Teacher Implementation Research Articles

Agricultural science preservice teachers implementation of practical activities through video-based observations

Practical activities are essential for promoting experiential learning and preparing future teachers to effectively convey complex concepts, particularly in agricultural science education. Teacher training institutions strive to equip prospective teachers with the requisite knowledge and skills necessary to successfully implement the curriculum in their future teaching endeavors. This study aimed to evaluate preservice agricultural science teachers in their ability to integrate practical activities into their classrooms using easily accessible and locally available resources to teach agricultural science content that requires hands-on engagement from learners. This qualitative study involved six preservice agricultural science teachers in their third year of the Bachelor of Education in secondary education honors program at the International University of Management in Namibia. Preservice teachers were asked to record a 10-15-minute videos of them enacting agricultural science during their four weeks school-based studies (also known as teaching practicum). Video observations revealed that teachers effectively utilized readily available materials to explain concepts in agricultural science in the topic of soil in which they were primarily asked to concentrate on in any grade of their choice. Additionally, the teachers engaged with syllabus-based content appropriately, demonstrated enthusiasm in presenting the material, and exhibited a strong command of the language used as the medium of instruction.

Teacher Induction Policy Development and Implementation: A Case of Ontario’s New Teacher Induction Program (NTIP)

Attrition and turnover among early career teachers (ECTs) have garnered the attention of policymakers and educational leaders across Canada. However, due to provincial/territorial responsibility for education in Canada, teacher induction efforts to keep novice teachers in the profession depend on school system structures and policies specific to given jurisdictions. This article describes an in-depth policy analysis of the development and implementation of Ontario’s New Teacher Induction Program (NTIP). Using a policy document analysis methodology, the review of the induction policy mandates, program evaluations, and empirical studies highlights the NTIP’s organization and scope, the stakeholders’ roles, duties, and responsibilities, the programmatic impacts, and the challenges associated with its implementation. The article concludes with implications for policy development and implementation as well as for the practice of supporting ECTs.

Deskripsi Strategi Guru Menanamkan Profil Pelajar Pancasila SDN 17 Pontianak Kota

This study aims to describe the teacher's strategy to instill a student's Pancasila learner profile carried out in class. The research method uses descriptive qualitative research type of case study and data collection techniques through interviews, observation and documentation. The results showed that the implementation of the class teacher's strategy in instilling the profile of Pancasila students in class IV A has been carried out by teachers through several strategies that have been implemented such as (1) The teacher's strategy to instill the profile of Pancasila students in the dimensions of faith, piety to God Almighty and noble character by teaching students to apply religious values at school, behaving positively as a role model for students. (2) The teacher's strategy to instill the global diversity dimension of the Pancasila learner profile by providing an understanding of the cultures that exist in Indonesia, applying tolerance. (3) The teacher's strategy to instill the profile of Pancasila students in the dimension of mutual cooperation by increasing students' cooperation skills. (4) The teacher's strategy to instill an independent dimension of the Pancasila learner profile by providing tasks that must be done by students themselves. (5) The teacher's strategy to instill the profile of Pancasila learners in the dimension of critical reasoning by involving students in open discussions. (6) The teacher's strategy instills the creative dimension by giving art or craft project assignments. Obstacles contained in the application of class IV A strategies to instill the profile of Pancasila learners.

The Engagement of Islamic Religious Education Teachers of Primary Schools in Semarang in Instilling Religious Moderation

The study is focused on exploring the engagement of Islamic Religious Education teachers of primary schools in Semarang in instilling religious moderation. It specifically examines aspects such as the teachers’ comprehension of religious moderation, their commitment, their effort and their obstacles in instilling religious moderation. The research was conducted using a descriptive qualitative method, gathering data through interview, questionnaire, observation, and documentation. The findings revealed that while most of the Islamic Religious Education teachers of primary schools in Semarang participating in this study had a good understanding of religious moderation, some teachers still did not understand the concept of religious moderation comprehensively. Although most teachers had a serious commitment and had begun the process of introducing religious moderation to students, a small number of others admitted that they were just about to do so. The teachers made efforts differently in instilling religious moderation to the students, including among others, inserting messages of religious moderation and encouraging student to practice the values of religious moderation both in learning activities in the classroom and outside the classroom. Most teachers encountered obstacles in their struggles to instill religious moderation in students, both internal and external. Internally, the children were noisy and did not focus on listening to the teacher’s explanation. Externally, the time provided by the school is very limited. Based on the findings, this study suggests the need for a serious training to strengthen competency in religious moderation and its implementation for Islamic religious education teachers in elementary schools.

