquisitiveness in New Corella District, Davao del Norte when moderated by YouTube Tutorials. Evidently, regression analysis proved that YouTube Tutorials have significant moderating effect on the interaction between technology-mediated teaching approach and learners’ inquisitiveness in New Corella District, Davao del Norte.

Factors Affecting the Expected Outcomes of Implementing Comprehensive Sexuality Education on Learners in Rural Public Secondary Schools of Muchinga Province of Zambia

The study was focused on the factors affecting the expected outcomes of implementing Comprehensive Sexuality Education in rural public secondary schools of Muchinga province of Zambia. The main objectives was to identify factors that affects the implementation of Comprehensive Sexuality Education. The research employed Qualitative method. It used interpretivism paradigm. It employed descriptive design which described the state of affairs of Comprehensive Sexuality Education as it existed at the time when the research was conducted. The study sample comprised of headteachers, teachers, parents and learners with the total number of 384. It employed three instruments namely; semi structured interviews for headteachers, teachers, parents and learners, the close ended questionnaires administered on teachers, parents and learners whereas observation checklist was on used to teachers and learners. The study identified various factors for implementing Comprehensive Sexuality Education such as; learners having difficulties in sharing experiences to friends who have already been exposed to unhealthy and unsafe sexual experiences, inaccurate information on sexuality matters found on social media, difficulty in understanding some sexuality terms in English, being uncomfortable when learning about private parts which sounds like insults, learners fail to abstain from sexual intercourse after learning instead they opted to experiment what they were learning, inappropriate dress code among some female learners and teachers, inappropriate cultural and traditional practices, such as elopement. Parents who have difficulties in understanding why their children are learning Comprehensive Sexuality Education should be counselled and sensitized by school leaders. It is highly recommended that, the government should develop a deliberate policy of teaching Comprehensive Sexuality Education as a standalone subject and intensify the training of teachers in Comprehensive Sexuality Education using cascading model during in-service and pre-service trainings. The future recommendation from this study was that, A research on exploring the factors affecting the implementation of Comprehensive Sexuality Education and its expected outcomes in selected rural public secondary schools of Muchinga province of Zambia would be worthwise in order to establish the expected outcomes on learners. The same research should be conducted in other rural settings of Muchinga Province.

TEACHING PRACTICE IN MULTI-GRADE CLASSES IN THE FIELD

Considering the heterogeneous context of the multiserial classes in the field, we conducted a survey using an online questionnaire with thirty public school teachers who work in these classes, from five different municipalities in Minas Gerais. The data collected pointed to the organization of teaching time as the main difficulty faced by teachers in the multi-grade classes. Other difficulties were presented, such as, for example, a certain inability with the teaching of Sciences, which, for the research subjects, is a consequence of an inefficient initial training. Based on the results of this research, we developed a Teaching Model in order to support teaching practice in the search for strategies that promote the interaction of students at different levels, using heterogeneity in favor of the teaching and learning process. Ten teachers developed the Teaching Model in their classes, and after joint analysis, they assessed that the use of activities enhanced the interaction between students from different grades gathered in the same room and contributed to a reorganization of teaching time by the teacher. Otherwise, the research subjects indicated that the use of the Teaching Model is a strategy to be used in specific moments and not daily throughout the school period.

Voyaging Through Uncharted Territories: A Phenomenological Study of Elementary Education Amidst the New Normal

As the world slowly recovers from the COVID-19 pandemic, it is clear that we will not be returning to the world we once knew. Instead, we are adapting to a "New Normal" - a world where we must learn to coexist with the virus. This new way of life vastly differs from what we were accustomed to, and every aspect of our lives has been impacted. Teachers have a significant role in shaping the future of education, and they, too, have been affected by the pandemic. In this study, we sought to understand the challenges and issues public elementary school teachers face in the Philippines due to the pandemic. We employed a qualitative phenomenological research design, selecting nine participants who shared their experiences. Through our analysis, we identified seven themes, including lack of communication, parents' low levels of education, insufficient time for printing modules, teachers' out-of-pocket expenses, difficulty in assessing learners' academic performance, the need for professional growth, and teachers' positive response to the changes. Despite their challenges, these teachers remain resilient and motivated to adapt to the new normal. Despite the difficulties, they continue to work hard to ensure their pupils receive quality education.

