Fellow Teachers Research Articles

Peran Organizational Citizenship Behavior (OCB) dalam Peningkatan Kinerja Karyawan : Sebuah Kajian Literatur

This study aims to conduct a literature review examining the influence of Organizational Citizenship Behavior (OCB) on job satisfaction and employee performance. Through a thorough analysis of relevant literature, this article presents significant findings from previous research. The analysis of three relevant journals reveals that OCB has a significant positive influence on job satisfaction. When employees voluntarily engage in OCB behaviors that go beyond their formal job responsibilities, it tends to enhance their job satisfaction. Additionally, OCB is positively related to employee performance. Employees who engage in OCB behaviors tend to achieve better performance in various aspects of their work. In the context of education, OCB also plays a crucial role in improving teacher performance and creating a productive learning environment. Previous studies have shown that teacher OCB behaviors, such as assisting fellow teachers, providing emotional support to students, and actively participating in extracurricular activities, contribute to enhanced teacher performance and student academic achievement. This article provides an in-depth understanding of the importance of OCB in enhancing job satisfaction and employee performance. To create a positive and productive work environment, organizations need to encourage and appreciate OCB behaviors through recognition, appreciation, and increased participation opportunities. Although previous research findings demonstrate a positive relationship between OCB, job satisfaction, and employee performance, it is important to note that further research is needed to gain a deeper understanding of the factors influencing OCB and the best strategies for fostering OCB behaviors in the workplace. Through a greater understanding of OCB, organizations can create a positive and empowering work environment where employees feel satisfied with their jobs and achieve optimal performance.

Overcoming the Challenges of Including Learners with Visual Impairments Through Teacher Collaborations

In this article we report on a study undertaken with 255 teachers working with learners with visual impairments. The focus of our discussion is teachers’ implementation of inclusive education policies with learners with visual impairments in full-service schools in South Africa. We foreground the ways in which the teacher participants relied on teacher collaborations to overcome some of the challenges they faced as a result of limited resource provisions in schools in this country. We implemented an instrumental case study design and followed the approach of participatory reflection and action (PRA). The sample included teachers (n = 255) from seven full-service and ten special schools from five provinces in South Africa. In addition, 50 expert stakeholders who work in the field of visual impairment were involved. For data generation and documentation, we utilised PRA-based workshops, the observation-as-context-of-interaction method, audio-visual techniques, field notes, and reflective journals. The findings of our research confirm that full-service schools face distinct challenges regarding limited resources as well as teachers that are inexperienced to accommodate learners with visual impairments. Even though the teachers in our study were initially reluctant to implement inclusive education practices, their collaboration with fellow teachers and other informed stakeholders enabled them to address some of the challenges they experienced and implement inclusive practices. They subsequently formed a team and learnt from one another to facilitate positive changes through the implementation of inclusive practices, thereby following a socio-ecological approach to inclusive practices in full-service schools in South Africa.

학교폭력 ‘학교장 자체해결제’의 학교현장 인식과 내실화 방안 연구

The purpose of this study is to examine the existing operation status and suggest future improvement plans in order to effectively and stably establish the school-based self resolution and operate it substantively. This study collected empirical data to establish and strengthen the school-based self resolution and examined the operation status and teachers' perceptions. As a result of the study, the need for supplementation and improvement at the cognitive and institutional levels was raised to strengthen the School-Based Self Resolution. First, the school-based self resolution was operated smoothly thanks to the expertise and enthusiasm of the person in charge and the interest and cooperation of fellow teachers. On the other side, It was found that the lack of cooperation from parents was acting as an impediment to the operation of the system. Second, at the cognitive level, there were efforts to create a school violence prevention culture, find effective recovery support measures at the school level, strengthen a smooth collaboration system among teachers, and improve parents' awareness. And at the institutional level, there were strengthening of the system to prevent school violence staff in charge of work exhaustion, support for cultivating the qualifications of school principals through expansion of school violence-related training, and expansion of training and continuing education to improve teachers' student guidance and counseling capabilities and strengthening parent training. It suggested revitalizing student awareness education and recovery programs for students who have been victims of crime, reinforcing the manual for the stable establishment of the school principal`s own solution system, establishing an expert support system, and activating connection to external resources. Based on this, the direction of School-Based Self Resolution are discussed.