Teachers’ professional learning: Do instructional leadership and teacher leadership make a difference in Turkiye?

Numerous studies have explored teachers’ professional learning, yet ongoing efforts persist to understand the influence of leadership factors on this concept. This study aims to analyse the relationship between school principals’ instructional leadership behaviours, teacher leadership and teachers’ professional learning. A structural model was created and tested using data from 346 Turkish teachers. Results confirmed that teacher leadership behaviours mediate the relationship between principals’ instructional leadership behaviours and teachers’ professional learning. In contexts where principals demonstrate instructional leadership, teachers tend to exhibit more teacher leadership behaviours, fostering positive attitudes towards professional learning. Teachers engaged in teacher leadership behaviours prioritise activities enhancing their professional learning. This study concludes that the impact of instructional leadership on teacher leadership and professional learning hinges on principals’ implementation of instructional leadership and teachers’ integration of professional learning into their practices, contributing to leadership literature.

Implementasi Kepemimpinan Transformasional di Sekolah Dasar Negeri 07 Simpuruik

This research aims to explain the Implementation of Transformational Leadership at State Elementary School 07 Simpuruik. This research uses qualitative methods with data collection techniques through observation and interviews which involve collecting information and data from various sources found in related educational institutions, the results of research carried out in the field are added. with relevant sources, articles, related notes and also includes journals related to the topic you want to complete. Leadership in educational institutions is one of the determinants of educational success and the achievement of educational goals in these institutions. Transformational leadership plays a very important role in the process of improving teacher performance, where this is proven by a leader who has a high transformational attitude, this leader will provide a positive example to employees. Especially in the implementation of e-performance management, teachers and school principals are required to be able and understand the flow of performance management well.

Pre-service Teaching Practicum in Ecuador: An Assessment from the Educational Actors’ Perspective

This study examines the implementation and evaluation of the new pre-service teachers’ teaching practicum in Ecuador at the National University of Education (UNAE). The primary objective was to investigate the perceptions of students, teachers, and administrators from host schools regarding the impact of the teaching practicum in these institutions. Quantitative and qualitative analyses were integrated through surveys and focus groups using a mixed-methods approach. This allowed the researchers to cover a broad spectrum of perceptions from different stakeholders. The collected data included responses from 245 teachers and 2,605 students, which allowed researchers to assess both the work practices and the interaction with the pre-service teachers. Focus groups with 45 teachers facilitated an in-depth analysis of the impact and areas that needed improvement. Additionally, survey results from 2020 to 2022 were reviewed to determine the benefits and overall effect of the teaching practicum. The results generally highlight a positive perception of the teaching practicum, emphasizing their importance in enriching the educational experience and pointing out areas for improvement to strengthen the pre-service teachers’ pedagogical competencies so that they can face specific contextual challenges. The study underscores the relevance of these practices in developing teaching skills and their essential contribution to continuous school improvement.

Learning Action Cell Program and Teachers’ Functional Competency in Cagayan De Oro City

Learning Action Cell (LAC) program influences teachers’ functional competency. It is an integral part of professional development initiatives, which impacts teachers’ instructional skills, classroom management, assessment strategies, and professional growth. This study focused on the implementation of LAC program and teachers’ functional competency in the Division of Cagayan de Oro City. It sought to determine the relationship between the implementation of LAC and teachers’ functional competency and find the level of implementation of LAC and teachers’ functional competency. A descriptive-correlational method was used in this study. The respondents were one hundred forty-seven (147) public elementary school teachers. The survey questionnaire was the main instrument used to gather data. The statistical tools used were descriptive statistics such as mean and standard deviation. Pearson Product Moment Correlation (r) was employed to determine the relationship between the implementation of LAC and teachers’ functional competency. Findings revealed that the LAC program was well implemented, and the level of teachers’ functional competency was outstanding. Hence, there was a significant relationship between the implementation of LAC and teachers’ functional competency. It is recommended that LAC coordinators align LAC activities with the school’s broader professional development plans. Teachers should also engage in collaborative projects with other educators to share experiences and best practices. School heads should also provide training and support strategies for teachers.