The effect of brain training video games on improving visuospatial working memory and executive function in children with dyscalculia

The aim was to investigate the effect of brain training video games on improving visuospatial working memory and executive function in children with dyscalculia. This study employed a quasi-experimental, within-subjects design. Pre- post- and follow up test scores on visuospatial working memory and executive function were used. Sixty children from a primary education public school in Taif were selected. This study employed simple random method for selecting participants. Children assigned to the experimental group completed 18, 30 ms training sessions at the technology room in the presence of the researcher over a period of six weeks. The analyses were conducted using SPSS by performing a repeated-measures analysis of variance with a between-group factor and a with-group factor (pretest and posttest). Scheffé’s post hoc test was also applied. The training helped the intervention group gain better scores in visuospatial working memory and executive function in post test compared to control one. There were significant differences in visuospatial working memory and executive function across different measurements(pre-post-and follow up).

An analogy study on public high school education in China and America

High school education plays an important role in the entire learning stage of young people. In the research on talent training models, it is not difficult to find that there are great differences between Chinese and American high school education models, and from the perspective of the training effect of innovative talents, American education mode presents a great advantage. This paper starts from the two major directions of curriculum setting and educational philosophy, and conducts a comparative study on the education status of public high schools in China and the United States. Through detailed and in-depth comparisons, readers have a deeper understanding of American education, which can serve as a reference for my country's public high school education reform.

Challenges Faced by Public School Teachers in Teaching Pupils in the Third District of Bohol

The study presented the challenges faced by public kindergarten teachers in the Third Congressional District of Bohol, Philippines. Employing descriptive survey method, data from 226 kindergarten teachers across 19 municipalities were analyzed to identify challenges based on class types and schedules. The demographic profile of respondents revealed a young workforce aged 20-40. Majority of which are holding a Bachelor of Elementary Education degree specializing in Early Childhood Education. All respondents were LET Board passers and had participated in relevant workshops. The study confirmed compliance to the mandated teacher-pupil ratio of 1:25, with a total student population of 5,868. Findings demonstrated significant differences in challenges faced by teachers based on class type. Teachers managing multi-grade classes reported more difficulties compared to those handling single-grade classes. The findings suggest potential violations of DepEd Order No. 47, s. 2016, which mandates separate kindergarten classes in multi-grade schools. This result heightened the challenges faced by multi-grade teachers. The research provides information for the development of teacher programs, and informing policy adjustments. It will also serve as a reference for future studies on the challenges in teaching kindergarten that aims to enhance the experiences of students in public schools.

Correlating Managerial Activities, Academic Supervision, and Teacher Competence in Public Elementary Schools

The objective of this study is to explore the immediate links between the management practices of principals and the organizational atmosphere, as well as the direct connections between the academic oversight by principals and the professional skills of public elementary school educators in the Kuripan District of Barito Kuala Regency. Utilizing a quantitative approach, this investigation employs a correlational study design that is articulated through a path analysis framework. The study encompasses a total of 55 educators, with the sample including the entire population via a comprehensive sampling method. The methodology for gathering data incorporates the use of surveys and the examination of PKG (Teacher Performance Assessment) records. The analysis of the data involves descriptive statistics, tests for normality, linearity, and multicollinearity prerequisites, alongside assessments of validity and reliability, and the execution of multiple regression analyses for hypothesis testing, including t-tests, F tests, and evaluations of effective and relative contributions, in addition to path analysis. Findings indicate a direct correlation between the principals’ managerial roles and the professional capabilities of teachers at 0.352, between principals’ managerial roles and the organizational environment at 0.424, between academic oversight and teachers’ professional capabilities at 0.335, between academic oversight and the organizational environment at 0.380, and between the organizational environment and teachers’ professional capabilities at 0.346. Indirect correlations were observed between managerial activities of principals through the organizational climate on teachers’ professional capabilities at 0.147, and academic oversight through organizational climate impacting teachers’ professional capabilities (Y) at 0.131. In summary, the study confirms both direct and indirect associations between the managerial tasks of principals and academic oversight, mediated by the organizational climate, with the professional competence of teachers.

