Teacher Performance Research Articles

Factors Associated with Student Feedback to Teachers in Quality Assurance in Iraqi Kurdistan

Over the past few decades, the quality of education has emerged as a critical strategic concern in tertiary education institutions worldwide. University managers’ daily tasks now include comparing educational outcomes and rankings, for which quality assurance is significant. Quality assurance incorporates three separate but interdependent elements including student feedback to teachers, teacher portfolios, and continuous academic development. Student feedback concerns the quality and effectiveness of teaching and teacher performance. University instructors often complain about the grades and feedback they gain from students and reckon that the grades are based on students’ rate of success and teachers’ intimacy with students, rather than on teachers’ performances. Therefore, this study is devoted to investigating student feedback and the factors that determine the quality of feedback provided to instructors. To this intent, the study follows the principles of mixed methods in data collection and analysis; using self-reported questionnaires, instructor feedback scores in quality assurance, and student rates of success for each module as well as using IBM SPSS 25 and thematic analysis. The participants include university students and instructors selected from a public university in the Kurdistan Region of Iraq. The study assumes that three factors play a significant role in determining the level of feedback including the rate of success, instructors’ intimacy and rapport with students, and the quantity of material provided to students. The study concludes with far-reaching implications for higher education institutions in the Kurdistan Region of Iraq.

AS PRÁTICAS PEDAGÓGICAS MEDIANTE AS REPERCUSSÕES DA APLICABILIDADE DAS TECNOLOGIAS

In recent years, the growing emphasis on teacher training and performance has revealed the urgency of critical and necessary actions. The rapid expansion of Information and Communication Technologies (ICTs) in the educational field not only highlights, but also intensifies, the widespread lack of preparation of many teachers in the face of the new possibilities that these technologies introduce into pedagogical practices. This study proposes an in-depth reflection on the impact of digital technologies on teachers' pedagogical practices, focusing on pedagogical innovations that emerge from classroom practices. The bibliographic research undertaken to support this study reveals that teachers recognize the pressing need for training courses that not only provide technical experiences, but also develop pedagogical dimensions in an integrated manner. Thus, teachers are required to master the curricular content and carry out a critical appropriation of ICTs, aiming to promote qualitative transformations in pedagogical practices. This integration makes it possible to combine pedagogical activities with digital technologies, promoting not only creativity and autonomy among students, but also encouraging deeper reflection on the dynamics of learning. However, by establishing this harmony between curricular knowledge and ICTs, teachers can foster an educational environment that truly takes advantage of the potential of new technologies to enrich and diversify the teaching-learning process.

Development and maturation of school principals’ viewpoint of physical education's value to the academic mission

School principals are responsible for leadership toward meeting an academic mission predicated on student achievement in core subjects. Socialization experiences of principals relative to physical education (PE) may impact their perception of PE's academic value. Our purpose was to investigate the development and maturation of school principals’ perspective of the value of PE to their school’s academic mission. Eleven principals completed two in-depth interviews about their perception of PE's value to their school's academic mission. Interviews occurred prior to and following their PE teacher participating in extended professional development. Principals observed and assessed the teaching performance of their current PE teacher on two separate occasions between interviews. Occupational Socialization Theory guided inquiry and analysis. Principals’ positive and negative experiences during K-12 influenced their beliefs about the value of PE to the academic mission and were evident in performance expectations of their respective PE teacher. Professional training had little effect, but instructional leadership interactions with their PE teacher impacted principals’ beliefs about PE's value to the school’s academic mission. Positive changes in principal perceptions about the academic nature of PE were noted over the course of the study. Principal preparation programs offer little guidance in supporting PE. Opportunities to observe and reflect upon best practices with PE teachers may positively alter their beliefs. More guidance on evaluating teachers of specific content areas such as PE is warranted, and PE teachers may offset marginalization by engaging their principal about best practices that align with and support the school’s academic mission.

Influence of Supervisory Strategies on Performance of Teachers: An Empirical Study of Secondary Schools in Mandera West Sub-County, Mandera County, Kenya

Influence of Supervisory Strategies on Performance of Teachers: An Empirical Study of Secondary Schools in Mandera West Sub-County, Mandera County, Kenya

Self-reflecting strategies applied by EFL high school teachers for teaching quality improvement

ABSTRACT Recent studies in Vietnam found that metacognitive strategies were employed with consistent practice to enhance student learning outcomes significantly. Positive perceptions of reflective teaching practices contribute to teachers’ professional development regarding teaching quality and student outcomes. This study aimed to examine common self-reflecting strategies that were most frequently implemented in the teaching process to improve teaching quality. The tools of the questionnaire and semi-structured interviews were employed to collect quantitative and qualitative data for this descriptive study. The participants were EFL teachers teaching at high schools in most of the provinces in the Mekong Delta. The research findings showed that teachers perceived common strategies of self-reflecting, although they did not often apply them in their teaching performance. Regarding this, they focused on implementing peer observation, students’ feedback, and teachers’ diaries instead of video – audio recordings in their teaching. Some pedagogical implications and research suggestions about the effectiveness of the application of self-reflecting strategies in improving teachers’ teaching or developing their profession were proposed in the study.

