Teacher Empowerment Research Articles

Exploring the Experience of Teachers in Management of discipline among the Studentsusing Mentorship in Secondary Schools in Thika West Sub-County, Kiambu County-Kenya

Formal education conducted through a schooling system in contemporary society is key to the integral development of persons and in turn, societal development. It provides an opportunity to enhance holistic development including physical, cognitive, social,emotional, and moral guaranteeing a prosperous society.We utilized a qualitative phenomenological study design, using a face-to-face interview to collect data from 10 secondary school teachers in Thika sub-county-Kiambu County. Audio-recorded data was transcribed and analysedusing an inductive thematic approach, and results were presented in narrations.Resultsrevealed that mentorship is a new approach in schools. Different measures which included Preventive measures, Supportive discipline, and corrective measures were utilized in managing discipline among the students. Challenges involved in mentorship programs included inadequate time, lack of training, and Lack of, or weak structures to sustain effective mentorship programs. Mentoring as a model for managing discipline is a new approach that is not well entrenched in schools. It has challenges and therefore requires a lot of support and empowerment for teachers to be able to domesticate it in their cultures and day-to-day engagement with students.Therefore, to use alternative approaches in disciplining students, it is imperative to equip teachers with adequate skills to cultivate cooperative relationships that encourage students to be open and close to being mentored and guided.In addition, there should be concerted efforts by the school Boards of Management (BOMs) as well as the government through the Ministry of Education to capacity build the parents through seminars and workshops to appreciate their role in their children’s discipline to promote sustained and seamless support of the children.

Does teacher empowerment contribute to innovative work behaviour

Does teacher empowerment contribute to innovative work behaviour

POLA PENINGKATAN KAPASITAS GURU MELALUI PEMBERDAYAAN GURU DI WILAYAH MINORITAS MUSLIM THAILAND

In order to create quality of teacher, Thailand government requires the empowerment of teacher which is carried out regularly and continuously. However, Thailand consists of two parts with differences in religion, race, ethnicity, region and culture. They are Northern Thailand, known as the Kingdom of Thailand, and Southern Thailand with a majority Muslim population with a total of 80% from the three provinces of Southern Thailand, are Patani, Yala, and Narathiwat, which are known as Thailand minority. In developing and maintaining Islamic education in the region, teachers play a main role through Islamic learning. Thus, teacher empowerment becomes a crucial issue, because teachers are the main component that influence the learning process in order to achieve Islamic education. The aim of this research is to describe about the pattern of increasing teacher capacity through teacher empowerment in order to maintain Islamic education in Muslim minority areas of Thailand, as well as how teachers in Muslim minority areas are empowered by the Kingdom of Thailand. The method used for this research is a qualitative approach. This research located at the Islamic Phatna Witya School of Yala, Southern Thailand. The results of this research are that teacher empowerment at Phatna Witya School is carried out routinely through planning, implementing, and evaluation. In empowering teachers, Thai Kingdom does not discriminate between race, ethnicity, or religion. In fact, the Kingdom of Thailand upholds togetherness with the aim of improving the quality of education.

Positioning Secondary School Teachers as Passive Actors During School Quality Assurance Policy Implementation in Dodoma, Tanzania

While the impact of the School Quality Assurance (SQA) policy on students’ learning outcomes is well-documented, there exists a limited understanding of how its implementation influences teachers’ power and identity. This study analysed how teachers were positioned during the SQA policy implementation in four purposefully selected secondary schools in Dodoma Region, Tanzania. Data gathered from 19 participants, including heads of schools, department heads, subject teachers, WEOs, and SQAOs through policy documents and semi-structured interviews, unveil a critical observation. Despite teachers being pivotal to school functioning, the SQA policy positions them as passive objects lacking the knowledge to evaluate school quality based on proposed domains. This study contends that such positioning aligns with previous top-down school inspection models, which had limited impact on enhancing secondary school quality. To address this, the study suggests a radical shift towards teacher empowerment through collegial supervision rather than conventional external quality assurance visits.