Teacher Implementation Profiles

This study examined teacher implementation practices to meet a state mandate requiring 135 minutes of student physical activity (PA) weekly. Teachers were required to implement a video-based movement integration (MI) program. Using an embedded mixed-methods design, provider characteristics of 42 teachers and the organizational capacity of six schools were developed from interviews, surveys, observations, and artifacts. Data analysis revealed three teacher profiles: (a) Dynamic Experientialists, (b) Coachable Constructivists, and (c) Cautious Behaviorists. There were also three school profiles: (a) Whole Child Approach, (b) Grade Level Champions, and (c) Back to Basics. Findings suggest that school, teacher, and student factors affect MI implementation.

Resourceful Solidarity and Classroom Liability of Language Teachers in Public Secondary Schools

This study examined the relationship between resourceful solidarity and classroom obligations among public secondary school language teachers in Manay District, Davao Oriental, Philippines. Utilizing a correlational research design, data were collected from all 131 language teachers in the district. Mean, Pearson r, and regression analysis were employed to analyze the data. Results indicated high levels of resourceful solidarity and moderate levels of classroom obligations among teachers. A significant positive relationship was found between these two variables, with specific dimensions of resourceful solidarity influencing classroom obligations. Based on these findings, it is recommended that school administrators provide ongoing professional development to enhance teachers' collaborative capacity and implement supportive systems to strengthen their classroom practices.

Supporting implementation of culturally responsive teaching in a therapeutic setting.

This brief report describes findings from a single case withdrawal design study which explored the impact of training and emailed video prompts to promote a teacher's implementation of a culturally responsive teaching plan in a therapeutic school. Data collectors gathered implementation data as well as observed students' academic engagement and disruptive behavior. The teacher also provided self-report data regarding student outcomes. Results indicated that, overall, training and emailed video prompts demonstrated improvement in the teacher's implementation of the classroom plan as well as student behavior. However, the improvement in dependent variables was more discernible from the first Phase A to Phase B than the second A to B phase change. To build upon these results, we describe that additional research is needed to generalize findings. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

CEYYUḶ MOḺIYAṆI KAṞṞAL KAṞPITTALIL UYARNILAIC CINTAṈAIT TIṞAṈ [HIGH ORDER THINKING SKILLS (HOTS) IN TEACHING AND LEARNING CEYYUL AND MOZHIYANI

High Order Thinking Skills (HOTS) is the ability to apply knowledge, skills, and values in making reasoning and reflection to solve problems, make decisions, innovate and be able to create things. This study aims to examine the use of HOTS elements among secondary school Tamil teachers in terms of knowledge, understanding, and implementation of HOTS in the teaching and delivery of Ceyyul and Mozhiyani. This study outlines three objectives, namely, identifying the teacher's HOTS knowledge in the teaching and delivery of Ceyyul and Mozhiyani, studying the teacher's HOTS skills in the teaching and delivery of Ceyyul and Mozhiyani and reviewing the implementation of HOTS teachers in the teaching and delivery of Ceyyul and Mozhiyani. The study uses a qualitative approach and is carried out by the case study method. Data will be obtained through interviews, discussions with focus groups, and document analysis. This study requires 10 Tamil teachers who teach form 4 and 5 Tamil subjects to be the respondents of the study in 10 secondary schools. The data collected will be analyzed using coding analysis. The significance of this study is to assist teachers in understanding and developing HOTS elements in teaching as well as improving pupils' thinking skills. This study can enhance the ability and skills of Tamil teachers in the teaching of the literary component through the application of HOTS activities and produce intelligent, creative, and innovative human capital to meet the challenges of the 21st Century so that the country can compete in the world stage.

Navigating Change: An Analysis of Elementary School Teachers' Readiness and Implementation Challenges with the Merdeka Curriculum

Education is a central pillar in forming the foundation of society's future, and implementing a relevant curriculum is critical in ensuring the quality of learning. As a response to increasingly complex educational challenges, the Merdeka Curriculum focuses on developing competence and character with essential material. On the other hand, the Merdeka Curriculum also offers teachers flexibility in designing and implementing learning according to student needs and local context. This research aims to explore and analyze the implementation of the Merdeka Curriculum among elementary school teachers as a reflection to provide effective feedback. The survey method is used to collect data through questionnaires that have been developed and have undergone expert validation. Questionnaires were distributed to 160 state elementary school teachers in West Bandung Regency. The questionnaire includes 7 question items about teacher readiness, level of understanding of the Merdeka Curriculum, and identification of obstacles and strategies for overcoming them. The data collected was analyzed quantitatively using a descriptive statistical approach. The research results show that teachers are ready to implement the Independent Curriculum but their understanding is still limited which has an impact on the presence of challenges in its implementation. These findings have implications for the urgency of increasing teachers' understanding regarding the Independent Curriculum, skills in designing and implementing learning in accordance with the characteristics of the Independent Curriculum, including assessment. With better understanding and skills, the challenges faced will be overcome.

