Teacher Mastery Research Articles

Influence of Work-Related Stress on the Performance of Teachers in Public Secondary Schools in Kiambu County, Kenya

Purpose: The aim of the study was to influence of work-related stress on the performance of teachers in Public Secondary Schools in Kiambu County, Kenya Methodology: The psychological well-being theory, the person-environment fit theory, and the Job Demands-Resources model served as the guiding theories for the study. The study used a descriptive survey research approach. Target population was 4288 teachers in public high schools out of which a sample size of 365 was selected using Yamane formula. The sample size was chosen using stratified random sampling method. Primary data was collected using questionnaires. To determine the validity and reliability of the questionnaires, a pilot test was carried out. Quantitative analysis of the data gathered from the surveys was conducted. Inferential and descriptive statistics was used for analysis. The data was summarized into frequencies, percentages, means and standard deviation and presented using pie charts and frequency tables. Findings: From the findings, it was established that work related stress (b=0.018, p=0.000<0.05), had a statistically significant relationship with the performance of teachers in public secondary schools in Kiambu County, Kenya. Notably, aspects such as being upset because of things have happened unexpectedly, being unable to control the important things in life, being overwhelmed by the workload significantly affected the performance of teachers in the public secondary schools. Unique Contribution to Theory, Practice and Policy: The study was guided by the person-environment fit theory. The study therefore recommended that the public secondary schools should introduce regular stress management workshops and training for teachers. These programs should focus on coping mechanisms, mindfulness, and relaxation techniques. In order to enhance the environmental mastery of teachers, the school administration needs to offer ongoing professional development opportunities that focus on enhancing adaptability, problem-solving skills, and decision-making abilities.

Accessing the Greek Verbal System Through the Shona Verb: Toward a Bantu Approach to Biblical Languages

Abstract As with any other language, mastering biblical languages such as Greek remains a challenge in Africa. Meanwhile, many African languages hold keys to a better experience in teaching and learning biblical languages. Accordingly, this study proposes a Bantu-based approach to teaching and learning biblical Greek for effective delivery and better mastery. In this study, by means of comparative linguistics, the verbal system of Shona, one of the numerous Bantu languages spoken in Southern Africa, is used to demonstrate correspondences with the biblical Greek verbal system. Elements of special interest in the two languages’ verbal systems relate to signification codes for tense, voice, mode, person, and number. The study is premised on the understanding that the verb is the heart of any language. The basic assumption of the study is that since both Shona and biblical Greek verbal systems are conjugated in comparable ways, something which English lacks, using Shona to teach or learn biblical Greek in the Zimbabwean context should be effective. The study proposes that this method be similarly tried with other Bantu languages and the other two biblical languages: Hebrew and Aramaic. In the end, there may be a need to produce biblical language grammar written with Bantu languages as their base, especially considering there is no substitute for learning in one’s own language.

Creating a Model of Music Teacher Training by Integrating Distance and Full-Time Modes of Learning: Current Approaches in Education

The study is devoted to the problem of the formation of mastery of music teachers based on the integration of distance and face-to-face learning as an aspect of neuropedagogy. This problem has not been studied in the scientific and methodological literature, although digital means of communication have long penetrated the sphere of musical and pedagogical education. The task of designing a model of professional music teacher training, which has changed due to the introduction of distance learning for future music teachers, remains relevant. In the course of the research, theoretical system-analytical methods were used, methodical materials and experience of university teachers were studied in the field of developing a model of teaching music students in conditions of integration of remote and full-time forms of work. In the context of the research, scientific research on neuropedagogy was analyzed, conceptual and categorical components of the research work were determined. The main focus of the study is related to the principles of building a model of professional training of a music teacher based on the integration of distance and full-time forms of education. In order to realize the research goal, the method of synthesis and analysis, integration, research, descriptive and scientific methods were applied. The method of generalization was used to determine the results of the research work, which formed an idea about the neuropedagogical essence of the formation of professional competence of a musician.

