Enhancing Teacher Professionalism Research Articles

Increasing teacher professionalism through the implementation of digital academic supervision in Indonesian secondary school: Personal learning networks as mediator

This research investigates the impact of digital academic supervision (DAS) on teacher professionalism (TP), with a focus on the mediating role of personal learning networks (PLNs) and their implication for educational policy. Using Partial Least Squares Structural Equation Modeling (PLS-SEM), data were collected from 276 teachers in prestigious secondary schools in East Java, Indonesia. The study uses a regression model design to explore direct and mediated effects between DAS, PLNs, and TP. Findings demonstrate that DAS directly impacts both PLNs (0.638) and TP (0.550), while PLNs also directly influence TP (0.293). Mediated analysis indicates that DAS enhances TP through PLNs (0.187). These results underscore the importance of digital tools in academic supervision, fostering collaboration, and promoting teacher professional development. The empirical evidence supports the effectiveness of DAS in enhancing teacher professionalism, suggesting significant implications for educational policy and practice in Indonesia in terms of regulatory framework, such as data privacy and security, standardization, training programs, and certification and accreditation.

The Role of Technology in Promoting Teacher Professionalism: An Analysis of Technology Integration in Teaching and Learning in Schools

This study aims to analyze the role of technology in promoting teacher professionalism, focusing on integrating technology in teaching and learning in schools. Through a qualitative approach with a case study design, the research aims to explore the extent to which technology can enhance teaching quality, expand teacher skills, and improve the efficiency of the learning process. Data were collected through in-depth interviews with teachers who have integrated technology into their teaching, accompanied by direct observation and document analysis, to understand the implementation of technology in the context of learning holistically. The results show that integrating technology in teaching and learning in schools significantly positively impacts teacher professionalism. Teachers who actively use technology tend to have broader skills in designing relevant and engaging learning experiences and can provide students with better feedback. Technology also facilitates collaboration among teachers and expands access to educational resources. However, challenges such as limited access and technological readiness, as well as challenges in effectively integrating technology, still need to be addressed to maximize the potential of technology in enhancing teacher professionalism overall.

Enhancing Teacher Professionalism through Character Education as an Effort to Combat Demoralization

Enhancing Teacher Professionalism through Character Education as an Effort to Combat Demoralization

영유아교사의 셀프리더십 교사효능감, 교사전문성의 관계 및 경력에 따른 비교

Objectives The purpose of this study is to analyze the research model consisting of self-leadership, teacher effi-cacy, and teacher professionalism to enhance the professionalism of early childhood teachers, and to discuss vari-ous implications for enhancing teacher professionalism by conducting comparative analysis according to experience. Methods The subject of the study was data from a survey of 275 infant and toddler teachers working at early child-hood education institutions in Ulsan and Gyeongbuk regions, and descriptive statistical analysis was conducted to confirm demographic characteristics and characteristics of key variables using the SPSS 26 program. , Pearson correlation analysis to identify correlations between key variables, and a three-stage mediation effect analysis suggested by Baron & Kenny (1986) to verify the research model were conducted. In addition, a Sobel-test was conducted to confirm the significance of the mediation effect. Results First, early childhood teachers' self-leadership had a statically significant effect on teacher efficacy and teacher professionalism, and teacher efficacy also had a static effect on teacher professionalism. In addition, it was confirmed that there is a mediating effect of teacher efficacy in the relationship between self-leadership and teacher professionalism. In addition, as a result of the comparative analysis according to experience, it was con-firmed that the influence of cognitive factors on teacher professionalism among the subfactors of self-leadership was significant in those with less than 10 years, and that it was significant in teachers with more than 10 years of experience when teacher efficacy was mediated rather than direct effects. Conclusions Based on the results of the analysis, this study discussed the need for various programs and educa-tion that can enhance self-leadership and teacher efficacy in order to enhance teacher professionalism, and in particular, it was confirmed that the predictors that can increase teacher professionalism may vary depending on experience, so it is suggested that differentiated interventions according to career are required in professional im-provement education.