팀티칭 보육교사의 교육과정운영 자율성과 동료교사의 사회적지지가 놀이지원역량에 미치는 영향

Objectives The purpose of this study is to examine the effect of team teaching childcare teachers' curriculum operation autonomy and fellow teachers' social support on play support competency. Methods To this end, a survey was conducted among 307 childcare teachers currently operating team-teaching classes at childcare centers in the Busan and Gyeongnam regions. The collected data were analyzed using SPSS 24.0, employing descriptive statistics, correlation analysis, and multiple regression analysis. Results First, team teaching childcare teachers' curriculum management autonomy averaged 4.09 on a 5-point scale, the social support from fellow teachers averaged 4.02, and the ability to support play averaged 4.16. Second, it was found that there are significant correlations between team teaching childcare teachers' curriculum operation autonomy, fellow teachers' social support, overall play support competency, and all its sub-factors. Third, the curriculum operation autonomy of team teaching childcare teachers and fellow teachers' social support explained 49.1% of cognitive competency, 44.1% of affective competency, and 57.7% of practical competency, which are sub-factors of play support competency. Common factors affecting these sub-factors included a child-centered play environment and interactions, collaboration and participation with families and the community, flexible daily routines, and evaluative support, with evaluative support being the most explanatory. Conclusions The meaningful play environment and interactions, along with reflective self-assessment by educators and recognition and praise from peers, indicate the potential for enhancing the play support capabilities of childcare teachers. Therefore, efforts to analyze and support the team-teaching environment of childcare teachers implementing revised educational curricula are necessary to enhance their play support capabilities.

The Influence of Teacher Competency, Teacher Commitment, and Workload on Teacher Performance

This study aims to determine the effect of teacher competence, teacher commitment, and workload on teacher performance at SMP Negeri 1 Banjar. The population and research sample were 59 teachers. The results of this study indicate that the influence of teacher competence has an effect on teacher performance at SMP Negeri 1 Banjar, with competence possessed by teachers at work being able to help them improve their work results by sharing their knowledge and sharing it among fellow teachers in an effort to achieve goals desired learning. Teacher commitment affects teacher performance at SMP Negeri 1 Banjar with the length of service the teacher has to teach at agencies, a high commitment to agencies, and a feeling of comfort in carrying out work can help these teachers improve their performance. The effect of workload on teacher performance at Banjar 1 Public Middle School is evidenced by the process of assigning teacher workloads, which were given at the beginning of the school year meeting it was determined that at least the teacher had to teach 24 hours a week, with the workload given to the teachers concerned and the responsibilities charged by the teacher can improve the performance it has. The effect of teacher competence, teacher commitment and workload on teacher performance is 78.2%, while other variables influence another 21.8%

A focus on quality of teaching in schools increases students’ progress of attainment. Evidence from English secondary schools

ABSTRACT This article investigates the relationship between school-level factors associated with school quality and progress in student attainment in English secondary schools. Furthermore, it examines the relationship between frequency of classroom observation of teaching (by school leaders or by fellow teachers) in English secondary schools and progress in student attainment. It details findings of a quantitative phase of analysis within a broader mixed-methods study with the purpose of informing best practice in school development in Austria. Results suggest that students attending schools in which leaders and teachers perceive a greater emphasis on policy concerning quality of teaching tend to achieve greater progression in attainment relative to peers. Whilst frequency of classroom observation by leadership staff does not appear to be associated with progress in student attainment, students attending schools in which classroom observation is undertaken by fellow teachers with greater frequency tend to achieve greater progress in attainment relative to peers.