The Impact of Quizlet Learning Media in Increasing Student Interest and Motivation in Junior High School

Background. Lately, the influence on student learning motivation has begun to decline due to the lack of teacher mastery of learning media, even though at this time there are many references that can be used as guidelines or references in the process of introducing learning materials, for example by using online application-based learning media. Purpose. The purpose of this study was to determine the impact of quizlet learning media in increasing students' interest and motivation to learn in junior high school. This learning media can develop skills in reading and writing vocabulary. Method. This research method uses quantitative methods, data obtained through interviews and distributing questionnaires using Google Form. Results. The results of this study indicate that the implementation of the quizlet application can help millions of junior high school students in learning online, so that it can increase the value in the learning process to the maximum. Conclusion. The conclusion of the study can be concluded that students' understanding in the addition of vocabulary increased from before the application of learning with the quizlet application.

Competencias digitales en pedagogía, ciudadanía y desarrollo profesional del profesorado universitario

In today’s digitized world, digital competences are required to facilitate the transition to the Internet. For professorship, these competences go beyond knowledge of a particular subject. They focus on the skills needed to transmit that knowledge to students. A quantitative approach study was applied. The design was non-experimental and descriptive. The population and sample correspond to the 70 teachers who worked in the Faculty of Humanistic and Social Sciences during the first semester of 2023. The instrument for data collection was a teaching self-assessment. The competencies in digital citizenship showed the highest levels of teacher mastery with a value of 5. The competencies in pedagogy and professional development showed a value of 4. 93% of UTM-CHS teachers stated they had participated in training activities on the use of ICT in education. In conclusion, university faculty in Ecuador must have a stronger digital academic background; they must establish better pedagogical and professional development skills, research capacity, knowledge of educational technologies, intercultural skills and leadership skills. To ensure a high-quality learning environment all three areas must be at the same level of outcomes. For that, university professional development leads to establishing good pedagogy. Then pedagogy is strengthened through digital citizenship.

Methodical mastery of students of physical education faculties as future specialists in the field of teaching gymnastics

The article highlights the theoretical foundations of training future physical education teachers in gymnastics and its teaching methods, defines and substantiates the mastery indicators of this type of activity. At the present time, this problem is also due to the fact that at the current stage of development of the institution of general secondary education, the level of requirements for the professional training of future physical education teachers has significantly increased. The purpose of this work is the theoretical and methodological substantiation, the characteristics of indicators of methodical mastery of future teachers of physical culture in relation to the organization and conduct of gymnastics classes in general secondary education institutions. The analysis of scientific research shows that the training of a physical education teacher requires, first of all, professionally significant knowledge, abilities and skills, as well as the coordination of special personality qualities, namely: proper attitude to professional activity; development of methodical thinking of future teachers of physical education; the ability to work in a team and independently; availability of communication skills; effectively apply acquired knowledge, skills and abilities in professional activities, etc.
 The peculiarities and specifics of educational forms of gymnastics classes in higher education are substantiated for the effective formation of professional skills and skills for conducting various forms of gymnastics classes; mastering practical material and developing the skills of its optimal selection for organizing and conducting gymnastics classes; increasing the level of development of basic motor skills; realization of creative possibilities of students in modeling future professional activity.
 It was established that the methodical mastery of the physical culture teacher is most pronounced in the process of his professional activity in the educational institution, the correspondingly formed system of special knowledge, abilities and skills and the development of the thinking of future specialists.

KAJIAN KEPERLUAN KANDUNGAN MODUL ASAS PENDEKATAN PEMBELAJARAN BERASASKAN MASALAH

In research on module development, a needs analysis study is conducted to ensure that the module produced can meet the needs and specifications of users. This study was conducted to identify the content requirements of the problem-based learning approach module, in an effort to improve the level of teacher mastery related to the problem-based learning approach. In order to create a digital module that can meet the needs of teachers as users, a needs analysis was conducted on five school teachers in the Kubang Pasu district. Data collection was done through semi-structured interviews and purposive sampling techniques were used in sample selection. Qualitative data from the interviews were categorized and analyzed to identify themes and make sense of the data. Data analysis has identified four main themes which are: (1) Teacher knowledge related to problem-based learning approach, (2) Teacher skills related to problem-based learning approach, (3) Teacher attitude related to problem-based learning approach, and (4) Characteristics The module expected by the teacher is simple, easy to understand and includes a demonstration video of the implementation of the problem-based learning approach. The needs analysis shows that the basic digital module of the problem-based learning approach has the potential to be developed. Apart from the four main themes identified, the suggestions and specifications obtained from the interviews provided useful information for developing the module content. These findings will be used to design and develop module content in the next phase. This discovery is expected to help produce a digital teaching module that is able to give ideas to teachers to apply a problem-based learning approach in the teaching and learning process, and further ensure a positive impact on students.