The Managerial Competence of School Principals in Improving the Quality of Secondary Education

Improving student learning outcomes depends on teacher involvement in learning and the principal's good managerial competence in carrying out managerial functions in the school environment. This research aims to find information about the principal's plan to improve the quality of education in Banda Aceh City State Middle Schools and to describe the managerial function of school principals in enhancing the quality of education in Banda Aceh City State Middle Schools.This research uses a field research approach, namely research, where researchers go directly into the field to look for materials close to the truth. The study was conducted directly at State Middle Schools in Banda Aceh City, namely State Middle School 1 and State Middle School 12 in Banda Aceh City. The results of the research prove that the managerial competence possessed by school principals at SMPN 1 and SMPN 12 Banda Aceh City has so far been the basis or guide in the process of placing school principals, which is based on planning ability, organizing ability, ability to carry out school activities and ability to carry out supervision of every activity at school. School principals who have reliable managerial competence can influence progress in the educational environment, teacher performance, the effectiveness of school governance, and the achievement of better educational outcomes.

Predictor factors for teacher innovative behavior during curriculum reform: The role of cognitive flexibility, positive affect, and negative affect

Teacher innovative behavior is a key capability for maximizing teacher performance as well as the student learning process, especially when teachers face new changes in their education system such as curriculum reform. However, insufficient attention has been given to understanding the interaction of predictor factors to encourage teacher innovative behavior. This study aims to assess the role of cognitive flexibility, positive affect, and negative affect in predicting teacher innovative behavior. A cross-sectional and quantitative design was used for this study. The data collection procedure used convenience sampling, with questionnaires distributed online via social media through several teacher communities. Three instruments were used: the Teacher Innovative Behavior Scale, the Cognitive Flexibility Inventory, and the Positive Affect and Negative Affect Schedule. Data were collected from 322 teachers from three educational levels. Descriptive analysis, correlation analysis, and hierarchical multiple regression analysis were conducted. The result showed that cognitive flexibility and positive affect positively predict teacher innovative behavior. On the other hand, negative affect negatively predicts teacher innovative behavior. Regarding the model, the result indicates that cognitive flexibility plays a more crucial role in predicting teacher innovative behavior, explaining 28,1% of the variance in the model. Researchers and policymakers could use the outcome to create future research, policies, and programs to enhance the capabilities of teachers to perform innovative behavior, especially during the educational system’s changes.

Teachers’ Stress Level as a Correlate of Deviant Behaviours among Form Two Students in Machakos County, Kenya

Deviant behaviors among secondary school learners have continued to be a global issue and Machakos County is not exceptional. There are limited Studies showing the relationship between teacher level of stress and students’ deviant behaviors. This study was designed with the aim of exploring whether students’ tendency to engage in deviant behaviors is related to teacher levels of stress. The Cultural Deviance theory by Shaw and Mckay which views deviant behavior as a result of escape from freedom was used. The researcher used a correlational research design. The target population was 53 public secondary schools with 280 teachers. The study’s locale as well as the targeted schools were purposively selected. The sample from which data was gathered comprised of 160 teachers. The number of participants in each school was sampled proportionately. Stratified sampling technique helped in grouping the schools into distinct categories from which sample size was drawn from. The questionnaire which the researcher adapted from an existing instrument was filled to yield the data for the research. Piloting was done before the main data collection exercise to ascertain the validity of the adapted tool and enable testing the appropriateness of the data analysis technique. Quantitative data was analyzed through Statistical Package for Social Sciences (SPSS) (Version26). Pearson product moment correlation was applied to test the null hypothesis. The study found out that the higher the levels of teacher’s stress the higher the student’s deviant behavior and the lower the levels of the teacher stress the lower the student’s deviant behavior (152) =.49, p=00. The study concluded that teachers’ gender and working experiences were not significant predictors of students’ deviant behavior. The R Square value indicated that the predictor variable (teacher level of stress) accounted for about 53% of the total variance in students’ deviant behavior. The study recommended that there was need to effectively implement teacher performance, appraisal, and development fully and facilitate capacity building to ensure that the teachers’ efficacy skills were improved to reduce students’ deviant behavior in secondary schools.

