Influence Of Teaching Experience Research Articles

PENGARUH PENDIDIKAN DAN PELATIHAN, KOMPETENSI GURU PENGALAMAN MENGAJAR TERHADAP KINERJA GURU PADA SMA NEGERI WILAYAH BARAT KABUPATEN BIREUEN

This study aims to explore further and provide empirical information about, 1) The effect of education and training on teacher performance at the West Region Public High School, Bireuen Regency. 2) The influence of teacher competence on teacher performance at the West Region State Senior High School, Bireuen Regency. 3) the influence of teaching experience on teacher performance at the West Region State High School, Bireuen Regency. 4) The influence of education and training, compe-tence and teaching experience on the performance of teachers at the West Region State Senior High School, Bireuen Regency. The results of the path analysis show, 1) There is a direct and indirect influence of education and training on the performance of the teachers of the West Region State Senior High School, Bireuen Regency, which is 26.85%. 2) There is a direct and indirect influence of competence on the performance of the teachers of the West Region State Senior High School, Bireuen Regency, which is 30.79%. 3) There is a direct and indirect effect of teaching experience on the performance of the teachers of the West Region State Senior High School, Bireuen Regency, which is 26.45%. 4) Simultaneously education and training, competence and teaching experience jointly affect the performance of the teachers of the West Region State Senior High School, Bireuen Regency

The Influence of Teaching Experience, School Culture and Motivation on Teacher Performance

Teacher performance is an essential element in the world of education which is a determinant of the high or low quality of education that occurs in the school environment, this is because teachers are people who often interact with students directly during the teaching process. The purpose of this research is to know how much the influence of teaching experience, school culture and motivation can affect teacher’s performance. The data analysis method is quantitative, Partial Least Squares (PLS) is the data analysis approach used in this study. Partial Least Squares (PLS) is a Structural Equation Modeling (SEM) equation model that utilizes component-based structural equation modeling techniques.. The sampling technique used in this research is a Saturated Sample. The samples taken were 71 samples of MTS 1 teachers in Bekasi City. This study uses PLS 3 as an analytical tool and is assisted by the Statistical Package for the Social Sciences or SPSS. The partial test results showed that teaching experience significantly affected teacher performance, school culture had no significant effect on teacher performance, and motivation significantly affected teacher performance. The results of the simultaneous test study showed that teaching experience, school culture, and motivation had a significant effect on teacher performance.

The Impact of Teaching Experience on Professors’ Use of ICTs in the Teaching Process

Technology advancements have made learning more exciting for pupils of all levels. Many studies have shown that using current technology in the classroom benefits both teachers and students. It has fueled their drive to learn more using these new instruments. Thus, schools and other educational institutions have recognized the value of using computers to teach. This paper intends to investigate the influence of teaching experience and teachers’ age on the implementation of ICTs in the classroom. The data were analyzed using descriptive means and standard deviations. To assess the impact of teaching experience on computer use for pedagogical purposes, inferential statistics were used. Based on the independent variable of teaching experience, the results showed statistically significant variations in instructors' usage of new technologies in education., F (4,158) = 20.279, p < 0.05. The current study is highly significant in the sense that it is expected to come up with important findings with regard to the infusion and implementation of information technology in higher education. It provides significant knowledge that can be of great value to both researchers and professors in Morocco and in various parts of the world.

Foreign Language Teachers’ Knowledge Base and the Influence of Teaching Experience

The present paper elucidated the issue of foreign language teachers’ knowledge base and the influence of teaching experience on their beliefs. A self-report questionnaire was utilised to explore what domains of knowledge language teachers prioritised in planning and delivering instruction, what sources they drew on to gain professional understanding and to compare teachers’ views relevant to the length of their experience. The analysis of data revealed quantitative dissimilarities in the assumed sources and knowledge domains, as well as teachers' instructional preferences. The study’s findings lend empirical evidence to the influence of experience on teachers’ cognitions and yield additional insight into the way language teachers gain their insider knowledge.