Creating Educator Assertive Communication Style in Muhammadiyah Schools

Abstract. Muhammadiyah Trensains Senior High School Sragen (SMA) is a superior school managed by Muhammadiyah Regional Leadership (PDM) Sragen, Central Java. This school combines science and the Al-Qur’an. As Muhammadiyah's flagship charity, and has won many achievements. One of the problems encountered in school is that there is criticism from outsiders that there are still teachers who are less assertive in communicating with students. This causes most high school teachers of Trensains Muhammadiyah to receive complaints from students and has an impact on the lack of confidence in carrying out the learning process and class management. Thus, the teaching and learning process becomes less effective. To overcome this, this community service program was directed at increasing educator assertive communication at Muhammadiyah Trensains Senior High School Sragen through training and assistance in assertive behavior for educators. The objective of the program is to improve the ability to apply an assertive communication style to teachers, especially in Muhammadiyah schools. The community service was done through writing workshops on improving assertive communication skills in the teaching and learning process at schools. The success indicator of this community service is the teacher's mastery of the concept of assertive communication; being a good listener, daring to express differences of opinion, not feeling guilty after saying no to an opinion, remaining calm when speaking, avoiding using aggressive sentences, positioning the other person as a friend, and being able to be patient. The increase in assertive behavior in teachers has proven significant (as seen from the results of the pre-test and post-test). The publication of community service activities can be seen in the writings in the mass media, and implementation videos

METHODOLOGICAL CONTRIBUTIONS REGARDING THE DEVELOPMENT OF THE FOOTBALL GAME TECHNIQUE IN HIGH SCHOOL STUDENTS

The traditional practice of playing football in school, means going through the technical-tactical elements of the game according to the analytical method. Each process is practiced, in order to learn, isolated, broken by the conditions of the game. No matter how adequate the methods and means used are, the exercises will not succeed in ensuring the complete, multilateral employment of the student, so that through the immediate and subsequent effects the major objectives will be achieved, which motivated the introduction of football in school. The practice of the integral game, with some simplified rules, ensures a much greater contribution and a special contribution to the involvement of football in the tasks of physical education. In the game, students are engaged multilaterally in the bio-psycho-motor plane, and the phenomena of addiction, teacher-student is diminished. During the game, the teacher intervenes in correcting some fundamental mistakes in the technical-tactical executions, or in interpreting the game rules. Integral play, however, cannot be practiced without the students having acquired a minimum of specific motor knowledge and skills. The teacher's mastery consists in knowing how much of the physical education lesson is given to learning the technical procedures separately, how much in conditions analogous to the game and how much time is allocated to the whole game. In addition to this time planning in the lesson, the teacher must also schedule new technical-tactical actions subject to the learning process and the consolidation of the technical procedures underlying the development of the game of football. Starting from the optimal, technical-tactical model of the graduate, the content of the training must be in accordance with this model and staggered on the requirements of their periodization and staging. This need is imposed by the practice of the game of football both in school - as a means of physical education, but also by the participation of students in school competitions reserved for them and which includes the entire mass of students. So, in the physical education lesson, the isolated learning of the technical-tactical elements and procedures will be short, insisting on their repetition and consolidation within the technical-tactical actions of the game, by practicing the bilateral game. The system of physical education and sports has a dynamic character, being subjected over time to changes and adaptations dictated by the social order, respectively by the state of society and its members, by technological progress and cultural level, by their aspirations. In the spirit of this dynamic, the steps of elaboration and revision of the school curricula in a curricular vision are revealed. This vision presupposes “a design in their interaction of objectives, contents, learning activities and evaluation principles and methods. The curriculum for physical education in secondary education reflects a new conception regarding the formation and complex development of the autonomous and creative personality of the students ”. The curricular area underlying the new curricula is a first step in decentralizing education, offering increased opportunities for choice, increasing the chances of an individualized teaching / learning process and increasing school autonomy in developing one's own curriculum. The methodical steps imposed by the new orientation of the physical education and sports activities in the school represent a challenge for all those involved in this process, "but the teacher will always remain the main creator of his lesson".