Enacting a new physical education curriculum: a collaborative investigation

ABSTRACT Previous research shows that enacting a new curriculum is a complex process. Teachers can be enthusiastic and committed to new curricular objectives, but they can also experience frustration and disappointment. Scholars have suggested that teachers who perceive lack of support, or tensions between their personal philosophies and the educational principles underpinning a new curriculum, struggle to enact new curricula in line with their intent. Our purpose in this article is to illustrate how two Physical Education (PE) teachers experienced the enactment of a new official curriculum. An action research approach was used as design of the study. Researchers cooperated with two PE teachers for 18 months. The empirical material consisted of 50 sets of field notes from the two teachers’ teaching lessons, transcripts from one semi-structured qualitative interview with both teachers following the completion of the school year. The material also consisted of reflection logs produced by the teachers containing written notes about their experiences of the curriculum enactment. We used literature on educational change (Fullan, M., & Hargreaves, A. (1991). What's worth fighting fore? Working together for your school. Ontario Public School Teachers’ Federation) as our theoretical framework. Our findings show that the teachers experienced the curriculum enactment in contradictory ways. Shifting from previous PE practices that focused on sports activities and emphasized teacher instruction, to pedagogical practices informed by the new PE curriculum (including sociocultural perspectives of learning and assessment), led to uncertainty, surprise, satisfaction, as well as distrust. Our findings also showed that the teachers’ experiences of the enactment were influenced by perceived gender biases. We argue that teachers’ beliefs and the teaching culture were particularly influential dimensions regarding the two PE teachers’ experiences of the curriculum enactment. Practitioners and researchers attempting curriculum enactment in the future should pay careful attention to such dimensions, especially given that tensions and uncertainty often occur during any educational change.

INTERNATIONALISATION: A CATALYST FOR ADVANCEMENT IN ARTISTIC AND PEDAGOGICAL EDUCATION IN PR CHINA

In the realm of education, particularly within the spheres of art and pedagogy, the concept of internationalisation has emerged as a potent catalyst for progress and advancement. Nowhere is this more apparent than in the context of the People's Republic of China, where a concerted effort towards internationalisation has profoundly transformed arts education, elevating it onto the global stage. This article aims to underscore internationalisation as a pivotal factor in the contemporary development of art and pedagogical education in the People's Republic of China, while also highlighting its traditional role in shaping the trajectory of education in historical retrospect. The research methodology employed in this article draws upon conventional approaches in the field of comparative pedagogy, including the historical approach, literature review, analysis of regulatory frameworks, and utilisation of open sources of information. The novelty of this article lies in its presentation of internationalisation as both a progressive and traditional tool, particularly in the context of training future art teachers for public schools in China. One of the primary mechanisms through which internationalisation fosters the advancement of art and teacher education in the PRC is by facilitating the exchange of ideas, techniques, and best practices with educational institutions and educators worldwide. Collaborative partnerships and academic exchanges have played a crucial role in revitalising knowledge, enriching curricula, and refining pedagogical approaches within Chinese higher education institutions today. Conclusion: internationalisation stands as the cornerstone of progress and development in art and pedagogical education in China. By embracing diversity, fostering collaboration, and embracing global perspectives, Chinese educational institutions have positioned themselves at the forefront of innovation and excellence in internationalisation, particularly within the realm of arts and education.

Attitude of Public Elementary School Teachers Towards Children with Special Needs in Tangerang Regency

Education is a basic right of Indonesian citizens, including children with special needs. The presence of children with special needs in regular schools, most schools in Indonesia have provided special education services for children with special needs. This study aims to find out the tendency of public elementary school teachers' attitudes towards children with special needs in Tangerang district. This research method uses quantitative with a correlational research design. The population in this study is 40 public elementary school teachers in Tangerang Regency. This research took place in a public elementary school in the Tangerang Regency area. Virgin collection is carried out using an attitude scale. The scale of attitudes used was tested for validity through expert judgment and statistical calculations by Spearman Rho. The results of the study showed that teachers' attitudes towards children with special needs had a moderate category, namely 20 teachers (50%) with the results of the correlation between teachers' attitudes and children with special needs had a close relationship with the value (-0.189). So it can be concluded that children with special needs have a relationship with the attitude of the teacher given to the child.

