Teacher Performance Research Articles

Harmony of Transformational and Transactional Leadership Styles towards Positive Change in Teachers’ Motivation, Attitude, and Performance

This study aimed to establish correlations using a correlational research design. It was guided by the Full Range Model which emphasizes the effectiveness of combining transformational and transactional leadership. A sample of 134 public elementary and secondary school teachers from 21 schools in Calauan Sub-Office, Laguna Province, was surveyed to examine these relationships. The instrument used was a researcher-made survey-questionnaire which underwent multiple validation stages. Based on the results, there was a very high level of transactional and transformational leadership styles among school heads, positively correlating with teachers' motivation, attitude, and performance. Specifically, transactional leadership behaviors such as contingent rewards and active management significantly influenced these factors, along with transformational leadership dimensions of idealized influence, inspirational motivation, intellectual stimulation, and individualized consideration. These findings emphasize the critical role of leadership in fostering positive teacher outcomes. Recommendations include the investment in leadership development programs focusing on expanding beyond transactional approaches towards transformational leadership. Initiatives should sustain and deepen transformational practices, capitalize on teacher motivation and positive attitudes, and reinforce effective performance through targeted interventions and continuous professional development.

EXAMINING UNIVERSITY TEACHERS’ AND STUDENTS’ AWARENESS & ACCEPTANCE ABOUT CULTURALLY RESPONSIVE TEACHING

This research examines awareness and acceptance of culturally responsive teaching (CRT) amid university teachers and students, aiming to elucidate its implications for educational practice and policy. This qualitative study seeks to explore the awareness and acceptance of CRT among university teachers and students, shedding light on the nuances of their perceptions and experiences. Through thematic analysis of participant interviews, this study explores how CRT is understood & integrated into teaching practices across diverse disciplines. Findings show that varying levels of awareness among educators, highlighting importance of professional development & institutional support in promoting effective CRT implementation. Student viewpoint underline effect of culturally related pedagogy on engagement and academic performance of teachers. Ultimately, research underscores CRT's potential to foster inclusive learning environments & prepare students for diverse global contexts, leading to debates on equity and social justice in education. Thus, by exploring knowledge, acceptance and execution of CRT in educators & students of university, this research pinpoint strengths and weaknesses of implementing CRT principles into university teaching and learning endeavors.

The Relationship between Self-Concept and Job Satisfaction on the Performance of Private High School Teachers

This study aims to find out and analyze: (1) The relationship between self-concept and teacher’s performance, (2) the relationship between job satisfaction and teacher’s performance, (3) the relationship between self-concept and job satisfaction together on teacher’s performance. This study is quantitative research with partial correlation and multiple correlation methods. This research was conducted at a private high school in Seberang Ulu 1 District, Palembang with 89 teacher respondents. Data collection techniques are in the form of questionnaires and documentation. The validity test uses the validity of the construct while the reliability test uses Cronbranch Alpha. The prerequisite test for analysis uses the normality test, linearity test, multicollinearity test and the data are analyzed using partial correlation analysis and multiple correlation followed by the t-test. The results of this study showed that there was a significant relationship between self-concept and job satisfaction on the performance of private high school teachers in Seberang Ulu 1 District, Palembang with a correlation value of 0.533, the simultaneous contribution or contribution of self-concept and job satisfaction variables to teacher’s performance was 28.4% while 71.6% was determined by other variables.

THE INFLUENCE OF COMPETENCE AND INTERNAL COMMUNICATION ON LECTURER PERFORMANCE AT PRIVATE UNIVERSITIES IN MEDAN CITY

The tight competition among private universities in Medan City, especially at the postgraduate level, leads to an increase in quality based on the quality of lecturers. Lecturer performance is critical to improve the quality of graduates. Several variables affect teacher performance. This study focuses on lecturers who teach master's and doctoral programs at private universities in Medan City. The number of respondents in the survey was 255 lecturers. The structured equation model was used to process the data of this study. The results of this study indicate that the variables of competence and job satisfaction significantly affect lecturer satisfaction; the variable of job satisfaction mediates the effect of competence on lecturer performance. Job satisfaction is the most dominant factor affecting teacher performance, while internal communication does not significantly affect teacher performance.