Development Of Learning Media Using Geogebra on Class Viii Cartesian Field Material at SMP Negeri 2 Pematang Siantar

This research aims (1) to describe the level of validity of mathematics learning media using Geogebra on the Cartesian Plane material, (2) to assess the mastery level of teachers and the students' engagement using Geogebra on the Cartesian Plane material, and (3) to explore educators' and students' responses to the development of mathematics learning media using Geogebra on the Cartesian Plane material at SMP Negeri 2 Pematang Siantar. The research design employed is Research and Development, following the ADDIE model consisting of Analysis, Design, Development, Implementation, and Evaluation. Based on the material validation results, it falls into the highly valid category with an average of 60.5, situated in the interval 54.6 ? VR < 65. Similarly, media validation is deemed valid with an average of 82, falling within the interval 68 ? VR < 84. The validated learning media was then implemented in the teaching process. Data analysis revealed that the teacher's mastery level averaged 92, categorized as practical within the interval 74.8 ? PR < 92.4. Additionally, during the trial, the students' engagement level averaged 47, falling in the interval 44.2 ? P < 54.6. The effectiveness of the developed learning media is evidenced by the students' achievement in the eighth-grade class at SMP Negeri 2 Pematang Siantar. Out of 30 students, 25 students achieved a passing grade with a percentage of 83.4%, while 5 students did not pass, constituting 16.6%. The developed learning media meets practical criteria, receiving highly positive responses from students with an average response rate of 94.97% and positive feedback from teachers with an average response rate of 82%.

Examining Teaching for Mastery as an instance of ‘hyperreal’ cross national policy borrowing

ABSTRACT To improve education performance at home, countries cross nationally policy-borrow from jurisdictions ranked highly in international league tables. This paper examines a practical example of one such instance of policy borrowing, Teaching for Mastery (TfM). Over a six year period, interviews were conducted with teachers working in primary schools in the East Midlands region of England. The focus of these interviews was to explore informants’ experiences of enacting TfM and their analysis of the UK government’s motives for undertaking this borrowing. Applying Baudrillard’s ideas around hyperreality and image to these data indicated two key themes: 1) TfM discourses masked crucial aspects of the original policy, with the result that 2) TfM became non-relational to the original and thus hyperreal. The paper suggests strategies that might mitigate against policy becoming hyperreal and concludes that government must carefully consider its motives for engaging in the borrowing process from the outset.

THE TEACHER’S EFFORT TO INCREASE ENGLISH LEARNING ACTIVITIES AT THE ELEVENTH-GRADE STUDENTS OF SMK NEGERI 1 REJOTANGAN DURING PANDEMIC COVID-19

This thesis discusses The Teacher’s Effort to Increase English Learning Activities at the Eleventh Grade Students of SMK Negeri 1 Rejotangan During Pandemic Covid-19. Researcher was focused the research on: 1). The teacher’s efforts to increase English learning activities at the eleventh-grade students 2). The inhibiting factors for teacher when increasing English learning activities at the eleventh-grade students 3). The supporting factors for teacher when increasing English learning activities at the eleventh-grade students. This study used a qualitative approach. Research subjects: eleventh-grade English teacher’s, assistant principal of academic. Data collection techniques: observation, interview, questionnaire, documentation. The results of research conducted by researcher are follows: 1). The teacher's effort to increase of English learning activities at SMK Negeri 1 Rejotangan during pandemic Covid-19 can be done by teaching applied by teachers. The teacher designs lesson plans, pays attention to teaching materials and the use of learning media and appropriate learning methods. Therefore, students become motivated to receive, master and develop the material obtained from the teacher 2). The inhibiting factors experienced by teachers when increasing English learning activities are limited interaction, forgetting the lesson schedule, difficult economic complaints from parents, quotas and internet networks that are less than optimal when the learning process takes place, and minimal enthusiasm for learning 3). The supporting factors experienced by teachers when increasing English learning activities are teachers preparing learning tools ranging from lesson plans, media and learning methods, teacher mastery in the field of information technology, student attendance on time according to schedule, good and smooth internet network, and then collecting assignments on time according to the deadline.