Measuring Reputational Signals Regarding Public Sector Professions: Validation of a Scale and a Research Agenda

Public administration scholars are devoting increasing attention to the concept of reputation. The emphasis reflects a long-standing concern in the field with the sources of power and influence on administrative processes. This study extends the investigation of reputation from organizational reputation to reputational signals regarding public sector professions. We begin with a definition of reputational signals. We then develop a survey instrument that measures reputational signals from two signalers: elected officials and people close to respondents. Results are presented for internal consistency, exploratory and confirmatory factor analyses, convergent and discriminant validity, and average variance extracted. Next, we conduct a path analysis to test the effects of reputational signals regarding public school teachers on two outcomes using two staggered survey instruments with 588 US adults. We find that reputational signals from both types of signalers are positively and significantly associated with the perceived prestige of the teaching profession. Furthermore, reputational signals from people close to respondents are directly and positively associated with support for teacher autonomy. In contrast, reputational signals from elected officials do not have a statistically significant association with support for teacher autonomy. We conclude by discussing avenues for future research.

How Jigsaw Worked in a Middle School Classroom for Enhancing Students’ Reading Comprehension

<p style="text-align:justify">Active learning has been a curriculum mandate in the Indonesian education system since the 1980s. Nonetheless, practical gaps existed, as evidenced by the dominance of teacher-centered instruction in public schools. The field needs research depicting how active learning works and enhances learning. Thus, we conducted a qualitative case study focusing on one method within active learning pedagogies: cooperative learning. Specifically, we examined how one of its techniques, i.e., Jigsaw, operated and optimized English as a foreign language (EFL) learners' reading comprehension. We involved one EFL teacher and her students in eighth grade. Data were gathered through classroom observations, in-depth interviews, and analysis of instructional documents. Our data analysis revealed some missed steps in the teacher participants' lesson plans, specifically in the main learning activities sections that had the Jigsaw procedures. However, these activities were enacted in the actual classroom use. The teacher participant also modified her lessons to make Jigsaw more effective. Additionally, she tackled challenges that occurred during the process, especially in dealing with low levels of reading comprehension, unmotivated students, and limited time. For effective use of Jigsaw and considerations when making adjustments in classroom practice, we recommend that teachers understand cooperative learning principles and how they manifest in the procedures of the selected technique(s).</p>

Disenfranchising the marginalized: the intersectionality of politics of distraction and English-medium education (EME) in Pakistani educational policy

ABSTRACT The historical Hindi-Urdu language strife intensified after the Indian ‘Mutiny’ in 1857 played a pivotal role in shaping the two-nation theory, culminating in the partition of the Indian subcontinent in 1947. Under English colonial rule, English language education became synonymous with power and job opportunities, creating divisions within the Muslim community over language preference. Analyzing Pakistan's language education policy through Farley, Leonardi and Donnor's (2021) five components of education policy distraction framework provides a structured approach to evaluate its impact on social mobility and English language education access. The analysis highlights the distractors of English-medium education, which include hierarchical multilingual policy, prioritizing English as the official language, using limited budgeting excuses for not professionally developing public school teachers, reliance on traditional English language teaching methods, and treating English as merely a subject. The findings emphasize the need to reform Pakistan's language education policy to address socioeconomic disparities, promote equitable access to English language education and mitigate the distractors. Recommended reforms include reviewing the advantage of English Medium Education (EME) over public education, increasing funding, enhancing the professional development of English language teachers, drafting and implementing language policies, encouraging public-private teacher exchange programs, and introducing teacher certification and capacity-building initiatives.

Time Management and Effective Teaching in Senior Public Secondary Schools in River State