The Influence Of Moving Teacher Management In Improving The Quality Of Learning In State Primary Schools Of Bireuen District

<p>One of the policies of the independent learning program is that teachers can be innovative in implementing learning, position themselves as leaders who are sensitive to students' learning situations and conditions and become independent learning leaders. Driving teacher management aims to improve the quality of learning through developing teachers' pedagogical, personality, social and professional competencies. The aim of this research is toknow about the Management of Driving Teachers in Improving the Quality of Learning in Bireuen Regency Public Elementary Schools. This research uses an experimental approach with research design One Group Pretest-Posttest Design. Data collection techniques use observation, interviews and tests. The data analysis technique carried out in this research uses qualitative and quantitative data analysis. The results of this research show that: (1) The stages in driving teacher management consist of: planning, driving teachers, participating in coordinating in preparing the school's vision and mission according to the demands of the independent curriculum and developing the latest learning strategies, implementing driving teachers in improving the quality of learning, namely inviting other fellow teachers. to design learning based on students' needs so that they are able to determine appropriate learning styles, and driving teacher evaluation in improving the quality of learning, namely preparing evaluation instruments, carrying out initial, middle and final (as, of & for) assessments of learning to determine students' progress in a material and carry out reflection as a follow-up to improve further learning; 2) The results of the t test show a significant score of 0.02, which shows that there is an influence of driving teacher management on the quality of elementary school learning in Bireun Regency with an increase of around 40%.</p>

그림책을 활용한 초등학교 1학년 한글 교육에 대한 교사의 경험

The purpose of this study is to investigate educational values and possibilities of application by analyzing teacher’s experiences in teaching Hangeul using picture books to first grade elementary school students. The participant is teacher A working at Seoul B Elementary School. This study conducted the procedures of curriculum analysis, picture book selection, and making Hangeul lesson plans using picture books from February 20th to March 31st, 2023, and implemented lessons for a total of 16 times from April 3rd to May 19th, June 12th to June 27th, 2023. Data were collected and analyzed qualitative data such as interviews, teacher journals, activity results, and photos. The results are as follows. The teacher experienced lessons that had students focused regardless of their individual differences, were playful rather than academic, facilitated voluntary reading and writing, had the teacher fun and excitement, had fellow teachers want to apply lessons and required sufficient number of class hours and assistants. In conclusion, this study is meaningful in that Hangeul education using picture books has educational significance to both teachers and students and it is a practical and effective teaching-learning method in school.

Analisis Gaya Kepemimpinan Kepala Madrasah Terhadap Penbentukan Karakter Guru MTsN 5 Aceh Utara

The Madrasah Principal is an educational leader who has a very big role and is responsible for the educational process and also developing the character of teachers in the madrasah. Therefore, the author raised this research to analyze the leadership style of Madrasas at MTsN 5 North Aceh in forming teacher characters. This research is qualitative with a descriptive approach. Technique the researcher's data collection technique uses observation, interviews and documentation, while the data analysis technique is data reduction. The results of the research show that: The Madrasah Head's Leadership Style on the Formation of Teacher Character at MTsN 5 North Aceh is a democratic leadership style. The Impact of this Leadership Style on the Formation of Social Character of Teachers at MTsN 5 North Aceh shows a leadership attitude that is caring and oriented towards madrasa development, task assignments are carried out fairly, by ensuring that each individual accepts responsibility according to their abilities and roles. However, there are supporting and inhibiting factors in the formation of teacher character at MTsN 5 North Aceh, namely supporting factors, namely adequate teacher finances, adequate infrastructure and good personal relationships, which are created by teachers with fellow teachers, employees, parents, guardians, students and the surrounding community. Inhibiting factors come from several factors, can come from the teacher himself, or can come from factors outside the teacher such as students or from the teacher's work environment

