Improve Teacher Performance Research Articles

Fostering a productive educational environment: the roles of leadership, management practices, and teacher motivation

This study explores the relationships between Principal’s Leadership, School Management Practices, Teacher Motivation, and Teacher Performance. This study uses a quantitative methodology and takes the form of the questionnaires as the data collection instrument. The teacher served as the focus of this investigation, while the leadership and administration skills of junior high school principals served as the study’s target. This study employed using Smart Partial Least Squares (PLS) to analyze how these factors interact and influence educational outcomes. The research employed Smart PLS to model and evaluate the complex relationships between these variables, highlighting the significant roles of leadership and management in shaping teacher effectiveness and overall school performance. The findings reveal that Principal’s Leadership significantly enhances both Teacher Motivation and Teacher Performance, underscoring the critical role of effective leadership in inspiring and improving teacher performance. In contrast, School Management Practices were found to significantly impact Teacher Performance but did not significantly affect Teacher Motivation, suggesting that management practices alone may be insufficient to boost motivation levels among teachers. Teacher Motivation was identified as a key driver of Teacher Performance, emphasizing that motivated teachers are more likely to perform at higher levels. The study advocates for a comprehensive approach that integrates strong leadership, effective management practices, and targeted strategies to enhance teacher motivation and performance. The research provides valuable insights and guidance for educators and administrators aiming to foster a productive educational environment.

Contribution of Madrasah Financing Management in Improving Teacher Performance in Islamic Education Institutions

This study aims to analyze the contribution of madrasah financing management to improving teacher performance at MTs Persis 40 Sarongge. The background of this study is the importance of financing management as a supporting element in improving the quality of education through optimal teacher performance. This study used a quantitative method with a correlation design. The population consisted of 21 teachers, and data collection was done through questionnaires with descriptive and inferential analysis. The results showed that the average madrasah financing management was in the very good category (80.81), while the average teacher performance reached a score of 76.95. Spearman Rank correlation analysis revealed a very strong relationship between financing management and teacher performance with a correlation coefficient of 0.858. The contribution of financing management to teacher performance reached 74%, with the rest influenced by other factors. The conclusion of this study confirms that effective planning, organizing, and controlling in madrasah financing management can improve the quality of learning through optimal teacher performance. This study recommends transparent and needs-based financial management strategies to support teachers' professional development.

The Relationship of Teacher Perceptions of Educational Standards and Madrasah Head Leadership Style in Improving Teacher Performance

This research aims to discover: (1) The influence of teacher perceptions about educational standards on teacher performance. (2) The principal's leadership style influences teacher performance. (3) The influence of teachers and the principal's leadership style on teacher performance. This research focuses on Madrasah Ibtidaiyah Negeri (MIN) in West Tulang Bawang Regency, Lampung. This research method includes correlational/associative with a quantitative approach. Data collection techniques are carried out through observation, questionnaires, and documentation. Meanwhile, in obtaining the data that has been received, there is an influence of teacher perceptions about educational standards and the principal's leadership style on teacher performance. First, the regression analysis calculated t value reached 2.594, exceeding the t table value of 0.320 with a significance of 0.014, lower than 0.05. In addition, the teacher's perception of educational standards (R Square) is 0.157, showing that the principal's leadership can explain around 15.7% of teacher performance. Second, the regression analysis calculated t value for teacher perceptions reached 3.583, exceeding the t table value of 0.320, with a significance value of 0.001 which is less than 0.05. Third, the magnitude of the influence of teacher perceptions on educational standards is (R Square) 0.263, which indicates that around 26.3% of teacher performance can be explained by teacher professionalism. Third, with the calculated F regression results of 9.437, greater than the value of 3.27, with a significance value of 0.001, less than 0.05. In addition, the influence of teachers' perceptions of educational standards and principals' leadership styles (R Square) of 0.350 indicates around 35% of variation in teacher performance.

The synergy of immersion and basic psychological needs satisfaction: Exploring gamification's impact on student engagement and learning outcomes.