The Effectiveness of Teacher Professional Development Program on Classroom and Behavior Management: A Systematic Review

Aim. This study aims to investigate the effectiveness of teacher professional development programs in enhancing classroom management and student behaviour control. Methods. Conducted through a systematic review, this research examines empirical studies published between 2016 and 2022. The focus is on evaluating the impact of professional development programs on teachers' abilities in classroom management and behaviour control. Results. The findings of the study reveal a positive correlation between participation in professional development programs and improvements in classroom management and behaviour control. Specifically, teachers' knowledge and skills in these critical areas are enhanced through such programs. Furthermore, the research demonstrates positive effects on student performance and achievement as a direct result of improved classroom management. Conclusion. This study contributes to the existing body of knowledge by providing empirical evidence of the effectiveness of teacher professional development programs in enhancing classroom management and student behaviour control. By synthesising findings from multiple studies, the research adds depth to our understanding of the relationship between professional development and teacher performance.

The influences of teachers’ intercultural competence on teaching performance and international student engagement: The mediating role of teachers’ transformational leadership

The purpose of this study is to investigate the formational mechanism of how teacher intercultural competence affects teaching performance and international student engagement. A quantitative survey was designed to collect and analyze data from 400 international undergraduate students in China and Thailand. The partial least squares structural equation modeling (PLS-SEM) as a technical approach was employed to analyze the relationships of the variables between conceptual constructions. The results from the PLS-SEM found that the direct contributions of teacher intercultural competence to teaching performance and international student engagement are insignificant. However, the direct influence of intercultural competence on transformational leadership is positive and significant. Moreover, the findings indicate that teachers’ transformational leadership plays a positive and significant role in mediating the effects of intercultural competence on teaching performance and international student engagement. The findings have practical implications for educational policymakers or university administrators in the field of teacher education and professional development. To improve the outcomes of higher education, teacher intercultural competence is suggested as a crucial part of teacher education and professional development. More inclusive and effective academic settings can be promoted by the development of teachers’ intercultural competence.

Pengaruh Kepemimpinan dan Motivasi terhadap Kinerja Guru dan Pegawai pada Sekolah Menengah Pertama Kemala Bhayangkari 01 Makassar

This research aims to find out how much influence leadership has on the performance of teachers and employees and how much influence motivation has on the performance of teachers and employees at Kemala Bhayangkari 01 Makassar Junior High School. The type of research used is quantitative analysis, namely the author describes the results of observations and analyzes data obtained in the field using multiple linear regression. Based on the research results, it shows that the performance of employees at Kemala Bhayankari 01 Makassar Junior High School is generally still in the medium category. The existence of employee performance in the medium category is caused by the leadership and employee motivation variables at Kemala Bhayankari 01 Makassar Junior High School which are still in the medium category and the benefits of internal and external motivation have not been optimal for the entire employee performance process, leadership makes a significant contribution in a positive direction. This means that the leadership variable influences employee performance improvement. The increase in employee performance caused by leadership variables was 62.3% while the remaining 37.7% was explained by factors other than leadership variables. Thus, this shows that leadership variables are important to pay attention to in explaining employee performance.

Impact of Instructional Supervision Strategies on Teacher Performance in Hinabangan Samar District 1

The effectiveness of instructional supervision strategies on teacher performance is a critical area of educational research. This study aimed to determine the effectiveness of different instructional supervision strategies employed by school heads and their impact on the instructional performance of teachers in the Hinabangan Samar District I. This study utilized the descriptive-correlational research design using the researcher-developed survey questionnaire administered to 81 public school teacher-respondents who were randomly sampled. The high effectiveness of school heads' instructional supervision practices in the Hinabangan Samar District I as evidenced by a composite mean of 4.82 highlights the positive influence of strong leadership and supportive practices. The very high positive correlation observed in the Hinabangan Samar District I reinforce the importance of robust supervision systems in educational settings. School heads should prioritize regular classroom observations, provide constructive feedback, and offer professional development opportunities. Additionally, fostering a collaborative culture among teachers can further enhance the effectiveness of instructional supervision.