Empowering Education: Unveiling Effective Strategies in School Principal Supervision to Enhance Teacher Professionalism

Empowering Education: Unveiling Effective Strategies in School Principal Supervision to Enhance Teacher Professionalism

Micro Credentialing and Digital Badges for Teachers: Professional Skills Development of Secondary School Teachers

This study examined the influence of micro-credentials and digital badges on teachers’ professional skills development at the secondary school level in the Mardan district. Teachers are change agents in shaping student's cognitive, affective and psychomotor domains, and hence, this research aims to enhance teacher professionalism. The objective of the study was to revolutionize teacher perceptions related to Micro-credentials and Digital Badges and their influence on teachers’ professional skills. The finding of the study provides critical insights into micro-credentials and digital badges, intending to elevate secondary school teachers' proficiency in the teaching-learning process. This study recommends focusing on collaborative learning, digital transformation in the teaching-learning process, sustained professional development, and empowering teachers with advanced teaching practices.

STRATEGIES FOR ENHANCING TEACHER COMPETENCE AND PROFESSIONALISM AT SMK PUTRA PELITA TENJOLAYA

This research is motivated by the need to understand the strategies for improving the competence and professionalism of teachers at SMK Putra Pelita Tenjolaya. Teaching is a profession characterized by a certain level of professionalism. The purpose of this study is to identify strategies for enhancing teacher competence. The research employs a qualitative research method with a descriptive approach. Data collection is conducted through semi-structured interviews. The results of this study indicate that there are several ways to enhance the professionalism and competence of teachers. These include organizing continuous training and self-development programs. Additionally, teachers can collaborate with peers to enrich insights and understanding. The role of the school principal in enhancing teacher professionalism is also crucial as a form of support for the progress of teachers at SMK Putra Pelita Tenjolaya. Keywords: Utilization; Talent; Teacher; HR; Institutions.

Analysis of Charismatic Leadership Style Implementation by School Principals in Enhancing Teacher Performance and Professionalism: A Study of 61 Elementary Schools

Analysis of Charismatic Leadership Style Implementation by School Principals in Enhancing Teacher Performance and Professionalism: A Study of 61 Elementary Schools

The Role Of The School Principal As A Learning Leader In Strengthening The Professionalism Of Batik Surakarta Junior High School

This article examines the role of the school principal as a learning leader in strengthening teacher professionalism at SMP Batik Surakarta. Teacher professionalism plays a crucial role in improving the quality of education in schools. Therefore, the school principal has a significant responsibility to motivate, inspire, and lead teachers in developing their professionalism. This study employed a qualitative research method, utilizing data collection techniques such as observation, interviews, and document analysis. The respondents consisted of the school principal and 10 teachers from SMP Batik Surakarta. The research findings demonstrate that the school principal plays a central role as a learning leader in enhancing teacher professionalism. As a leader, the school principal provides clear directions and a strong vision to the teachers. They also offer relevant professional training and development, facilitate the exchange of ideas and best practices, and provide constructive feedback to assist teachers in improving their skills and knowledge. Furthermore, the school principal creates a collaborative and appreciative culture within the school, where teachers can support and work together to achieve common goals. The school principal also ensures the availability of adequate resources and a conducive learning environment for teachers to carry out their duties with professionalism. This research concludes that the role of the school principal as a learning leader is crucial in strengthening teacher professionalism at SMP Batik Surakarta. By taking this role seriously, the school principal can motivate and guide teachers to become more professional in their teaching, which, in turn, will have a positive impact on the quality of education in the school.

The Influence of Teacher Professionalism and School Culture on Education Quality at Private Vocational High Schools in Indramayu

Education is essential in enhancing life quality. It fosters societal benefits and prosperity. The necessity of education extends its significance to individuals, societies, and even nations. Multiple elements contribute to enhancing education quality, encompassing teacher professionalism and school culture. Hence, this study assesses the impact of teacher professionalism and school culture on education quality, individually and collectively. The research utilizes a descriptive and verificative methodology, employing Likert scale questionnaires to gather data from 59 teachers. Regression analysis techniques process the data, and significance is assessed via F-tests. The findings indicate: (1) Teacher professionalism significantly and positively affects education quality; (2) School culture similarly exerts a positive and significant influence; (3) Simultaneously, teacher professionalism and school culture significantly enhance education quality. In light of these outcomes, the author proposes (1) Enhancing teacher professionalism through self-growth, academic participation, and adherence to ethical standards, further enriched by engaging in educational activities and community collaborations facilitated by school committees. (2) For improved education quality, emphasize the underrepresented dimension of norms within school culture, integrate various educational norms into school life and social interactions, and foster alignment with internal school policies and government regulations

The Role of Human Resource Management in Enhancing the Professionalism of Educators