Penguasaan Technological Content Knowledge (TPACK Mahasiswa Calon Pengajar Dalam Menunjang Pembelajaran Digital)

This study aims to discuss the importance of mastering TPACK for prospective teaching students in their readiness to become a teacher with digital learning. Mastery of TPACK must be owned by a prospective teacher in welcoming learning in the industrial era 4.0. Therefore, prospective teaching students need TPACK in making learning media innovations. Because learning media is one of the supporting factors in learning effectiveness.The hope is that by using TPACK, prospective teaching students can apply TPACK skills in real classes when they have graduated from educational science courses. This study uses content analysis or literature studies on a number of articles that have been published in educational journals from 2017 to 2022 regarding TPACK mastery of prospective teachers in digital learning. The purpose of this literature review is to see an overview of the prospective teacher's TPACK mastery in supporting digital learning. The results of a literature review of research articles show that prospective teachers must be able to convey material content by integrating technology into learning. technology in learning.

Intelligent System Optimization of course Network Teaching Based on Distributed Cloud IaaS System

This paper aims to design and implement a general IaaS cloud platform resource pool network management system to meet the management requirements of network resources in private cloud construction, using Nginx as the web server, uWSGI application server and Tornado application server to process users The non-real-time data and real-time data request of . The article analyzes the problems faced by local colleges and universities in the information big data environment by interpreting the connotation of future education and combining the experience of online course construction reform. Learning course-driven" is the foothold. It intelligently analyzes students' mastery of knowledge and teachers' teaching evaluation, and gives teachers important feedback information, so that teachers can adjust teaching strategies in a timely manner, so that students can master knowledge at a deeper level.

Online Learning Innovations in School: Case Study on Subject Teacher Conference of Junior High School Pancasila and Civic Education in Surabaya City

This research aims to discover how the Pancasila and civic education learning practices at junior high schools in Surabaya during the COVID-19 pandemic. The method this research uses is a quantitative approach with a survey design. The findings from this research are teachers and students are not ready for WFH and LFH. So, teachers use various channels in learning. For example, WhatsApp Group, Zoom, Google Classroom, and others. From this research, conclusions can be drawn, including (1) With the pandemic conditions requiring teachers to be able to adapt, from respondents who felt 13.5% less capable before the pandemic in mastering online learning, teachers were finally able to adjust supportive learning technology; (2) Mastery of teachers in online learning before the pandemic period resulted in very capably 7.9%, capable 78.7%, underprivileged 13.5%, unable 0%. The additional cost of internet access during online learning is between IDR 25,000 to IDR 100,000/month. This research novelties are tended to discuss the teachers’ readiness in Junior High School to Pancasila and civic education limited to Surabaya city.

Education for Sustainable Development Oriented Didactic Design in A Bioplastic Context in Overcoming Barriers to Learning and Developing Attitude and Environmental Awareness

Human ignorance in conserving, managing, and protecting the environment makes plastic pollution a real problem for the world's health and environment. Therefore, this study aims to develop environmental attitudes and awareness as well as mastery of pre-service teachers’ concepts through ESD-oriented didactic design in the context of bioplastics. This study used a Didactical Design Research (DDR) with 27 pre-service teachers. The instruments used in this study were tests, questionnaires, validation sheets, and transcripts. Based on the results of the analysis, it was found that there are attitudes and awareness of pre-service teachers that need to be developed, the results of preconception data analysis of pre-service teachers experienced learning barriers in content (1) classification of biodegradable biopolymers (2) starch decomposition process (3) benefits of biopolymers in various fields (4) and the environment (5) bioplastic dilemma (6) function of materials in the manufacture of bioplastics. The validation results indicate that improvements are needed in the learning objectives and some improvements in sentence redaction in didactic situations. After the learning was applied, it was found that most of the responses that emerged from the pre-service teacher were in accordance with what was designed by the educator, and after the percentage analysis was carried out there was a development of attitudes and awareness and mastery of concepts of the pre-service teacher.