Science Teacher Competence and Implementation of Authentic Learning Approach in Online Learning Modality and Student Academic Performance in Science

The science curriculum is designed to be learner-centered, constructivist, and inquiry-based, using evidence to build explanations. This study aimed to investigate the competence level of teachers in the implementation of an authentic learning approach. It employed a quantitative descriptive correlational design using an online survey among grade 10 junior high school science teachers and students from seven (7) private schools in Butuan City during the academic year 2021-2022. Results consistently indicated high teaching competence among science teachers in most schools; however, certain indicators such as gamification, Phet simulations, and conducting small-scale research still need to be implemented in some schools. Significant differences in competence and implementation of authentic learning approach were noted based on schools, attributed factors such as the use of learning management system, resource availability, and online training for teachers. Moreover, a significant relationship was found between the competence of teachers and the implementation of an authentic learning approach. The study also found a commendable level of proficiency in the academic performance of students. However, no significant relationship was observed between teacher competence and the implementation of an authentic learning approach to students' academic performance. These findings suggested that students cultivated a sense of independence in their learning process. It emphasized that empowering students to take ownership of their learning journey and leveraging teachers' expertise as facilitators lays the foundation for enhanced academic success in science education.

Teacher Efficacy, Its Sources, and Implementation in Early Childhood Education

AbstractThe aim of the study is to comprehensively analyze the interrelationships between teacher efficacy, the sources of self-efficacy, and implementation of early childhood education (ECE). The assumption is that according to socio-cognitive theory, source categories predict the self-efficacy of educational staff. According to a few previous research results, knowledge of theories and research in the field of education also contributes to a professional’s self-efficacy. In this study, 202 Finnish ECE teachers evaluated their self-efficacy and its sources (mastery experiences, vicarious experiences, social persuasion, and physiological arousal) as well as their pedagogical planning, implementation, and leadership. A path analysis was conducted to estimate the sources of self-efficacy and active and reactive use of educational research as predictors of teacher self-efficacy, and further, of self-efficacy as a predictor of teachers’ pedagogical planning, implementation, and leadership. The findings showed that mastery experiences, social persuasion, and physiological arousal were positively related to self-efficacy in pedagogical approaches, group management, and child engagement. Intentional use of educational theory and research was positively related to self-efficacy in pedagogical approaches. Furthermore, the quality of pedagogical planning, implementation, and leadership were predicted by high self-efficacy in pedagogical approaches, but implementation also by social persuasion and active use of theory and research.

Reading Instructional Leadership and Pedagogical Digitized Reading Practices in Selected Public Schools in Parañaque City

This research aims to correlate the assessment of the reading instructional leadership of the school administrators and extent of implementation of teachers on digitized reading Division of Parañaque, City. Drawing on survey data collected from a diverse sample of educators, the study assesses reading instructional leadership practices, implementation of digitized reading instruction, and the influence of demographic factors on educators' perceptions and practices. The findings reveal consistently high scores in reading instructional leadership, indicating a strong alignment between administrators' practices and the promotion of a shared vision for reading instruction. Additionally, teachers demonstrate a high level of implementation of digitized reading instruction, leveraging digital resources to enhance content delivery, teaching strategies, and assessment practices. While demographic factors such as age, civil status, length of service, and educational attainment do not significantly influence the implementation of digitized reading instruction, age emerges as a significant factor affecting assessment and overall implementation. The study underscores the importance of tailored support programs for educators, leadership development initiatives for administrators, and fostering a data-driven culture to inform instructional practices. Recommendations include promoting diversity and inclusivity, providing professional development opportunities, supporting effective leadership practices, fostering data-driven decision-making, and encouraging the integration of digital tools into reading instruction. By implementing these recommendations, educational stakeholders can create a supportive environment conducive to enhancing literacy outcomes and promoting student success.