It is important to reexamine the enhancement of human resource professionalism, particularly in the field of education, specifically for academics. The aim of this research is to determine the application of human resource management in improving professionalism and the influencing factors related to the application of human resource management in enhancing the professionalism of teachers in the Majene regency, West Sulawesi. This qualitative study investigates a social phenomenon, utilizing initial observation, interviews, documentation, and drawing conclusions from the description of the human resource role. The research was conducted in several public high schools in the Majene regency, West Sulawesi. The research findings reveal that enhancing teacher professionalism requires training and enhancing the competencies of each individual involved in teaching activities. The implications of this research can provide insights to schools to offer training for every teacher, focusing on learning attitudes, skills, specific knowledge, and behaviors related to their profession

Enhancing Teacher Professionalism through Academic Supervision: An Investigation in Remote and Peripheral Regions

Enhancing Teacher Professionalism through Academic Supervision: An Investigation in Remote and Peripheral Regions

Improving The Professional Teacher Competence Through Clinical Supervision Based on Multicultural Values in Pesantren

This study examines how clinical supervision activities can promote multiculturalism in Indonesia and enhance teacher professionalism. Multicultural education is based on five criteria integrated into clinical supervision activities to improve teacher competence. The goal is to apply multicultural values to education and enhance teacher competency in various areas, such as pedagogy, personality, social skills, and professionalism. The study focuses specifically on two Islamic boarding schools in Ponorogo, East Java, Indonesia. This study uses a qualitative approach for detailed, comprehensive, and in-depth data collection techniques in observation, documentation, interviews, and focused discussions. Based on the findings of the clinical supervision description data through the planning stage, clinical supervision stage, evaluation stage, and follow-up, data analysis techniques using Miles and Huberman are applied, which include data mining, data reduction, data presentation, and conclusion. The study found that clinical supervision activities for teachers in Islamic boarding schools start with planning supervision, followed by microteaching and observation activities to assess teacher learning standards. The development of teacher competency is based on teacher learning preparation, discussions, the teacher as the supervisor of an Islamic boarding school, and the teacher as the main actor in clinical supervision activities. This research highlights the importance of clinical supervision based on multicultural values, as it can enhance pedagogic, personality, social, and professional competencies.

Principal Strategic Management in Enhancing Teacher Professionalisme at MAN 3 Langkat

Education is a conscious and planned effort aimed at creating a conducive learning environment and processes for students to actively develop their potential, encompassing spiritual strength, self-control, personality, intelligence, noble character, and essential skills for themselves, society, the nation, and the state. This research explores the strategic management of school principals in enhancing teacher professionalism at MAN 3 Langkat. The qualitative research method, employing a phenomenological approach, is chosen to deeply understand natural phenomena related to school principal strategies in improving teacher professionalism. The findings reveal several strategies used by the school principal, such as intensifying meetings, effective teacher duty rotation, sending teachers to workshops, and offering guidance and supervision. The school principal's enthusiasm for improving teacher professionalism is evident through professional training and active involvement in problem-solving. In conclusion, the school principal's strategic management significantly contributes to enhancing teacher professionalism at MAN 3 Langkat. This research underscores the importance of collaboration between school principals and teachers, sharing a common vision, mission, and goal in achieving educational objectives. It emphasizes the continuous professional development of teachers to optimize their potential and deliver high-quality education.

Enhancing Teacher Professionalism Through Action Research Support: Strategies and Empowerment

Enhancing Teacher Professionalism Through Action Research Support: Strategies and Empowerment

Learning Management as Soft Skills in Enhancing Teacher Professionalism

The purpose of this study was to determine the role of learning management as a soft skill in enhancing the professionalism of teachers in Central Maluku, Indonesia. We conducted a descriptive quantitative approach. Selected participants (N=40) involved filling out a closed-questionnaire (35 favorable questions). Then, we examined our hypotheses using the Wald- Wolfowitz run test. We found that learning management as a soft skill has a role in enhancing teacher professionalism. Particular measures of indicators had a greater impact than others, such as self-management and learning preparation. However, all indicators’ proportions remain in the high to very high category.