IMPLEMENTASI MODEL PEMBELAJARAN GENRE BASED APPROACH DALAM PENGAJARAN MENULIS TEKS IKLAN (ADVERTISEMENT) MELALUI LESSON STUDY

Writing skill is one of the most important language skills to be mastered by students. There have been many learning models developed for writing especially in English but not all English teachers know and implement these learning models. One learning model that has been extensively researched and proven to be effective in teaching English writing skills is the Genre Based Approach. The English teacher's mastery of the Genre Based Approach learning model is very important because apart from being proven effective, it is also recommended by the government, especially in the implementation of the independent curriculum. It is projected for learning in the coming year, GBA will be required to be used as a model for learning English in schools, including in vocational schools. The service method is carried out using the lesson study model. Lesson study is carried out in three cycles until finally the students get a score that exceeds the KKM score. In addition to quantitative data in the form of increasing students' English writing scores, the volunteers also distributed questionnaires that asked students' perceptions after learning using the Genre Based Approach. From the answers to the questionnaire it can be concluded that GBA cognitively adds to their insights and this insight can be used for ideas in writing and affectively GBA makes them interested and challenged to write.

Methods to improve the effectiveness and quality of teaching the disciplines of the architectural and artistic profile (experience of Libya)

The article analyses the methods of teaching the disciplines of the architectural and artistic profile in Libyan higher educational institutions. The research objectives address the close-open survey that outlines the methods currently used in the educational process, selection of the most efficient teaching strategies, and development of the recommendations for the teachers of architectural and artistic disciplines to use combined teaching methodology. For the study, we analyzed 30 recent scientific papers devoted to the problems of the organization of architectural education in Libyan higher educational institutions and abroad including China, Spain, Turkey, Egypt, India, Pakistan, Poland, and UK. We applied a number of research methods including interdisciplinary literature review, generalization of research results on the existing requirements to architectural education and the peculiarities of its organization. Also, we used teachers survey with close-open ended questions to collect objective data on teaching methodology. The survey was conducted among 187 faculty members with different teaching experience in different Libyan higher educational institutions that train future architects during one academic year. All of them participated in the survey voluntarily and answered the questions objectively and openly to further elaborate the appropriate recommendations for the enhancement of educational process. The findings demonstrate that effective and qualitative educational process requires combination of different teaching strategies and methods. The use of combined methodology depends on many factors such as students’ needs, learning objectives, peculiarities of educational environment, employer’s requirements, and pedagogical mastery of teachers. The research proves that the effective teaching methods are productive, informative, satisfying, interactive, innovative; they must consider interdisciplinary links and contribute to improvement of integrated professional competency as well as soft skills. The research resulted in elaboration of recommendations for the teachers to apply combined methodology in teaching the disciplines of the architectural and artistic profile

Teacher's Mastery Experiences on Coping with Stress at Work Place among the Public Secondary School Teachers in Mathare Sub- County, Nairobi, County, Kenya.

Teacher's Mastery Experiences on Coping with Stress at Work Place among the Public Secondary School Teachers in Mathare Sub- County, Nairobi, County, Kenya.

The policy and practice of mathematics mastery: The effects of neoliberalism and neoconservatism on curriculum reform

AbstractThis paper explores how the twin processes of neoliberalism and neoconservatism work together on, and through, curricula and their associated pedagogies. It bridges the gap between policy and classroom practice, focusing on the particular example of the school subject of mathematics and the notion of mastery, operationalised in the English education system as Teaching for Mastery (TfM). From this context, it develops a theoretical argument using Dean's analytics of government as part of a broader Foucauldian frame, to analyse how TfM is constructed as a particular policy truth. It then shifts the analysis from a wide, social one to the individual classroom level using a psychological argument to critique TfM in its own terms, examining the onto‐epistemological nature of mathematics as a subject. In doing so, it explores ways in which mastery might be problematic in classrooms, even whilst appearing to offer a solution at policy level to long‐standing problems in English schooling. The aim is not to suggest that TfM has nothing to offer, but to point to ways in which it draws on the psychology of teaching and learning in a very particular manner, inscribing pupils with very specific mathematical subjectivities. By providing this insight into how neoliberal policy positions play out at practitioner level via curricula and pedagogies, the paper raises questions which are philosophical, political, and ethical, regarding the potential effect of TfM on teachers' and pupils' experiences of mathematics in schools, including implications for equity of this experience amongst the latter.