Science Lecturers’ Seeming Use of Google Classroom for Instruction

This study investigated the science lecturers’ perceived use of Google classroom for instruction as well as the influence of teaching experience and experience in the use of the google classroom for instruction. The study hires a survey method with the use of the online questionnaire. All lecturers in the faculty of science made up the population for the study. The findings established that science lecturers have good seeming on the use of google classroom for instruction. Also, lecturers’ years of experience influenced their use of Google classroom for instruction. The study concluded that lecturers perceived use of google classroom encouraged them to use it in their instructional activities. It was however recommended that Google Classroom also has to constantly upgrade to suit user needs so as not to be replaced with newer, better, faster, more efficient alternatives.

PENGARUH TINGKAT PENDIDIKAN, PELATIHAN, DAN PENGALAMAN MENGAJAR TERHADAP PROFESIONALISME GURU SEKOLAH DASAR NEGERI CEMPLANG KECAMATAN CIBUNGBULANG KABUPATEN BOGOR

ABSTRACT
 The teacher is a professional profession in which he is required to make every effort to carry out his profession as well as possible. Teachers need positions or professions that require special expertise. This work cannot be done by someone who does not have the expertise to carry out activities or work as a teacher. Expertise as a professional teacher must master the ins and outs of education and teaching with a variety of other sciences. This study uses a quantitative method, which is a research method in which data is scored into numbers (quantitative) in the collection and analysis of data. Data collection using research instruments, namely questionnaires. Analysis of quantitative / statistical data with the aim of testing hypotheses Data in quantitative research is in the form of numbers (scores, rankings, or frequencies), the data is then analyzed using statistics in order to answer specific research questions or hypotheses, and to make predictions that an variables affect each other. The results showed that: 1) there was a positive influence of education on teacher professionalism with a significance value obtained less than 0.05 (0.046 <0.05). 2) there is a positive effect of training on teacher professionalism with a significance value of 0.036 because the significance price obtained is less than 0.05 (0.036 <0.05). 3) there is a positive influence of teaching experience on teacher professionalism with a significance value of 0.028 because the significance price obtained is less than 0.05 (0.028 <0.05). 4) there is a positive influence of education, training and teaching experience on the professionalism of teachers at SDN Cemplang 1.3 and 4 Cibungbulang District, Bogor Regency with an F-count = 28,925. Because Fcount> F-table or 28.925> 2.88, Ho is rejected. So, it can be concluded that education, training, and teaching experience together significantly influence the professionalism of teachers in SDN Cemplang 1.3 and 4, Cibungbulang District, Bogor Regency.
 Keywords: education, training, teaching experience, teacher professionalism

Rigidity as mediator between temperaments and social adjustment: A comparative study of teachers of madaris and schools of Pakistan

This study assessed the mediating role of cognitive rigidity between temperament and social adjustment in teachers of schools and religious madaris of Pakistan while controlling for the influence of teaching experience. A purposive sample of 300 teachers (150 from public schools and 150 from religious madaris with equal representation of both the genders) was recruited from Sargodha and Lahore. Teachers of schools and madaris were matched in terms of their gender, age, and educational qualification. Urdu translated versions of the Approach–Avoidance Temperament Questionnaire (ATQ), Cognitive Flexibility Scale (CFS), and Social Adjustment Scale were used to operationalize the focal constructs of this study. Path analysis revealed that approach temperament negatively and avoidance temperament positively predicted cognitive rigidity, which in turn led to lowered levels of social adjustment. Approach temperament positively and avoidance temperament negatively predicted social adjustment. The negative association between approach temperament and cognitive rigidity was stronger in the group of school teachers, whereas the positive association between avoidance temperament and cognitive rigidity was stronger among teachers of religious madaris. The positive indirect effect of approach temperament on social adjustment through rigidity was stronger for school teachers. Significant differences were observed in the mean scores of teachers of madaris and schools on avoidance temperament, social adjustment, and cognitive rigidity. Implications of the study and suggestions for future research have been reflected upon.