The integration of gamification into educational institutions has recently attracted considerable interest, owing to the digital era and emerging learning contexts. This study examined how immersion, an essential feature of games, affects various dimensions of education, including satisfaction of basic psychological needs (BPNS), academic engagement, perceived learning effectiveness, and perceived academic performance. Based on Self-determination Theory and the Theory of Gamified Learning, this study investigated how immersion influences autonomy, competence, and relatedness among learners, which could directly affect their engagement and outcomes. Quantitative findings derived from 568 respondent datasheets collected from university and postgraduate students in Vietnam indicate that immersion significantly influences BPNS. However, among the BPNS, only autonomy and competence affected engagement and learning outcomes. Using empirical research within the context of the post-COVID-19 Vietnamese education system, this study intends to provide useful insights for policymakers and researchers seeking to improve teaching performance by applying gamification in schools.

Influence of Academic Supervision, Work Motivation, and Collaborative Learning Practices on Teacher Performance in Junior High Schools in Berau Regency

Academic supervision, work motivation, and collaborative learning practices are key aspects influencing teacher performance. These three elements support the creation of a higher quality and more effective educational environment. This study aims to assess the impact of academic supervision, work motivation, and collaborative learning practices on teacher performance at public junior high schools in Berau Regency. Utilizing a quantitative approach with cluster random sampling, the research population consists of 20 accredited A public junior high schools totaling 507 teachers, while the sample includes 9 accredited A schools with 244 teachers. Data were collected through validated and reliable questionnaires and analyzed using multiple linear regression. The findings reveal that academic supervision significantly impacts teacher performance with a contribution of 35%. Additionally, work motivation has a smaller effect at 6.9%, while collaborative learning practices also contribute 35%. Collectively, these factors account for 35% of teacher performance, with the remaining influence attributed to unidentified factors. The study emphasizes the importance of synergy between academic supervision providing constructive feedback, relevant incentives to motivate teachers, and developing learning communities that support ongoing professional growth. School leaders should enhance academic supervision through targeted training, local governments should offer more effective performance-based rewards, and schools should facilitate sustainable learning community programs to foster continuous innovation in teaching and improve teacher performance consistently. This research is expected to serve as a reference for educational policy in Berau Regency and enhance the overall quality of education in Indonesia

Management of Principal Leadership in Improving Teacher Performance to Optimize the Quality of Education at Tenggarong Elementary School

An effective school principal must possess good leadership skills to create a conducive learning environment, develop teacher competencies, and ensure that the learning process runs smoothly. This study aims to describe the planning, organizing, implementation, and supervision carried out by the principal in improving teacher performance to maximize the quality of education at Muhammadiyah 1 Elementary School in Tenggarong. This research uses a qualitative approach with a case study method. Data collection techniques include observation, in-depth interviews, and documentation, with data validity checks through source and method triangulation. The results indicate that at the planning stage, Muhammadiyah 1 emphasizes strengthening religious values and utilizing technology in learning; at the organizing stage, a deliberative approach is used with support from Muhammadiyah institutions; at the implementation stage, the focus is on religious activities and the use of technology to create a dynamic and interactive learning environment; and at the supervision stage, it is conducted through structured evaluations, classroom observations, and regular evaluation meetings. By implementing the results of this research, it is hoped that a better and more competitive educational environment can be created, capable of producing a higher quality generation.

The Influence of Emotional Intelligence on Effective Teaching and Classroom Management: A Comparative Study of Pakistan and Developed Nations

The study aims to determine the importance of Teacher Emotional Intelligence (EI) in teaching and classroom management in Pakistan and compare it with developed countries to find interventions to improve teacher performance and classroom climate. The research explores the EI understanding and how Pakistani educators are trained and facilitated to incorporate it in their teaching, as well as the potential and percentage differences compared to developed countries like the United States, United Kingdom, and Finland. The study aims to address issues prevalent in Pakistani classrooms such as poor discipline, low motivation, and high dropout rates due to inadequate appreciation of students' emotional and social aspects. The Pakistan education system is still in crisis, with little or no value attached to EI of students. The study used quantitative and qualitative methods, including twenty semi-structured interviews with teachers from public and private schools in Lahore, Karachi, and Islamabad. The findings show that while participants are aware of EI's significance for teaching, there is a serious dearth of substantive EI professional development programs, leading to variable use of EI methodologies in the teacher population. This results in a sexual division of labor, which affects not only physical management of classrooms but also students' interactions and achievement in Pakistan schools. The findings have several implications, including implementing EI as a key feature of the curriculum for teacher preparation, conducting continuous professional development workshops involving emotional and social learning for teachers, and demanding a new culture in education where social and emotional learning is as important as academic learning within the ideal education system. Applying these strategies enables one construct a emotionally safe classroom that enhances student’s welfare, better performance, reduced behavioral issues thus making schools more effective and equitable. This research forms a basis for researching the implementation of EI in Pakistan, and further research on its impact on students, teachers, and numerous faculties within the country.