The study investigated time management and effective teaching in senior public secondary schools in River State. The study adopted a correlational design. This study covered teachers in the public senior secondary schools in Rivers State. The population was 7,123 teachers. The study adopted the stratified random sampling technique to select teachers in each of the 23 Local Government Areas of Rivers State, giving a total of 177 teachers constituting 10% of the total population. About 8 teachers were chosen from each of the 23 LGAs in Rivers State. Out of 177 copies of questionnaires distributed, 150 representing 85% were duly completed and returned. The study used the returned copies for the analysis of the study. A questionnaire instrument used for data collection titled: “Time Management by Staff and Effective Teaching Questionnaire (EMTQ) was used for this study. The instrument was divided into two sections: section A and B. Section A contains demographic data of the respondents while Section B contains item statements in different clusters. Each cluster contained items addressing a research question. The instrument was coded with a modified 4-point Likert Scale of Very High Extent (VHE)= 4 Points, High Extent (HE) = 3 points, Low Extent (LE) = 2 points and Very Low Extent (VLE) = 1 point. The instrument was subjected to face and content validation by presenting the instrument to an expert in Measurement and Evaluation, at the Niger Delta University, Bayelsa State. The reliability of the instrument was ascertained Crombach alpha and obtained .98>.71 which proved that the instrument was reliable. The research questions were answered using mean and standard deviation at mean benchmark of 2.5 while T-test was used to test the null hypotheses at 0.05 levels of significance. The findings of the study showed that there is a significant relationship between time management and teaching effectiveness. It showed that when teachers adopt prompt use of time in their job roles, that would lead to teaching effectiveness. It recommended among others that Management of public secondary schools in Rivers State should ensure that teaching activities are guided by the school timetable and Principals of public secondary schools in Rivers State should ensure effective and timely coverage of the curriculum or syllables.

Reflective Teaching and Practices in the Classroom

A reflective practice has been warmly influenced in teacher education and development programs on pedagogical practices. A classroom is like a laboratory where a teacher relates teaching theory to teaching practice and observes the students' responses. This paper attempts to focus on the importance of reflective teaching and check the teachers' awareness of reflective teaching. It shows the need for reflective practice in classroom practices or how a teacher's practice in the classroom can be improved through reflective teaching. The information of this study was generated through secondary sources and interviews of research participants, two English teachers of public schools from different parts of Nepal. Also, the study examines how the teacher educator created opportunities for student teachers to develop their reflective practices during their practice teaching sessions.

SCHOOL-BASED MANGEMENT AND INSTRUCTIONAL TASK OF PUBLIC SECONDARY SCHOOL TEACHERS

The study aimed to determine the extent of school-based management and the extent of instructional task of public secondary school teachers. This study employed a non-experimental quantitative research design utilizing descriptive-correlation method. Validated questionnaire and Universal sampling procedure were utilized considering the minimal number of teachers in the research locale. One hundred twenty (120) public secondary school teachers were the respondents of the study. Using mean, Pearson-r, and regression analysis, the findings revealed that the extent of school-based management was extensive while the extent of instructional task of public secondary school teacher was also extensive. Moreover, the overall results disclosed that indicators for the school-based management were positively correlated to the instructional task of public secondary teachers. Further, results from the regression analysis revealed the following have a strong influence of school-based management on the instructional task of public secondary teachers: leadership and governance and curriculum and planning. On the other hand, accountability and continuous improvement and management of resources are not related to the instructional task of public secondary school teachers. It is recommended that teachers are prone to commit lapses on the school-based management, every school should devise an improved Developmental Plan on School-Based Management or enhance it if there is already a program to ensure that the school management is promptly addressed and given utmost attention. KEYWORDS: School-based management, instructional task

QUALITY WORK LIFE AND TEACHERS’ DEDICATION OF PUBLIC ELEMENTARY SCHOOLS

The study aimed to determine the extent of quality work life and the level of teachers’ dedication of public elementary schools. This study employed a non-experimental quantitative research design utilizing descriptive-correlation method. Validated questionnaire and Universal sampling procedure were utilized considering the minimal number of teachers in the research locale. One hundred twenty (120) public elementary school teachers were the respondents of the study. Using mean, Pearson-r, and regression analysis, the findings revealed that the quality of work life was extensive while the extent of teachers’ dedication of public elementary schools was also extensive. Moreover, the overall results disclosed that indicators for the quality of work life were positively correlated to the teachers’ dedication of public elementary schools. Further, results from the regression analysis revealed the following have a strong influence of quality work life on the teachers’ dedication of public elementary schools: job characteristics, compensation, and working conditions. It is recommended that the Department of Education should allocate sufficient funds to guarantee that schools have access to the infrastructure, technology, and teaching materials required to support efficient teaching and learning. For teachers to manage stress and maintain a healthy work-life balance, it also offers support services like counselling, mental health support, and wellness programs. KEYWORDS: Quality work life, teachers’ dedication