Disparity, Empowerment and Female English Language Teacher in Higher Education Context in Bangladesh: A Narrative Inquiry

The existing literature while highlighting learner empowerment, carefully gives less attention to the fact of empowering female teachers in adult English language teaching context. In most contexts worldwide teaching foreign languages is a feminine job (Ortiz &Serrano, 2020; Bashiruddin, 2018; Kollmayer et.al., 2020; Tindowen, 2019), and that mostly remains at a disadvantaged position as she works ‘within a network of power relations’. Hence it is very essential to scrutinize and understand the micro-dynamics of the female teacher’s journey of sense-making and her employment of coping strategies at the time and point of professional disempowerment. This in-depth narrative inquiry tries to investigate the issues that support a female teacher in empowering herself in professional landscapes. In this regard, I used the narrative inquiry research design and exploited semi-structured interviews with six female teachers to generate data to show how female teachers struggle(d) to achieve parity to empower themselves and their learners. Fraser’s (2008; 2009; 2012) notion of ‘participatory parity’ was used here as the theoretical ground to analyze the findings that empowerment is a theory of social change. The result has come out with the view that any attempt at school reform should be synonymous with the most active models of female teacher empowerment to advance student achievement, collegiality, and professional learning. This study thus contributes to the empowerment literature of female English language teachers in the higher education context.

CONTINUOUS PROFESSIONAL DEVELOPMENT BASED ON INTERNAL COACHING IN SCHOOL INSTITUTIONS

Continuous professional development is a program carried out to improve teacher competencein carrying out their duties. The fact shows that implementing continuous professionaldevelopment has not significantly improved teacher professionalism. This program has notbeen running consistently, due to a lack of internal motivation from teachers who tend not toplay an active role in the culture of independent learning, because they still position themselveswaiting for professional development activities from external parties to improve theircompetence. This study aims to develop a model of continuous professional developmentthrough school institutions based on internal coaching. Internal coaching is the basic capital forteachers to become lifelong learners and self-directed for increasing competency. The researchwas conducted through a development method using the Smith and Ragan model implementedin an integrated Islamic elementary school that has implemented continuous professionaldevelopment programs for almost two years, since 2019. The constructed hypothetical model isa continuous professional development model based on internal coaching through thestimulation of reflective, participatory, innovative, and collaborative abilities integrated into theschool system to form a culture of independent learning for teachers. The implication ofresearch for further development of teacher empowerment at the school level.

The influence of spiritual leadership on work engagement

Purpose – This study aimed to analyze the influence of spiritual leadership on work engagement with psychological empowerment as an intervening variable at Muhammadiyah Junior High School in Yogyakarta.Methodology – The subject in this study, a sample of 129 respondents, was selected by the census method. The analysis tool used is path analysis, which is calculated using the Structural Equation Modeling (SEM) analysis technique operated using the AMOS program.Findings – The results indicated that a higher level of spiritual leadership will increase psychological empowerment and work engagement for yogyakarta teachers in Muhammadiyah Junior High School.Implications – In this study, the researcher gave respondents questionnaires through the school's deputy head or curriculum sector. Owing to the tight schedule of the respondents, the researchers did not accompany them in filling out the questionnaire. This allowed the researcher to know whether the respondent filled out the questionnaire correctly, so there was no potential for bias in filling out the questionnaire.Originality – This research model includes independent variables, dependent variables, and mediation. The independent variables describe spiritual leadership, the dependent variable describes work engagement, and the mediation variable describes psychological empowerment

Understanding the Role of Organizational Confidence on the Culture of Teacher Leadership in Public Schools in the Philippines

The purpose of this study is to understand the role of organizational trust on the culture of teacher leadership in selected public-schools in the Philippines. The study utilized a qualitative research design involving public-school principals in Schools Division Marikina, Marikina City. Findings revealed that one of the leading themes that stood out in the responses was that teacher leadership is a skill that needs continuous development. The participants said that teacher leadership is being observed when school tasks are being properly managed and when there is a harmonious work environment in the institution. The most dominant challenges are the reluctance of teachers to accept challenging tasks, low self-confidence, and lack of compassion. Participants shared unique characteristics of leadership empowerment, such as being transparent, honest, responsible, and considerate. The majority of the participants agreed that organizational confidence can be achieved through teacher empowerment. Participants also stated that it is time for the organizational confidence to be established in order to effectively render a good quality education in the Philippines. Findings also revealed that being a good listener is a key factor in advocating teacher leadership and that building a working environment wherein everyone will have their own opportunity to experience leadership is also one the recommendations mentioned by the participants.