Stress Management Techniques and Coping Strategies Mechanism of Teachers in the New Normal Education

This study determined the stress management techniques and coping strategies mechanism of teachers in the new normal education in public elementary schools, Mintal District, Division of Davao City. This study used the non-experimental quantitative research design utilizing correlational method. The respondents of this study were composed of 133 teachers in public elementary school using the universal sampling. The data analysis utilized the mean, pearson r and regression analysis. The findings disclosed that the stress management techniques of teachers in the new normal education in terms of relaxation techniques, time-management skills, counseling, exercise and healthy lifestyle were moderate and sometimes manifested. Moreover, coping strategies mechanism of teachers in the new normal education in terms of problem solving, self-control and responsibility were also moderate and sometimes manifested. It was found out that there was a significant relationship between stress management techniques and coping strategies mechanism of teachers in the new normal. It revealed further that the domains of stress management techniques significantly influence coping strategies mechanism of teachers in the new normal education. Based on the findings, the public school teachers may attend consultations and training from the DepEd for professional growth platform. This may provide skillful progress for teachers with the objective of constructing capabilities thoroughly and reinforced education chances for learners and simultaneously learn the content of better educational practices. Additionally, the findings highlight the need for targeted stress management programs and coping strategy workshops for teachers, as their well-being directly impacts the quality of education. By equipping educators with effective techniques, schools can foster a healthier teaching environment, leading to improved teacher performance and better learning outcomes for students.

Primary School Teacher Performance in Banyuke Hulu Sub-District, Landak District, West Kalimantan

Teacher performance is the result of work shown in carrying out the main tasks at school, including planning, implementing, evaluating learning, as well as the responsibility of educating and guiding students. This study aims to describe teacher performance, principals' expectations, and efforts to improve teacher performance in SDN Banyuke Hulu sub-district, Landak district. This research used a qualitative method with a case study approach conducted in four primary schools: SDN 06 Semade, SDN 16 Betung, SDN 05 Gamang, and SDN 01 Kampet. Data were collected through interviews with 4 principals and 24 teachers, observations, and documentation, and analyzed using the Miles, Huberman, and Saldana interactive model. The results showed that teachers' performance in the schools was classified as good in planning, mastering materials, methods, strategies, and evaluating learning. Teachers show obedience, honesty, responsibility, cooperation skills, and satisfactory work performance. Principals expect teachers' performance to improve by encouraging participation in making teaching aids, procuring facilities and infrastructure, discussion, motivation, and creating a collaborative working environment between teachers and parents. This study recommends that school principals have clear expectations of teacher performance and that the education office adjust policies to school conditions to support improvements in the quality of teacher performance.

Strategi Manajemen Kepemimpinan dalam Meningkatkan Kualitas Kinerja Guru

This study aims to analyze how leadership management strategies can improve teacher performance in schools. Effective leadership management involves not only planning and implementation, but also continuous evaluation and follow-up. Using qualitative research methods through observation, interviews, and documentation, this study was conducted in several schools in region X. The results of the study indicate that structured leadership management supported by training and regular evaluation has a significant impact on improving teacher performance. Teachers who are involved in teaching planning and evaluation are able to manage classes better, apply innovative teaching methods, and improve student learning outcomes. In conclusion, effective leadership management is an important factor in supporting teacher performance and improving the overall quality of education.

Happy teachers, quality schools: improving teacher performance through happiness, motivation and a good work life