Empowering Educational Leadership: The Role of Principal in Enhancing Learning Quality and Teacher Performance

This study analyzes how principal leadership can manage their teaching staff to improve the quality of learning and their performance in schools. This study uses a qualitative approach to the case study type. Data collection techniques are carried out through interviews, observations, and documentation. Data analysis uses the Miles and Huberman interactive model, which consists of data reduction, presentation, and conclusion. The study results indicate that effective principal management involves several main stages, namely planning teacher performance development programs, developing clear strategies, and scheduling integrated with the school's academic calendar. Principals who successfully implement this management can consistently improve teacher performance, which improves the quality of learning in schools. In addition, the principal's provision of rewards and sanctions has proven to be an effective motivator for teachers to continue improving their performance. This study is expected to significantly contribute to the literature on educational management by highlighting the importance of the role of the principal in improving the quality of learning through effective management.

The Effect of Dorminatory Environment and Character Development on Student Motivation at Bumi Kartika Asri Jatinangor

This Study Entitled The Influence Of Competency And Teacher Performance On Student Learning Motivation In Muhammadiyah 6 Bandung Middle School. This research is conducted on the basis that the competencies that must be possessed by the teacher as the mandate of the Law and the performance of the teacher both in educating, guiding and teaching students will have a positive impact on the formation of student motivation. The purpose of this study was to see the effect of teacher competency and performance on student learning motivation. The research method used is descriptive quantitative method as a lot of research demanded to use numbers, starting from data collection, interpretation of the data, and the appearance of the results, but in the final results a descriptive description of the final conclusions from the calculation of the numbers is clearly explained. The final results of this study are looking at the effectiveness of teacher competencies, looking at teacher performance and student motivation so far in the field. And the main outcome of this study is to see how much influence the competence and performance of teachers have on student motivation seen from the results of the analysis data using SPSS 23.

The Influence of Leadership and Work Environment on Work Motivation and Its Impact on Teacher Performance at State Senior High School 14 Palembang

This study aims to determine and analyze the Influence of Leadership and Work Environment on Work Motivation and its Implications on Teacher Performance both directly and indirectly. The research method was conducted quantitatively using descriptive-correlation research to assess the relationship between the variables studied. The study was conducted using a validity sample of 49 people taken from the total population. The results of this study indicate that Leadership (X1) has a positive and significant effect on Work Motivation (Y1); Work Environment (X2) has a positive and significant effect on Work Motivation (Y1); Leadership (X1) has a positive and significant effect on Teacher Performance (Y2); Work Environment (X2) has a positive and significant effect on Employee Performance (Y2); Work Motivation (Y) has a positive and significant effect on Teacher Performance (Y2)

The Influence of Competence and Motivation on Teacher Performance at Mekarwangi Lembang High

The purpose of this study was to analyze “The Effect of Teachers” Performance at SMA Mekarwangi Lembang in West Bandung Regency” the number of samples used in the study were 33 teachers. The researchmethode used was the Descriptive Method (Descriptive Survey) and the Verification Method (Verification Survey). The Results of the analysis and discussion showed that the Competency Variables (X1) of the Teachers of SMA Mekarwangi Lembang High school in West Bandung Regency are in the good category, but there were still weak aspects namely the teacher does not have a hefty character and easily deterred nature and it can be influenced by negative circumstances challenges in all situations and then teachers should look neat, polite also in accordance with the rules made and agreed by the school. Motivation Variables (X2), the teachers of Mekarwangi Lembang in West Bandung Regency are in the good category, however there were still some week aspects, namely work motivation appeard because of a strong urge to find positions in groups and in achieving predetermined target, while variabels Teacher Performance (Y) in SMA Mekarwangi Lembang West Bandung Regency was in the good category, however there were still weak aspects, namely having initiatives that are useful in helping to solve better and skilled work in comepleting work competencies that must be in the teacher, inpluential to word the performance off teachers at SMA Mekarwangi lembang in west Bandung Regency, this means that the more competencies possessed by the teacher is good, the beatheer the teacher’s performance on the contrary the lower the competency the teacher has, the teacher’s performance is getting weak. Teachers work’s motivation influenced the teachers ferpormens at SMA Mekarwangi Lembang West Bandung Regency. This means that the more the teacher work motivation is high, the better the teacher’s performance on the contrary the lower the motivation off the teacher’s work, the teacher performance is getting weak. There was signifcance simultaneously competency effect thet is owned by the teacher and the teachers’ work motivation, the teacher’s performance is getting better as always Conversely the lower the competence and motivation of the teacher’s work, the teacher’s performance is getting weak. Based on the finding of the research above, the researcher provided the following suggestions: 1. For teachers that should the competencies that have been owned be the main capital in teaching so that students are fulfilled their rights to learn according to the competencies that are in demand, and existing motivation is further strengthened to obtain better performance in achieving the goals to be accomplished. 2. To Principal that should be more nurturing with teacher supervision periodically soi that it can be monitored properly and provide a good stimulus to teachers in the form of reward and punishment in the form of periodic salary increases, additional structural positions, and more educating punishment to further improve the quality of teacher’s.