Early Detection of Caries and Efforts to Prevent Dental Caries in Retardation Mental Children Through Empowering Teachers and Parents at SLB BC Optimal Surabaya

Dental caries is a disease of the hard tissue of the teeth which is characterized by tissue damage, starting from the tooth surface, starting from the enamel, dentin, and extending to the pulp. Dental caries in mentally retarded people is in the moderate category. The data update for SLB BC Optimal Surabaya in 2021 revealed that 100% of the mentally disabled experienced dental caries. Dental caries in mentally retarded children can be prevented by their parents and teachers. Their involvement is very important to achieve optimal dental health in mentally retarded children. The method used is: Starting from permits to partners, target preparation, community service team, materials, tools and materials needed. Providing physical assistance to parents and teachers in the form of tools/materials to support oral physiotherapy and tools/materials to detect dental caries. Training/Counseling on the consequences of dental caries if no treatment is carried out and how to prevent dental caries, definition of dental caries, causes of dental caries, process of dental caries, how to detect early dental caries. The results of the community service activities that have been carried out have obtained the following results: Module for early detection of dental caries and prevention of dental caries. There is an increase in knowledge of dental caries and prevention of dental caries for teachers and parents at SLB BC Optimal Surabaya from 51.2% to 80%. There is an increase The attitude of parents and teachers about dental caries was 65.7% negative. After training, the positive attitude of parents and teachers regarding dental caries was 71.4%. There was an increase in respondents' skills in early detection of caries from 25% to 80%. There was an increase in parents' and teachers' skills regarding preventing dental caries from 15% to 63%.

Empowerment and silence: A grounded theory exploration among new teachers.

Despite the importance of understanding teacher empowerment and silence to help address issues of teacher shortage and well-being and improve school-based consultation, research on the topic has been understudied and undertheorized, particularly for new teachers. To fill this research gap, we carried out a constructivist grounded theory-based qualitative exploration of factors that contribute to new teachers' empowerment and silence during the COVID-19 pandemic among a sample of 24 first-year new teachers from a large and diverse urban school district in northern California. The findings identified different sets of psychological and social-structural factors contributing to new teachers' empowerment and silence, respectively. Factors contributing to empowerment included autonomy and a sense of accomplishment in the psychological domain and support, appreciation or being acknowledged, and shared beliefs in the social-structural domain. Factors contributing to silence included a lack of self-efficacy in the psychological domain and being limited in the decision-making process, a lack of connected and safe space, and a lack of knowledge of unwritten school norms and procedures in the social-structural domain. Findings suggest that empowerment and silence might be dual-factor constructs driven by different sets of factors that do not fully mirror each other. Findings provided important theoretical and practical implications for creating psychological and social-structural supports to promote new teachers' well-being, increasing school psychologists' effectiveness in providing consultation services with new teachers as their consultees, and creating safe and connected spaces for sharing voices among new teachers with diverse backgrounds. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Cultivating translingual and transcultural competence in a multilingual university

ABSTRACT Globalisation and its sibling, internationalisation, have led to the development of multilingual, multicultural universities, which are often branded as pathways to global success. However, these universities may not adequately consider the challenges that stakeholders face in adapting to these new environments. This paper investigates the implications of internationalisation for policy, pedagogy and practice by surveying policy, faculty, staff, and students of three multilingual programmes at a Spanish university. A document analysis, questionnaire, interviews, and focus groups were used to explore institutional strategy, student identity and agency, teacher pedagogy and practice, and staff guidance and support. The study applied a translingual and transcultural competence lens that focused on critical awareness, reflexivity, and the ability to operate between languages and cultures while building relationships. The findings reveal a strong programmatic focus on multilingual and intercultural development, a wide range of plurilingual and pluricultural identification and practices among students, the centrality of a teacher's role in facilitating and modelling translingual and transcultural competence, and a presently underexplored at-home/abroad nexus. The study implies a need for more community building beyond the classroom and across domestic and international students, greater empowerment of teachers, and a need for students to reflect and engage with each other.