Introduction. The gap between expected teacher performance and actual teacher performance is one of the problems faced by all teachers. Despite the important role teachers play in shaping educational outcomes, many teachers face challenges that adversely affect performance, including stress, lack of motivation, and suboptimal working conditions. The purpose of this study is to explore how happiness at work, motivation, and quality of work life affect teacher performance. Study participants and methods. Respondents in this study were public high school teachers consisting of 17 schools totaling 260 teachers. Respondents in terms of age, the majority are 41-50 years old (35.8%), the majority are female 182 people (70%), and male 78 people (30%). The majority of respondents' last education was bachelor 211 people (81.2%). The length of work of most respondents was 177 people (68.1), and the status of respondents as civil servants was 114 (43.8%). Data were analyzed using SPSS Win. 27 and SmartPLS 3.0. The statistical techniques used were descriptive statistical analysis, and Structural Equation Modeling (SEM) analysis including: validity and reliability, HTMT test, Structural model evaluation, hypothesis testing analyzing direct effects and indirect effects through intervening variables, Evaluation of goodness of fit and model fit. Results. The first validity and reliability test shows Cronbach's alpha value> 0.70, so all data is reliable., Outer loading values of the four variables range from 0.701 to 0.930. This indicates that all measurement items are valid. Hypothesis test results show happiness at work significantly improves the quality of work life and teacher performance. Motivation also had a positive impact on quality of work life, but less of a direct effect on teacher performance. Quality of work life acts as an important mediator in this relationship, highlighting the importance of quality of work life in improving overall teacher performance. Overall, the results of the goodness-of-fit evaluation indicate that the proposed model fits the data. The R Square values indicate that the model can explain variations in the quality of work life and teacher performance variables, although there is still room for improvement. Model fit indicators such as SRMR, d_ULS, d_G, Chi-Square, and NFI show that the model has a good fit with the data. Therefore, the proposed model can be used to understand the relationship between happiness at work, motivation, quality of work life, and teacher performance. Conclusion. This study shows that workplace happiness and motivation are important factors affecting the quality of work life and teacher performance in public high schools in the Purwakarta district. This study examines the mediating effect of quality of work life on the relationship between happiness at work, motivation and performance. This research can be used as an evaluation and policy-making material to pay more attention to the conditions of teachers.

Peran Manajemen Kurikulum Merdeka terhadap Kinerja Guru

Curriculum Management in the Merdeka Curriculum plays an important role in improving teacher performance in Indonesia, especially in the context of implementing a curriculum that is more flexible and based on the needs of students. The background of this research is driven by the challenges in implementing the Merdeka Curriculum, which requires significant adjustments in teachers' teaching approaches and classroom management. This study uses a qualitative method to explore teachers' perceptions and experiences regarding the implementation of the curriculum and its impact on their performance. Data collection techniques were carried out through in-depth interviews and observations in several schools that have implemented the Merdeka Curriculum. The results show that good curriculum management, including thorough planning, continuous training, and support from the school, can enhance teachers' understanding of the curriculum and creativity in developing effective teaching strategies. However, some challenges, such as time and resource limitations, still affect teachers' performance in implementing the curriculum. In conclusion, effective curriculum management plays a significant role in supporting teacher performance, but more intensive collaboration between various parties is needed to overcome existing challenges and improve the effectiveness of the Merdeka Curriculum implementation.

Kinerja Guru: Perbaikan dan Evaluasi (Studi Kasus Guru SMP di Kab Bogor)

Teacher performance at the junior high school level has a significant impact on the quality of education and student achievement, but there is inequality in this achievement, especially in peripheral areas of the village. This research aims to evaluate the factors that influence teacher performance and formulate recommendations for improvement. The methodology used is qualitative research with data collection through interviews, documentation and verification, carried out in three junior high schools in Bogor Regency involving 51 teachers as samples. The research results show that teacher performance is generally good, driven by guidance and training from the school principal. However, challenges in peripheral schools need attention due to limited access to training and managerial support. It is recommended that school principals carry out problem mapping and needs analysis to improve teacher performance evenly across all regions

Pengaruh Manajemen Kompensasi dan Kinerja Sumber Daya Manusia terhadap Kreativitas Guru pada SMK di Kecamatan Sawangan Kota Depok

This research is motivated by the important role of teacher performance in the education and learning process, especially in determining student learning outcomes. Teacher performance is a complex factor and involves understanding students' situations and the ability to create a conducive learning atmosphere. Apart from performance, the compensation received by teachers can also influence creativity in teaching. Therefore, this research was conducted to analyze the influence of human resource management compensation and teacher performance on teacher creativity in Depok City Vocational Schools. Teachers as research objects were chosen because they have a strategic role in improving the quality of education. The research method used is a quantitative approach with multiple regression analysis. This research involved the entire population of vocational school teachers in Depok City, with a total population of 150 teachers. However, the samples taken were 90 teachers from various backgrounds including gender, education level and age. Data was collected through questionnaires filled out by respondents. Variables in this research include compensation, teacher performance, and teacher creativity. Hypothesis testing was carried out to determine the relationship between variables and see the significant influence that emerged between teacher compensation and performance on teacher creativity. The research results show that compensation does not have a significant effect on teacher performance. However, teacher performance has a significant influence on teacher creativity. Simultaneously, teacher compensation and performance have a significant influence on teacher creativity. These findings emphasize the importance of improving teacher performance in an effort to encourage creativity, and provide an illustration that even though compensation does not show a significant direct effect, attention is still needed in its management to support optimal performance.