한 초등학교 노년기 여교사의 교직 경험에 대한 생애사 연구

This article sought to explore the educational value and meaning inherent in the teaching experience of an elderly elementary school female teacher through life history research. The research results are summarized as follows. Firstly, an elderly elementary school female teacher overcame her teaching fears with her challenging attitude and overcame her professional crisis with her humble heart. In addition, she overcame her job anxiety with a passionate attitude and escaped social prejudice with a confident attitude. This meant confidently moving forward on her teaching path without giving in to external conditions. Secondly, the participant wanted to become a sensitive and experienced education expert, and a senior in life who was comfortable and trustworthy for parents. Additionally, the participant wanted to be a warm and diligent supporter to her fellow teachers, and tried to be a wise and sagacious educational leader within the school. This teaching experience meant becoming a fully-fledged professional teacher in elementary schools through the experience and expertise accumulated over a long period of time. The results of this paper will provide lessons and insights to deeply understand and improve the professional lives of female elementary school teachers.

초등학교 사회 수업에서 노동인권교육 실천 경험에 관한 자문화기술지

The purpose of this study is to explore the experiences of researcher who have practiced labor related human rights education in elementary school social lessons with an autoethnography and to provide implications for the operation of labor related human rights education linked to social studies. To gather evidence for this study, I complied a collection of lesson plans, student evaluations, and classroom observation records from a single semester. In addition, my own personal reflections and experiences as both a researcher and participant in the classroom served as a primary source of data. The research results are summarized as follows. First, I reorganized the curriculum by linking and integrating various subjects and creative experiential activities to practice labor related human rights education in social lessons, and conceived class activities by referring to various teaching and learning materials, but labor related human rights education could not be systematically dealt with. Second, the number of social lesson hours alone was not sufficient to deal with labor related human rights education. Third, it is not easy for fellow teachers to unite together, although the identity of a teacher who is a worker citizen must be established as a social textbook. Based on these research results, I would like to present implications for the practice of labor related human rights education in social studies lessons. First, it is necessary to develop teaching and learning materials for labor related human rights education centered on social studies achievement standards. Second, opportunities for understanding and experience of labor related human rights must be accompanied throughout educational activities. Third, it is necessary to change teachers’ perception of labor related human rights education.

Let’s get on-board: a practical framework for designing and implementing educational board games in K-12 classrooms

Educational board games are a promising tool for implementing game-based learning to improve the teaching-learning process. However, the absence of comprehensive scholarly guidance on designing educational board games impedes the effective implementation of game-based learning in classrooms. The sparsely available studies on game design frameworks often confine themselves to the design of the educational game itself, without including guidelines for the classroom integration of such games within the design framework. Additionally, the literature often neglects that teachers, burdened by limited time and excessive workload, are often the sole participants in the game design process. To address these gaps, we introduce a practical framework for educators to design and seamlessly integrate educational board games in their classrooms. Our approach prioritizes minimizing additional teacher workload while using game-based learning to foster student-led problem-solving sessions and game revision. Drawing from game design principles and existing literature on game-based learning, we propose a comprehensive framework that guides educators through the design and implementation of educational board games tailored for conducting problem-solving sessions. The framework is validated and refined using qualitative analysis of teacher and student feedback after its seamless integration into the regular mathematics instruction and curriculum of a Philippine K-12 high school. Results indicate positive student experiences and highlight the framework’s efficacy in promoting student engagement, learning outcomes, and teacher convenience. Thematic analysis of student feedback highlights key design preferences and game features that enhance student experiences in GBL sessions. The study contributes to the advancement of GBL methodologies by offering practical guidelines for independent use by educators and promoting exchanges between teacher colleagues. Overall, the proposed framework offers a systematic and feasible approach to designing and implementing educational board games, fostering effective learning experiences in diverse educational contexts.