Teachers’ Commitment to Promoting Education for Sustainable Development: Outcomes of a Faculty Collaborative Action Research Project

The Education for Sustainable Development (ESD) Working Group (consisting of teacher educators within the School of Education at The University of the West Indies, Mona Campus in Jamaica), conducted a collaborative action research project to infuse ESD skills, issues, perspectives, and values into six courses. The study explored students’ views on the role of teachers in promoting ESD, their personal commitment to ESD, and whether these views were influenced by the infusion process. The study involved 140 undergraduate and graduate students, comprising both pre-service and in-service teachers, and an instrument was developed to gather pre- and post-course responses to open-ended prompts. The results showed development in students’ awareness about their roles and personal commitment to ESD after the infusion process. The findings indicate that teacher education programmes have the potential to promote sustainable development and empower teachers as change agents.

Mengembangkan Kemampuan Motorik Halus Anak Usia 4-5 Tahun Melalui Kegiatan Melukis Dengan Jari di TK Nikita PTPN V Bukit Selasih

When these elements perform their respective roles in a positive interaction, meaning that one element is interrelated, mutually supporting, complementary with other elements to achieve a more perfect motor condition. Children with brain disorders appear less skilled in moving their bodies. Finger painting is a painting technique activity without any tools by applying paint to wet paper using the fingers of the hands done by the child to pour his imagination through paintings done by the fingers of the hands by the child. This finger painting technique is a painting technique without the use of tools. This research method uses classroom action research, which is a research method that occurs in the classroom during the interaction between teachers and students. The purpose of this classroom action research is to improve and improve the quality of learning and help empower teachers in solving problems in learning at school, and to improve and improve learning practices at school, as well as to increase the relevance of education, quality of education and efficiency in education management. Keywords; Finger painting, Fine motor skills, early childhood

Improving teacher career satisfaction through distributed leadership in China: The parallel mediation of teacher empowerment and organizational commitment

Based on a survey of 522 primary and secondary school teachers in mainland China, the study explored the effect of distributed leadership on teacher career satisfaction, and examined the mediation of teacher empowerment and organizational commitment using structural equation modeling. It was found that the implementation of distributed leadership could exert a significant positive impact on teacher career satisfaction in the Chinese cultural context. In addition, distributed leadership could positively influence career satisfaction indirectly through the full mediation of teacher empowerment and organizational commitment, and teacher empowerment had a greater mediating effect than organizational commitment.

Empowering Teachers Through Training in Preparing Literacy-Based Electronic Teaching Materials as an Effort to Foster Paperless Culture

Community service activities with the theme of teacher empowerment through training on literacy-based electronic teaching materials as an effort to foster a paperless culture in the Apala Village, Bone Regency, were held on May 20, 2023, located at Barebbo 1 Public Middle School. The main problem with partner schools in learning is the use of digital literacy, while literacy learning activities in schools are urgently needed nowadays. To make this happen, human resources who are technologically literate are needed, while there are still some teachers who experience difficulties in preparing digital-based teaching materials. This community service activity aims to provide solutions to overcome problems experienced by partner schools through training and mentoring for teachers using the FlipBuilder software so that teachers are able to create innovative and fun learning. The results of the evaluation conducted for teachers found that 76% of the responses agreed with this training and could assist teachers in preparing interesting learning tools so as to create a fun learning atmosphere as well.

The role of education in curbing corruption: A comparison of Indonesia and Hong Kong

Indonesia has been dealing with corruption for a long time. Several strategies are applied to address the complexities of corruption, one of which is anti-corruption education (ACE). Some countries have tried implementing ACE, with Hong Kong being one of the most successful. Using a comparative method, this study seeks to examine the impact of ACE on corruption, analyse how Hong Kong and Indonesia differ in implementing ACE, and develop suggestions for Indonesian leaders based on the best practices found in Hong Kong’s way of approaching ACE while still considering the Indonesian context. Improved collaborations among stakeholders (KPK, Ministries, and private parties), empowerment of schools and teachers, use of public media, and adequate political support are all found to be relevant to improving ACE in Indonesia.