Factors Affecting the Academic Achievement in Mathematics of Grade 10 Students in Barobo National High School, Llorente, Eastern Samar, Philippines

This study was conducted to know the factors affecting the Academic Achievement in Mathematics of Grade 10 Students in Barobo National High School. The correlational research design was used. The respondents were forty-eight (48) Grade 10 students of Barobo National High School. A researcher-made questionnaire was used to profile the respondents. The final average grades of students in Mathematics in the previous grade level were used to determine the level of academic achievement of students. The data gathered were tabulated and analyzed using statistical tools such as mean percentage frequency counts, percentage, and Mean and Pearson Product Moment Correlation. Based on the result of the study, the respondents are mostly female and a majority of the mothers reached secondary level. Likewise, the fathers of the respondents mostly obtained an elementary level of education. With regards to their attitude towards mathematics, it was revealed that the learners are undecided on this aspect, meaning they neither agree nor disagree with the given statements about the attitude of learners towards mathematics. On the other hand, the academic achievement of students was obtained at a very satisfactory level for a mean of 86.21%. Meanwhile, the data suggested that the fathers’ educational attainment has no significant effect on the academic achievement of students. But looking deeper through the result, it was found that gender and educational attainment of mothers have a moderate correlation to students’ academic achievement having r-values of .443 and .503 respectively. The student’s attitude toward Mathematics has a low significant bearing or correlation to students’ academic achievement in the subject with an r-value of.325. Meanwhile, it was revealed that the mother’s educational attainment has the greatest impact on the performance of learners in mathematics 10. Students can get a better learning result if besides being supported by teachers, they can receive full attention from their mothers on what they are learning. The findings of this study led to the recommendation that Mathematics teachers must consistently check the students’ level of performance in mathematics to see whether they are performing well or not so that immediate intervention will be employed; every school personnel must inculcate positive attitude for it has significant effect to Math performance; schools must design an activity to engage parents especially mothers in the math activities in school so they can support their children at home and capacity building for teachers must be initiated by school instructional leaders for improved teaching performance.

Does school principal’s competence and school facilities affect the vocational teacher’s performance in Anabas district?

The level of teachers’ performance in executing their primary duties at school is significantly influenced by the competence of the school principal and the completeness of school facilities. These two factors can encourage the effectiveness and efficiency of improving teacher performance, especially for teachers who teach at the vocational school level. This research aims to statistically measure the impact of school principals' competence and school facility completeness on the performance of vocational school teachers in the Anabas Islands Regency. To achieve this objective, a quantitative research design with a correlative approach was employed. The study population comprised 55 teachers serving in three vocational schools in the Anabas Islands Regency. The research instrument was validated using the Pearson Product Moment, and data reliability was verified through the Cronbach Alpha test. The results of the study revealed that (1) principal competence is linked to teacher performance, and that principal competence has a minimal impact on the performance of vocational school teachers. (2) Facilities and infrastructure were found to be associated with the performance of vocational teachers. The facilities and infrastructure significantly influenced the performance of vocational teachers. (3) The competence of the school principal, facilities, and infrastructure exert a significant influence on the performance of vocational schoolteachers. The competence of the school principal, facilities, and infrastructure also had a minimal impact on the performance of vocational school teachers.

Literature Review: How do Leadership and The Principal’s Leadership Style Affect Teacher Performance?