Implementasi Supervisi Klinis untuk Meningkatkan Profesionalitas Guru

The aim of this article is to learn more about how clinical supervision is used to enhance teacher professionalism. Professional teachers are teachers who have the skills to carry out educational and teaching tasks. Thus, the definition of an expert educator is a person who has extraordinary ability and mastery in the field of education so that he can carry out his obligations and abilities as a teacher with maximum abilities. Professional teachers are also educated, trained, and have extensive field experience. This research uses descriptive qualitative research, which is an analysis that uses words or sentences to describe a situation or. The results of research on the use of clinical supervision to improve teacher professionalism at MTsS Hidayatullah, teachers are very flexible, starting from plans that are only communicated to them in regular weekly meetings by the school principal. Only minor problems were encountered, and these problems were not too serious because prospective teachers met the minimum standards when they started at MTsS Hidayatullah. The teacher asks for help to overcome his teaching difficulties, which is why clinical is used here.

ENGLISH TEACHERS’ PERCEPTION ON THE IMPACT OF PRE AND IN-SERVICE TRAINING

Numerous efforts have been undertaken by not only government but also other institutions in order to reach the goal of enhancing teacher professionalism. Pre-service and in-service trainings are the examples. However, there is actually a need to see teacher’s perception towards the effects on joining such trainings and see what issues emerge related to the trainings. This paper attempts to answer all these needs by giving the results of interview with vice principal of curriculum, English teachers, and students of SMKN 3 Malang. This research employs narrative inquiry research. The research uses interview to collect data from the vice principal of curriculum, three English teachers, and students who are taught by the teachers. The results showed that pre-service and in-service training give positive impacts on the professional development of the teachers at SMKN 3 Malang. Issues related to the trainings appear into some forms. Teachers’ unpreparedness in teaching vocational school students due to the lack of trainings about ESP that should have been actually taught more at university. Therefore, it is apparently important for government or universities to provide more pre-service trainings for student-teachers, not only about teaching general English, but also English for special purposes. The researchers also perceive that it is not exaggerating for vocational schools to give more trainings on ESP for the teachers before they are hired. Also, the teachers worry about the correct format of recent curriculum and lesson plan taught on some in-service trainings.

Policy borrowing and teacher professionalism: Tensions in reforming systems in response to SDG4c in the Pacific Islands

This article examines attempts to professionalize the teaching workforce in the Pacific Islands (PI) in response to the United Nation Sustainable Development Goal 4c – Increase the Supply of Qualified Teachers in Developing Countries. The experience of PI educators provides insight into the clash between global standard agendas, driven by targets and indicators, and distinct local realities or vernaculars. Questionnaire data from 82 teacher and principal participants in seven Pacific Island nations and six interviews with education bureaucrats and teacher union officials in Fiji suggest that the goal of enhancing teacher professionalism through credentialism can lead to paradoxical deprofessionalization and Indicator 4.c.1, limit the possibilities of teacher professionalization because of the narrowness of the indicator and the enactment of this in specific systems. The Pacific Islands is an under-researched context that highlights the problems with policy borrowing, particularly regarding the idea that developing countries can measure their way to professionalism. Indeed, more voice needs to be given to local practitioners to better understand their needs and aspirations and how the vernaculars of culture and place can enhance (not diminish) teacher professionalism.

Implementation of Professional Learning Community among Teachers in Schools: A Systematic Literature Review

The emergence of the Professional Learning Community (PLC) concept has pioneered the existence and strengthened of the teaching community. PLC formally serves as a professional learning team and through this team, teachers work with a spirit of openness, reflect critically, share their experiences, ideas, expertise, and engage in an ongoing assessment process that fosters deep team learning. So, it is important to look at past studies related to PLC as PLC is among the factors of teacher effectiveness and schools as well. This paper aims to produce a literature review that answers questions such as: i) What are the challenges in the implementation of PLC among teachers; ii) How PLC can develop the innovation of teachers; and iii) How can the Professional Learning Community develop teacher competencies? The systematic literature review method is used as the methodology in this paper. Articles from 2018 to 2022 related to PLC were searched from three main databases, namely, Scopus, Web of Science, and Google Scholar. The finding show a total of 384 articles were identified; however, after screening based on the inclusion and exclusion criteria, only 76 articles were used as final articles for review related to PLC challenges and the impact of PLC implementation on innovation development and teacher competencies. The results of this literature review are beneficial for future studies on PLC and can be a guideline for higher authorities in the field of education, especially the Ministry of Education, to design quality PLC programs that can enhance teacher professionalism and, in turn, improve student learning. It is recommended that a more detailed implementation of PLC be considered in further studies, as its strategy and effectiveness still have not been sufficiently examined.