Elementary teachers’ science subject matter knowledge across the teacher career cycle

AbstractAlthough widely touted as important, there is little evidence regarding the influence of teaching experience on elementary teachers' science subject matter knowledge (SMK). To better understand this phenomenon, we administered an assessment of science topics taught in the fifth and sixth grades to 169 preservice teachers, 231 fifth‐grade teachers, and 208 sixth‐grade teachers. We then compared the mean scores of teachers at different stages in the career cycle using one‐way and two‐way ANOVA and explored the relationship between SMK scores and years of teaching experience using regression analysis. Findings indicate that (i) being assigned to a specific grade level had an impact on teachers' SMK for topics included in the grade level, (ii) teachers' SMK scores were lower later in their careers for both science topics they had never taught and for science topics they were responsible for teaching, and (iii) results differed for fifth and sixth grades. This study adds to the existing literature through the examination of a large sample of elementary teachers, with teachers of varying years of experience, while focusing on the science topics these teachers are responsible for teaching. The results of this study provide strong evidence that (i) years of experience teaching specific science topics is associated with the development of teachers' knowledge of these topics, and (ii) teaching experience, what teachers do in the context of their everyday practice, can be an effective means of self‐directed learning for teachers. There is also evidence that this influence is not uniform across years of teaching experience or science topics taught. These findings raise important implications about future research into the mechanism of SMK development through teaching experience and teacher grade‐level assignments.

Questioning skill of science teacher from the students perscpective in senior high school

One of the most important emphasis in curriculum of 2013 is to produce graduates who have higher order thinking skill. Implicitly, it proved that graduates students of senior high school still have lack of development of higher order thingking skill. Several theoritical studies showed higher order thingking like creative thinking can be stimulated by teachers who have good questioning skill. This study aims to describe the activities of the questioning skills of physics teacher based on developed instruments. This research used qualitative and quantitative approach with survey technique. The sample was six physics teachers from six different senior high school in Banda Aceh chosen based on working period. Data were collected using questionnaire to indicate students responses. Data analysis with descriptive statistics explained that questioning skill of physics teachers being on moderate category. According to this research, in order to improve questioning skill in physics learning, the teachers need to distibute questions evenly, and the questions asked should be traceable to investigate to what extent for the students to be able to understand all concepts what they have been learned. The influence of teaching experience will be reached on the components of advanced questioning skill based on questions asked.

L’influence de l’expérience professionnelle sur l’enseignement par concepts en histoire : une réflexion théorique

The History and Citizenship Education curriculum (HEC) currently in place in the province of Quebec requires teachers to teach the discipline using a concept-based approach. How do teachers adapt their teaching to this particular demand? Is there a significant difference between how experienced teachers incorporate concept-based learning to their usual teaching and how novice teachers deal with the same demands. To our knowledge, no study has examined, to this day, the influence of teaching experience on the integration of a concept-based approach in History class. In this article, we discuss the theoretical foundations on which this question is based and propose an illustration of the influence of experience on the implementation of a concepts-based approach in the particular context of the province of Québec.

L’influence de l’expérience professionnelle sur l’enseignement par concepts en histoire : Une réflexion théorique

he History and Citizenship Education curriculum (HEC) currently in place in the province of Quebec requires teachers to teach the discipline using a concept-based approach. How do teachers adapt their teaching to this particular demand? Is there a significant difference between how experienced teachers incorporate concept-based learning to their usual teaching and how novice teachers deal with the same demands. To our knowledge, no study has examined, to this day, the influence of teaching experience on the integration of a concept-based approach in History class. In this article, we discuss the theoretical foundations on which this question is based and propose an illustration of the influence of experience on the implementation of a concepts-based approach in the particular context of the province of Québec.

Studying Gender Bias in Physics Grading: The role of teaching experience and country

The existence of gender-STEM (science, technology, engineering, and mathematics) stereotypes has been repeatedly documented. This article examines physics teachers’ gender bias in grading and the influence of teaching experience in Switzerland, Austria, and Germany. In a 2 × 2 between-subjects design, with years of teaching experience included as moderating variable, physics teachers (N = 780) from Switzerland, Austria, and Germany graded a fictive student's answer to a physics test question. While the answer was exactly the same for each teacher, only the student's gender and specialization in languages vs. science were manipulated. Specialization was included to gauge the relative strength of potential gender bias effects. Multiple group regression analyses, with the grade that was awarded as the dependent variable, revealed only partial cross-border generalizability of the effect pattern. While the overall results in fact indicated the existence of a consistent and clear gender bias against girls in the first part of physics teachers’ careers that disappeared with increasing teaching experience for Swiss teachers, Austrian teachers, and German female teachers, German male teachers showed no gender bias effects at all. The results are discussed regarding their relevance for educational practice and research.