Analysis of Madrasah Aliyah Teachers’ Difficulties in the Implementation of the Independent Learning Curriculum

The purpose of this study is to determine; the planning of the independent learning curriculum; the implementation of the independent learning curriculum; and the evaluation of the independent learning curriculum, the implementation of the independent learning curriculum for class X students at MAN Pinrang. This research method uses a qualitative approach with a descriptive research type. The subjects of this study were the principal, Mathematics Teachers of class X at MAN Pinrang. Data collection carried out in this study were Observation, Interviews, and Documentation. The data analysis techniques used were Data Reduction, Data Presentation, and Conclusion Drawing. The research results show that: the Independent Learning Curriculum provides flexibility for teachers in designing learning that suits the needs of students; implementation of the Independent Learning Curriculum at MAN Pinrang such as: Taking training, Collaborating with fellow teachers, Utilizing existing resources, and Innovating; evaluation of the Independent Learning Curriculum offers a more flexible and student-centered assessment approach such as a) Written tests, b) Oral tests c) Performance assessments d) use of rubrics, and e) Assessment scales.

Speaking the Language of Administrators to Communicate Value: Advocacy for Dance Educators

To effectively promote and advocate for our dance programs, we need to educate administrators, fellow teachers, counselors, and school board members using strategies that will help them deepen their understanding of dance’s impact on student learning. In this article, we discuss how dance educators can use common educational language, brain research, and federal, state, and school improvement regulations to advocate for their programs. We also share sample instructional activities that demonstrate how dance instruction addresses common educational theory and strategies.

Implementation of Differentiated Learning in Identifying Sentence Structures for Fifth Grade Elementary School Students: Analysis of Obstacles and Implementation Solutions

Differentiated learning in fifth-grade elementary schools in the Untung Surapati cluster, East Denpasar District, has not yet been maximized. Teachers face challenges in implementing differentiated learning when teaching sentence structure. This issue needs to be examined to determine solutions that can be used in sentence structure teaching. The methods used for data collection include observation, interviews, and document analysis. The challenges faced by teachers include: 1) limited teaching staff. To address this, students are divided into several groups. 2) Difficulty understanding the concept of sentence structure. To overcome this difficulty, teachers can use the picture-and-picture method with the assistance of keywords. 3) Limited teaching time. This can be addressed by collaborating with fellow teachers in developing teaching materials. 4) With a large number of students, implementing cooperative learning can be a solution to handling large classes. 5) Teachers' skills in implementing differentiated learning are not yet optimal. Teachers are given opportunities to attend training sessions. 6) Each student has different needs, interests, and skill levels. To address this, teachers create flexible assessment rubrics. 7) Teachers use various teaching approaches to meet the diverse needs of students. Adjusting assessments to different teaching approaches becomes a challenge for teachers. Teachers should create assessment instruments based on the methods applied in teaching.

유치원 원장의 진정성리더십과 유아교사 조직몰입 관계에서 동료교사 및 원장 신뢰의 매개효과

Objectives The purpose of this study was to analyze the structural relationship among the director's authentic leadership, trust in fellow teachers and directors, and organizational commitment of early childhood teachers perceived by early childhood teachers, and to empirically verify the mediating effect of trust in fellow teachers and directors in the effect of the director's authentic leadership on organizational commitment of early childhood teachers. Methods For this purpose, 319 early childhood teachers working in public and private kindergartens located in Gyeongsangnam-do were selected as research subjects, and a questionnaire survey was conducted by selecting the authenticity leadership of the director as an independent variable, the trust of fellow teachers and directors as a mediating variable, and organizational commitment as a dependent variable. The collected data were analyzed using SPSS and AMOS program to verify reliability, correlation, covariance structure analysis, and multiple regression analysis. Results The structural relationship between the authentic leadership of the director perceived by the early childhood teachers, the trust of the fellow teachers and the director, and the organizational commitment of the early childhood teachers was significant. In addition, in the effect of the director's authentic leadership on the organizational commitment of early childhood teachers, the partial mediating effect of trust in fellow teachers and trust in the director was significant. Conclusions In order to improve the quality of early childhood education, it is essential to establish a trust relationship between the director and his colleagues, and the authentic leadership of the director based on high ethical judgment can serve as a good facilitator for early childhood teachers to immerse themselves in the kindergarten organization. Therefore, it is necessary to actively seek ways to strengthen and cultivate the authenticity leadership of the director.