Peran Guru Dan Kepala Sekolah Dalam Implementasi Kurikulum Merdeka Belajar

Culrricullum changes are part of improving the education systelm in Indonesia. This study outlines the role of the principal in implementing the independent curricullum at SD Islam Al Azhar. This study was conducted to investigate thel professionalism of school principals in implementing the independent curricullum. This type of research is descriptive qualitative using phenomenological analysis. Data were collected by interviewing school principals, curricullum representatives, and independent curricullum implementing teachers. The results showld that the implementation of the independent curricullum madel teachers more professional through various kinds of coaching and training. Principals carry out their roles as mediators and motivators for teacher participation in curricullum training. The principal also acts as a participant in regullar meetings or discussions. The principal is also a supervisor and evaluator in the implementation of the independent curricullum. The factor faced by the principal is the lack of smooth internet neltwork as a means for teachers to use technology in learning smoothy. The expected results of the theories in the research are taken into consideration by school principals to make decisions in answering problems and improving the qulality or qulality of eldulcation through the implementation of an independent curricullum.

The Impact of Teacher Supports for Implementing the Self-Determined Learning Model of Instruction on Student Outcomes in Inclusive General Education Classes

People with disabilities consistently advocate for their right to be self-determined. Decades of research highlight the positive impacts of self-determination intervention on in-school and post-school outcomes of secondary students with disabilities. Increasingly, self-determination interventions are being implemented in inclusive contexts for all students, including students with and without disabilities. To enable implementation with high fidelity, further examination of the supports needed by teachers is required. In this study, the authors examine the impacts of differing intensities of teacher implementation supports (online modules only vs. online modules + coaching) on the initiation of the self-determined learning model of instruction (SDLMI) by schools and teachers and outcomes for students that arise from more intensive implementation when schools and teachers do initiate. Results suggested that intensifying teacher implementation supports has a positive impact on a cascading series of outcomes for schools, teachers, and students. In this study, the author discusses the implications of the results for future research and practice.

Interdisciplinary physical education: implementation and insights of indonesian pe teachers

Interdisciplinary physical education (PE) learning is an innovation that combines other subjects with physical education which is really needed at this time. The purpose of this study is to measure the extent of knowledge and implementation of interdisciplinary PE learning of PE teachers in Indonesia. A descriptive quantitative research method through a survey approach was used in this study. A questionaire instrument related to the implementation and knowledge of interdisciplinary PE was used and distributed to 184 PE teachers in Indonesia (80 in elementary school, 45 in senior high school, and 59 in senior high schools). Data processing was analyzed using descriptive statistics. The research results explained that only 17 PE teachers (21.25%) in elementary schools had ever carried out interdisciplinary PE learning and their average knowledge was 49.6 (enough to know). At junior high school level, only 13 PE teachers (28.9%) had carried out interdisciplinary PE learning with an average knowledge of 60.9 (know). At the high school level, only 3 PE teachers (5%) have ever implemented interdisciplinary PE learning with an average knowledge of 40.8 (enough to know). Overall, only 33 PE teachers (17.9%) have implemented interdisciplinary PE learning with an average knowledge of 49.6, which means they are in the "enough to know" category. Very few PE teachers in Indonesia apply interdisciplinary PE learning and their knowledge of interdisciplinary PE is only limited to knowing enough, this of course needs to be improved considering that interdisciplinary learning is a learning innovation that is really needed nowadays. Keywords: interdisciplinary learning, physical education , learning innovation, pe teacher, subject collaboration.

Peran Guru ISMUBA Dalam Membiasakan Siswa Shalat Fardhu Berjama’ah di SMK Muhammadiyah 1 Wates

This research discusses the role of ISMUBA teachers in getting students used to praying in congregation. This research aims to describe the role, implementation and impact of the ISMUBA teacher's role in familiarizing students with congregational prayer at Muhammadiyah 1 Wates Vocational School. The research method used is a descriptive method with a qualitative approach. And data collection instrument techniques are through observation, interviews and documentation. The research results show that the role of ISMUBA teachers is more important than general subject teachers. This is because general subject teachers usually tend to be indifferent to the implementation of congregational prayers that occur in the school environment. The success of the ISMUBA teacher's role is also supported by students' awareness of the benefits of congregational prayer.