Why Do You Want to Be a Teacher? A Natural Language Processing Approach

Heightened concerns about the health of the teaching profession highlight the importance of studying the early teacher pipeline. This exploratory, descriptive article examines preservice teachers’ expressed motivation for pursuing a teaching career. Using data from a large teacher education program in Texas, we use a natural language processing algorithm to categorize into topical groups roughly 2,800 essay responses to the prompt, “Explain why you decided to become a teacher.” We identify 10 topics that largely reflect altruistic and intrinsic (although not extrinsic) reasons for teaching. The frequency of topics varied substantially by preservice teacher gender, race/ethnicity, and certification area. Intrinsic enjoyment of teaching and experiences with adversity predicted higher clinical teaching performance and lower attrition as a full-time teacher.

Optimalisasi Mutu Pendidikan melalui Administrasi Personalia yang Efisien: Pilar Utama Keberhasilan Institusi Sekolah

The quality of education in schools is largely determined by the effective management of educational and administrative staff. Personnel administration, which involves recruitment, training, career development, and performance evaluation, plays a pivotal role in ensuring that human resources (HR) in schools operate efficiently. Effective HR management enhances teacher performance and fosters a positive work environment, directly contributing to improved educational quality. Conversely, poor HR administration can lead to low teacher motivation, high turnover, and declining academic standards. As modern curricula and technological advancements evolve, personnel administration must adapt to ensure continuous professional development and well-being for educators. This article investigates the significance of personnel administration in improving school quality. By reviewing recent literature, it explores how recruitment, training, and performance evaluation processes impact teaching quality and student outcomes. The analysis also provides recommendations for policymakers to strengthen HR management in schools, ensuring sustained educational excellence. Structured personnel administration is shown to be essential for motivating teachers, enhancing performance, and ultimately raising the overall standards of education.

Nurse academics and the teaching of undergraduate nursing numeracy: A cross-sectional study of self-reported confidence and anxiety

BackgroundNumeracy and mathematics are terms that can cause anxiety, not only in students, but this emotion can also be experienced in teachers. Anxiety can inhibit teacher performance and is correlated with low self-confidence. The anxiety felt by school teachers when teaching mathematics is widely reported, however, the self-reported confidence and anxiety levels of nurse academics when teaching numeracy concepts to undergraduate nursing students has never been studied. AimTo explore and analyse Australian nurse academics' self-reported confidence and anxiety levels when teaching nursing numeracy to undergraduate nursing students. DesignCross-sectional survey. SettingAustralian universities that provide an undergraduate nursing degree leading to nursing registration. ParticipantsAustralian nurse academics employed either permanent full time or part time; casual /sessional; or on a fixed term contract, who teach nursing numeracy and medication calculations to undergraduate nursing students. MethodsA combination of convenience and purposive sampling was used to recruit Australian nurse academics (n = 170). Data were collected between Nov 2023 and Feb 2024 using an online survey platform. ResultsAlmost 50 % of participants self-reported feeling either not confident or somewhat confident and very or somewhat anxious when teaching nursing numeracy. There were no significant differences in overall confidence and anxiety based on demographic variables, indicating this is a widespread issue. A non-significant trend towards level A academics experiencing higher anxiety and less confidence was noted. ConclusionsA significant proportion of students are being taught nursing numeracy by nurse academics who lack confidence and experience anxiety, which can be transferred to students, affecting learning and performance. The downstream consequences are potentially poor numeracy skills in students and compromised patient safety. Strategies that have been effective in reducing school teachers' anxiety could be used to support nurse academics.