English

The purpose of this study is to determine the computer self-efficacy, performance outcome, personal outcome, and affect and anxiety level of physical education teachers. Influence of teaching experience, computer usage and participation of seminars or in-service programs on computer self-efficacy level were determined. The subjects of this study were 145 physical education teachers. Data were collected by survey which was developed by Compeau and Higgins. This scale was translated to Turkish by researcher. Cronbach alpha was found as .87. The results of the study showed that the mean of computer self-efficacy of physical education teachers is 6.13. There was a significant positive correlation among participants' computer self-efficacy, performance outcome, personal outcome and affect and a significant negative correlation between participants' computer self-efficacy and anxiety level. The study showed that as the duration of computer usage increased, participants' computer self-efficacy level increased and anxiety level decreased. Key words: Computer self-efficacy, physical education teachers, experience, anxiety.

What do science teachers consider when selecting formative assessment tasks?

AbstractThe purpose of this qualitative exploratory study was to identify factors that influenced prospective and experienced secondary level science teachers' reasoning as they evaluated or selected tasks to formatively assess their students' understanding of scientific concepts. The analysis of the coded written responses revealed two categories of factors that influenced the teachers' reasoning: (1) characteristics of the task and (2) characteristics of students or the curriculum. Characteristics of the task related to qualities of the task regardless of the learning environment in which it would be used, such as the level of student thinking demanded by a task. Characteristics of the students and the curriculum related to the learning environment in which an assessment task would be implemented, such as students' abilities to complete the task. Both prospective and experienced teachers' task evaluations were influenced by the same factors related to the characteristics of the task, although their interpretations of the meaning of each factor varied. In addition, experienced teachers' task evaluations were more likely than prospective teachers to be influenced by factors related to characteristics of students and the curriculum. The findings are discussed as a conceptual framework that presents the identified factors along three different dimensions: (1) the influence of task, student, and curriculum characteristics, (2) the influence of expectations for success, and (3) the influence of teaching experience. © 2008 Wiley Periodicals, Inc. J Res Sci Teach 45: 1113–1130, 2008

The influence of teaching experience and professional development on Greek teachers’ attitudes towards inclusion

On the assumption that the successful implementation of any inclusive policy is largely dependent on educators being positive about it, a survey was undertaken into the attitudes of Greek teachers to inclusion. The 155 respondents were general education primary teachers drawn from one region of Northern Greece, with a proportion deliberately selected from schools identified as actively implementing inclusive programmes. The analysis revealed positive attitudes towards the general concept of inclusion but variable views on the difficulty of accommodating different types of disabilities in mainstream classrooms. Teachers who had been actively involved in teaching pupils with SEN held significantly more positive attitudes than their counterparts with little or no such experience. The analysis also demonstrated the importance of substantive long‐term training in the formation of positive teacher attitudes towards inclusion. The paper concludes with recommendations for developing critical professional development courses that can result in attitudinal change and the formulation of genuinely inclusive practices.

Influence of Experience, Grade Level, and Subject Area on Teachers' Assessment Practices

Teachers' self-reported assessment practices and the influence of teaching experience, grade level, and subject area on those practices were explored in this study. Questionnaires were administered to 893 teachers in 34 schools. Teachers reported using performance and observation-based assessment methods most frequently and had the most confidence in the validity of these assessment techniques. Correlational analyses revealed that the more teachers reported using alternative methods of assessment, the more likely they were to report feeling prepared to develop those types of assessments and to report being confident in their validity. The same pattern of results was found for more traditional types of assessment. The most experienced teachers (20 years or more) indicated that they used alternative methods of assessment more often than the least experienced teachers (6 years or less) did. Elementary school teachers reported using alternative assessment strategies significantly more often than did high school teachers. Finally, mathematics teachers reported using traditional methods of assessment much less frequently than did teachers in all other subject areas.

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