Inovasi Manajemen Kinerja Guru dalam Meningkatkan Mutu Pendidikan di MI. Kahasri Kota Probolinggo

Education is one of the pillars of a country's development. Teachers as central figures in the education system have a very important role in improving the quality of education. Innovation in teacher performance management is the key to improving the quality of education. This research examines effective innovations in teacher performance management to improve the quality of education. This research uses a qualitative research method with a case study approach at Madrasah Ibtidaiya Kahasiri, Probolinggo City. Data was collected through interviews with teachers, classroom observations, and analysis of documents related to teacher performance management. This study shows that effective innovation in teacher performance management includes several main aspects. First, inclusive and collaborative leadership development helps create a positive work environment. Leadership that understands and supports teachers' needs and supports their professional development plays a key role in increasing teacher morale and motivation. Second, teacher empowerment through training and skills development aims to improve pedagogical competence and classroom management skills. Third, the use of information and communication technology (ICT) in education and teacher performance management can increase the efficiency and effectiveness of the learning process. The results of this research indicate that effective innovation in teacher performance management requires collaboration between school principals, teachers and other stakeholders. Creating a positive work environment, empowering teachers, and using technology wisely can significantly improve the quality of education. Therefore, education stakeholders are expected to adopt these innovations to improve the quality of education and provide a better future for future generations.
 

Peningkatan Hasil Belajar Peserta Didik Melalui Model Pembelajaran Discovery Learning Berbantuan Audio Visual pada Fase D SMPN 19 Surakarta

This study evaluates the impact of the implementation of the Independent Curriculum at SMPN 19 Surakarta. The focus of the research is on the subjects of Catholic Religious Education and Ethics in grade VIII G Phase D. The implementation of this curriculum presents significant challenges for students and teachers, which requires comprehensive improvements to ensure the effectiveness of education in general, and specifically on the subjects of Catholic religious education and ethics to match the spirit of the Independent Curriculum.In overcoming these challenges, the research proposes a solution in the form of an Audio Visual Assisted Discovery Learning Learning Model. This model has been shown to effectively improve learning outcomes (cognitive) and affective outcomes dimensions Have of faith, Learners on two cycles of research. Affective results showed a significant increase from cycle I to cycle II with an average increase in achievement of 15%. Likewise with learning outcomes, showing an average increase in achievement of 15%. Although the Audio-Visual Assisted Learning Discovery Learning Model has proven effective, researchers recommend further evaluation of the model's implementation in various educational contexts. SMPN 19 Surakarta needs to continue to improve learning strategies, increase student engagement, and pay attention to the readiness of teachers and facilities and infrastructure in order to integrate audiovisual technology. Regular training for teachers and intensive support in teacher empowerment are also needed to ensure the success of education transformation in accordance with the spirit of the Independent Curriculum.

265 Empowering teachers inWales to deliver CPR in the primary school curriculum

265 Empowering teachers inWales to deliver CPR in the primary school curriculum

Addiction prevention & mental health support in Hungarian elementary schools: a mixed-methods study

Abstract Substance and behavioural addictions are growing problems of children and adolescents, and prevention requires reducing risk factors and strengthening protective factors, such as mental health support (MHS). The current Hungarian policy emphasises the role of schools in addiction prevention (AP), but few data exist on school-level implementation. This was a mixed-methods study supported by the Scientific Foundations of Education Research Program of the Hungarian Academy of Sciences, investigating the implementation of AP and MHS in Hungarian elementary schools (N = 2892) with a nationwide cross-sectional survey-based study and by focus groups on teachers’ views about such programmes and ways to improve them (37 teachers from 21 schools). Schools covered the topics of tobacco (74%), drugs (71%), alcohol (62%), and electronic devices (61%) most commonly. Of schools, 55% had regular MHS programmes, and this differed significantly by school type and size. More addiction-, and mental health-related topics were covered with greater diversity of implementers (p < 0.001). A school environment conducive of MHS was more prevalent with higher frequency of community building within the teaching staff (p < 0.001). Logistic regression revealed that school type, support for teachers’ work, and diversity of implementers were significantly associated with the quality of implementation of AP and MHS. Six themes emerged from the focus groups: development of addictions and mental health, health education, role of teachers in addiction prevention, cooperation, factors hindering addiction prevention at schools, and factors supporting it. Teachers claimed that they can do the most for children's health at school, but they need support for effective implementation. Our results indicate the importance of school characteristics in AP implementation and call for the support and empowerment of teachers and greater organisational capacity to ensure the effectiveness of school-based AP and MHS. Key messages • Multistakeholder engagement approaches are necessary to address a wider, more diverse range of addiction-related topics in the school curricula. • The training and mental health support of teachers and their collectives are important intervention points that should be invested in to increase the effectiveness of addiction prevention.