School Administrators Communication Skills on Teachers Performance in Government-Supported Secondary Schools within Butambala District, Uganda

Effective communication is essential in fostering a conducive learning environment within educational institutions. This study aimed at examining the connection of communication skills of school administrators on the performance of teachers within government-supported secondary schools of Butambala District. In Particular, the objectives were; to establish school administrators` and teachers` level of awareness about communication skills; analyze the impact of volume and tone on teachers` and examine the connection of active listening on teachers` performance amidst government-supported secondary schools within Butambala District. A cross-sectional research paradigm involving qualitative as well as quantitative approaches were employed. 86 respondents were utilized as the sample size for this study. The study revealed that a number of different communication skills have been adopted and utilized by the school administrators and teachers within the different selected government- supported secondary schools in Butambala District. The research uncovered that volume and tone has a statistically strong positive, significant impact on teachers’ performance among government-supported secondary schools of Butambala District. Additionally, the study found out an existence of a statistically strong positive, significant connection between active listening and teachers’ performance among government-assisted secondary schools within Butambala District. The study concludes that school administrators’ communication skills in form of volume and tone as well as active listening, has a statistically significant association with performance of teachers within government-assisted secondary schools amidst Butambala District. Therefore, a remarkable increase in the different forms of school administrators’ communication skills resultantly leads to an improvement in teachers’ performance among government-facilitated secondary schools of Butambala District. The study recommends that schools’ administrators should enhance their communication skills, thereby creating a more supportive, collaborative, and productive environment for teachers. Effective communication fosters trust, promotes engagement, and enhances overall teacher performance, contributing to a more successful school community in government-aided secondary schools in Butambala District.

Impact of Succession Planning on Employees Performance: Mediating Role of Employees Engagement and Job Demands

This study investigates the relationships among succession planning practices (SPP), employee engagement (EE), job demands (JD), and employee performance (EP) within the higher education landscape of Pakistan. Utilizing a survey-based approach, the research focuses on teaching staff as the primary sample group. A sample of 312 teaching professionals was obtained from various higher education institutions. Data collection involved self-administrative questionnaire, and structural equation modeling (SEM) utilized to analyze the study hypotheses. The findings indicate significant impact of SPP on EP, with EE and JD identified as significant mediating factors in this association. Importantly, all hypothesized relationships are empirically supported, contributing substantively to the academic understanding. The study advocates for the adoption of robust succession planning mechanisms by university administrations to optimize teacher performance. Furthermore, it highlights the necessity of agile policymaking to facilitate internal talent mobility and mitigate reliance on external recruitment. Moreover, the research underscores the importance of effective talent management strategies in addressing unforeseen retirements, offering cost-efficient alternatives to recruitment and development while nurturing internal career progression pathways.

Influence of Principals’ Promotion of E-Learning Teacher Training on the Performance of Teachers in Public Secondary Schools in Migori County

Influence of Principals’ Promotion of E-Learning Teacher Training on the Performance of Teachers in Public Secondary Schools in Migori County

The AMATUS Dataset: Arithmetic Performance, Mathematics Anxiety and Attitudes in Primary School Teachers and University Students

The AMATUS Dataset: Arithmetic Performance, Mathematics Anxiety and Attitudes in Primary School Teachers and University Students

The Role of Participatory Management in Improving Teacher Performance and Student Achievement

This study explores the role of participatory management in fostering collaborative school cultures and its impact on improving teacher performance and student achievement. Collaborative school cultures, characterized by shared decision-making and collective responsibility, are essential for creating environments conducive to professional growth and enhanced learning outcomes. Participatory management, which emphasizes the involvement of teachers and staff in decision-making processes, is a key mechanism for cultivating such cultures. This research examines how participatory management practices influence teacher motivation, job satisfaction, and professional development, ultimately contributing to improved performance in the classroom. Furthermore, it investigates the connection between collaborative cultures and student achievement, exploring how teacher collaboration, professional learning communities, and joint problem-solving enhance instructional quality and student outcomes. Using a mixed-methods approach, data were collected through surveys, interviews, and classroom observations in a sample of schools implementing participatory management strategies. The findings reveal that schools with strong collaborative cultures experience higher levels of teacher engagement, professional commitment, and instructional innovation, which positively impact student academic performance. This study underscores the importance of participatory management as a strategic approach to building collaborative school cultures that support both teacher and student success. The implications of these findings suggest that educational leaders should prioritize inclusive decision-making practices and foster environments where teachers can collaborate, share expertise, and work towards common educational goals. The study concludes with recommendations for policymakers and school administrators to adopt participatory management frameworks as a means to improve overall school performance and create sustainable, high-achieving learning communities.