There is still debate on whether leadership and principal’s leadership styles have an influence on teacher performance. This article is a literature review study that explains the influence of leadership and principal’s leadership styles on teacher performance. The literature review is compiled based on previous studies that are relevant to the topic discussed. The technique used in selecting articles is by considering keywords and year of publication. The keywords that became the reference for the selection of articles used were principal leadership, principal leadership style and teacher performance. Furthermore, the year of publication of the article was considered only articles published in the last ten years. The criteria of the articles used in this literature review study are: 1) focused on the influence of principal leadership and principal leadership style on teacher performance; 2) articles could be published in national or international journals; 3) articles were published in the last ten years; 4) contained the keywords principal leadership and teacher performance. The articles used as references for this literature review totalled eleven national journal articles. The results show that there is a significant positive influence between principal leadership and teacher performance. Likewise, the principal's leadership style has a significant influence on teacher performance. Therefore, it is important for principals to increase leadership and improve leadership style as an effort to improve teacher performance. This article is expected to be a reference for education stakeholders to improve principal leadership and teacher performance. Further research needs to be conducted thoroughly in order to provide clearer results because some studies reveal that leadership and principals' leadership style have no significant effect on teacher performance.

Peran Kepemimpinan Kepala Raudhatul Athfal(RA ) dalam Meningkatkan Kinerja Guru di RA Al-Juhdi Desa Padang Bujur

AbstractThis study aims to examine the Leadership Role of the Head of Raudhatul Athfal (RA) in improving teacher performance at RA Al Juhdi, Padang Bujur Village. This study collected data through a qualitative approach. Data were collected through interviews, observations, and documentation studies. The subjects of this study were: the Principal, and teachers who teach at RA Al Juhdi, Padang Bujur Village. The results of the study indicate that the role of the principal in improving teacher performance is that a principal understands his leadership role as used in this study using Mulyasa's theory, namely as an educator, manager, administrator, supervisor, leader, innovator, and motivator. The efforts made by the principal in improving teacher performance at RA Al-Juhdi, Padang Bujur Village are by (a) Motivating teachers, (b) Increasing teacher discipline, (c) Increasing teacher competence, and (d) increasing academic competence. Keywords: Role; RA Principal Leadership; Teacher Performance

Pengaruh Empowerment Leadership Terhadap Kinerja Guru di SMP Negeri Se Kecamatan Mesuji

This study aims to analyze the effect of empowerment leadership on teacher’s performance in junior high schools in Mesuji District. The approach used is a literature review, by collecting and analyzing various relevant research results in national journals related to empowerment leadership and teacher’s performance. Through a literature review, this study discusses the concept of empowerment leadership, which involves empowering teachers to make decisions, support in developing competencies, and increasing work motivation. This study collects literature from national journals published in the last four years, with an analysis focused on research results that measure the impact of empowerment leadership on improving teacher performance, both directly and indirectly. The results of the study indicate that empowerment leadership has a significant positive effect on teacher’s performance, especially in terms of motivation, job satisfaction, and commitment to the school. Teachers who feel empowered by the principal tend to have better performance, as indicated by improved teaching quality and involvement in school activities. The novelty of this study lies in its focus on the local context in junior high schools in Mesuji District, which has so far been underrepresented in the literature. The contribution of this research is to provide a clearer picture of the importance of empowerment leadership in improving teacher’s performance, which can be a reference for regional education policy makers in designing school leadership programs.

Integration of ICT in the field of education: current state and perspectives

Information and communication technologies (ICT) are present in all areas of social, cultural, and economic life. These tools are now essential for successful social and professional integration. Over the past four decades, Moroccan universities have had to adapt to a rapidly evolving higher education environment, and more recently, to globalization and the Internet. The integration of ICT into Moroccan schools has become one of the strategic levers of the Ministry of National Education to improve the quality of teaching and learning. These technologies are of paramount importance in higher education for both university students and professors. Thus, teacher training on the use of ICT in the classroom, the creation of institutional structures, and the introduction of incentives for ICT innovation have represented the initiatives taken by the Ministry of National Education to support teachers and help them adopt ICT tools and incorporate them into their courses. Our study offers some reflections on the use of ICT in the Moroccan education sector. It highlights the current state of ICT use, shedding light on the opportunities and challenges encountered, such as the lack of teacher training and the absence of technological infrastructure. The lack of consideration of the contribution of ICT in defining educational objectives in various academic programs and the lack of guidance and support for the transversal and disciplinary skills students acquire through ICT in their personal spheres constitute one of the major barriers to the integration of ICT in education. The study also demonstrates the positive impact of integrating ICT into education, leading to improved teacher performance and increased student engagement. The findings emphasize the importance of quality training, accessible ICT resources, and effective school policies as key factors for the successful integration of technology in education.