직무스트레스, 대인관계능력, 원장과 동료교사 사회적 지지가보육교사의 행복감에 미치는 영향

The purpose of this study is to investigate the effects of childcare teachers' job stress, interpersonal relationship skills, and social support of the director and fellow teacherson happiness. A survey was conducted on 952 childcare teachers working nationwide. Fordata analysis, SPSS Win. Using the 25.0 program, t-test, one-way variance analysis,correlation analysis, and multiple regression analysis were performed. The results of this studyshow that the happiness of childcare teachers according to their socio-demographiccharacteristics is male, single, 20-25 years old, college graduate, high average monthlyincome, 2-6 years of experience, and working in an institution with 100 students. This wasfound to be highIt appears that there is a correlation between the childcare teacher's feelings of happiness andjob stress, interpersonal skills, the director and fellow teachers, and social support. Factorsinfluencing the feelings of happiness of childcare teachers are in the order of social support ofthe director and fellow teachers, job stress, and interpersonal relationship ability. It is expectedthat social support will be actively implemented, such as promoting the happiness of childcareteachers and developing programs to improve the working environment.

Testing a model for classroom observation in higher education

In this article, the ongoing development and implementation of a model for collegial exchange is presented. The aim is to modify an existing model for classroom observation and to test and evaluate the design in a pilot study, in order to encourage university teachers to learn from each other. In addition, the model is intertwined with further developing the role of the newly established network of recognized university teachers at a middle-sized Swedish university. In this model, the recognized university teachers are given explicit roles as facilitators, and it has a flexible design in order to suit as many teachers as possible—both newly educated and experienced. Insights from the teachers who actively participated in the pilot study highlight the positive impact of collegial observations. The participants found these observations to be not only inspiring but also valuable for their professional growth. In addition, they emphasized the significance of supporting a trustful relationship and shared intention with fellow teachers during collegial observation. Another conclusion from the pilot study is that it’s important not to rush when implementing this kind of model for long-lasting collegial exchange, but to let it develop gradually.

Building community online during the COVID-19 pandemic: facilitating networks of support in the early primary years from the perspectives of key stakeholders in Canada

ABSTRACT This research examines the ways early primary educators, parents and children made efforts to build community during the COVID-19 school closures in Canada. This qualitative study employed semi-structured interviews with 25 educators and 11 parent participants. Data were analysed in NVivo using a combination of inductive and deductive approaches. The analysis resulted in four themes: the importance of clear communication, maintaining consistency, support from administration and teacher colleagues, and the home learning environment. Building on the voices of the key stakeholders captured in this study, we provide recommendations for facilitating and building community in remote learning environments in the early primary years.

A Cultural Content Analysis of The 2018 Indonesian Ministry of Education and Culture-Published English Textbook "Bahasa Inggris" for 12th-Grade Students

This study aims to answer the questions related to the Cultural perspective including cultural categories from Cortazzi and Jin (1999) and cultural dimension from Moran (2001). To answer these questions, descriptive qualitative analysis was used. This research focused on the English student textbook "Bahasa Inggris," published by the Indonesian Ministry of Education and Culture in 2018 for the 12th Grade of Senior High School. The data was collected through reading, comprehending, analyzing, and gathering information from books and in-depth interview with students, as well as through focus group discussions with fellow teachers. The analysis indicates that the "Bahasa Inggris" textbook for twelfth-grade students effectively incorporates cultural perspectives from Cortazzi and Jin (1999) as well as cultural dimensions from Moran (2001). This textbook serves a valuable tool for enhancing students' cultural awareness by encompassing Cultural Content from Cortazzi and Jin (1999), such as Source Culture, Target Culture, and International Culture, and Cultural Dimensions from Moran (2001), including Products, Practices, Perspectives, Communities, and Persons, thereby enriching students' cultural understanding through content and personal experiences. Therefore, the textbook is well-suited for senior/vocational high school twelfth-graders. It enhances students' comprehension of everyday life and cultural facets, making it an invaluable resource for teaching and learning. However, there is a need for substantial improvements to effectively address its weaknesses.