Relationship between Democratic Leadership Style and Students’ Academic Performance in Garissa Township, Garissa County

Most parents tend to attribute the poor performance of their children to the head teacher’s leadership style. The study sought to find out the relationship between democratic leadership style and students’ academic performance in Garissa township, Garissa County. This study was guided by Contingency and performance theory based on quantitative approach to collect data. The study adopted a correlational research design that sought to measure the relationship between the variables. The study targeted a population of 750 teachers and head teachers from 30 public secondary schools in Garissa Sub County. The sample was 200 participants consisting of 192 teachers and 8 head teachers. The sample was obtained through stratified sampling to establish the number of head teachers and teachers to be included in the study sample. Simple random sampling was used to select 8 head teachers from 30 schools and 192 teachers from 720 teachers. Questionnaires were used; one for teachers and another for head teachers to collect data. Pilot study was carried out in two neighbouring schools which were not included in the study. The data was analyzed quantitatively using both descriptive and inferential statistics. The study established that leadership styles of Headteachers will influence performance of teachers. The data further shows that many teachers in the current schools have not stay long also these may be to some extent contributing to in experience to handle learning hence low academic performance. The study recommended that head teachers ought to be given refresher courses on appropriate leadership styles to be applied in their institutions. Sensitization is essential on mutual participation by all to meet the organizational targets. More so headteachers need to be aware of participatory leadership.

Educational Management from the Constructivist Perspective to Improve Teaching Performance in Educational Institutions

The objective was to propose an educational management model from the constructivist perspective to improve teacher performance in primary and secondary education institutions. The research was basic, quantitative approach, non-experimental design, cross-sectional and descriptive-propositional in scope. The sample consisted of 92 teachers from an educational institution in Lambayeque, Peru. The results obtained in the surveys place teacher performance at a low level in all its dimensions: preparation for student learning (60.90%); teaching for student learning (70.70%); participation in the management of the school articulated to the community (66.30%); and development of teacher professionalism and identity (64.10%). Similarly, the information obtained regarding the management of the educational institution allows it to be classified as deficient in the four dimensions: organizational, (59.80%); administrative, (57.60%); pedagogical-didactic (60.90%) and community (62.00%). It was concluded that proposing an educational management model from the constructivist perspective will contribute to improving teacher performance in primary and secondary education institutions, which was validated by the criteria of five experts.

Competencias investigativas en docentes de ciencias de la salud

Teaching is a task that usually requires scientific research because, from it, knowledge is strengthened not only in the area of teaching performance but also in the development of pedagogical strategies. Considering these ideas, this article has proposed as a general objective, to characterize the research competencies of Health Sciences teachers in universities in Ecuador. In its methodological orientation, it is descriptive research with a documentary design that uses known databases, including Dialnet, Google Academic, and Scielo. Thus, authors and research are selected concerning the dimensions of teaching research competencies, that is, research, publications, methodological expertise, and digital literacy. Subsequently, the results are presented in categorical tables or analytical matrices that contrast the theoretical elements with some realities of universities in the country, specifically in the health area. Among the study findings, the need to strengthen teachers' research skills is specified based on their scientific production, the number of publications, and their task in terms of forging the student profiles they are in charge of in the classroom. It concludes with the projection of the desired teaching profile, in terms of skills for research in the field of health, which is pertinent to promote in higher education centers in Ecuador.

Principal Leadership and Teacher Performance Improvement: Findings from a Case Study in Wajo Regency

This study aims to explore the role of the school principal as a teacher leader in enhancing teacher performance at UPTD SDN 360 Anabanua, Maniangpajo District, Wajo Regency. Using a qualitative case study approach, data were collected through in-depth interviews with the school principal and selected teachers, observations, and document analysis. Findings indicate that the school principal plays a pivotal role in enhancing teacher performance by offering continuous motivation, personalized guidance, resource provision, and emotional support. These leadership practices foster a positive work environment, contributing significantly to improved teacher performance and student outcomes. The study underscores the school principal's role as a transformative leader, essential for driving educational quality improvements in elementary schools. The findings suggest that investing in leadership development for school principals could be a key strategy to advance educational excellence