An empirical study on the relationship between emotional labor and work performance among university teachers.

This study is based on the theory of emotional events and explores the relationship between emotional labor and the job performance of university teachers. Relevant data was obtained through a questionnaire, and a structural equation model was constructed for path analysis. The study found that the surface performance of university teachers has a significant negative impact on relationship performance and task performance; deep performance and proactive authenticity of university teachers have a significant positive impact on relationship performance, task performance, and adaptability performance, respectively; the passive reality of university teachers has a significant negative impact on relationship performance, task performance, and adaptability performance. Based on research findings, this study proposes suggestions for the performance evaluation mechanism of university teachers, including improving the recruitment methods, increasing the emotional labor assessment and incentive mechanism, focusing on alleviating negative emotions of teachers, strengthening the awareness guidance and education of school management and teachers on emotional labor, establishing training courses on emotional labor for teachers, arranging various activities reasonably, and creating a good working atmosphere. Ultimately, these suggestions aim to help university teachers recognize the significance of emotional labor, promote their educational and teaching work, and provide new methods and paths for improving the work performance of university teachers.

Analysis of Organizational Culture in Improving the Performance of Educators and Educational Staff at Tanggamus Islamic Education College

This study aims to implement an organizational culture to support the achievement of set goals. Specifically, the study aims to analyze how implementing organizational culture enhances performance, as well as identify the factors that support and hinder this process. The research approach used in this study is descriptive qualitative. Collecting data from field studies is a crucial part of every research project. Data for the study was gathered through interviews, documentation, and observation. Educators and education staff may benefit from examining corporate culture, according to the study's findings. To be responsible, one must be free and independent, and one must also comprehend the duties of one another. Leadership: The organization's objectives and standards are laid out in a clear and concise manner. Incentives like pay raises and promotions are part of the reward system. How much horizontal or vertical communication there is depends on the communication system. The results of this study point to the importance of leadership in raising the efficiency and effectiveness of school staff and teachers. As a theoretical framework or point of reference, the results of this study can be used by universities to improve the performance of education workers and instructors. Furthermore, the researcher found that to establish a higher education institution operating in the Islamic field, universities must overcome both supportive and inhibiting factors. They also need the assistance of competent teaching and education personnel to implement quality enhancements, thereby creating a superior higher education institution.

Building relationships: A perspective on how to achieve teaching success in study abroad programs

Study abroad programs have become increasingly popular in recent years as vehicles to prepare students for the global work environment. This paper describes a perspective on how to maximize teaching effectiveness in these programs via developing personal relationships. Based on the teaching of a Principles of Marketing course in Florence, Italy, the author discusses how the special characteristics of the study abroad program enabled the formation of deep faculty-student and peer relationships. Key faculty-student relationship factors were connections outside the classroom, career discussions, and assignment/exam reviews, while key peer relationship factors were interactions between students outside of class and field trips. The author notes how the importance of these factors is supported by current theory and research. He also describes how the factors led to higher teaching performance in Florence than in the U.S. as measured by student evaluations, marketing core question ratings, grades and attendance. Ideas for future research on the impact of relationship variables in study abroad programs are suggested.

The Investigation of the Influence of Leadership, Work Environment, and Motivation on Teacher Performance on the Quality of Vocational School Education

The quality of education in Vocational High Schools (SMK) faces significant challenges, particularly concerning teacher leadership, work environment, and motivation. This study aims to investigate the influence of these factors on teacher performance and the overall quality of education in vocational schools throughout Malang Raya. Employing a quantitative research method, data were collected through surveys administered to teachers, focusing on three exogenous variables: Leadership (Teacher Learning Leadership), Work Environment, and Motivation (Internal/Intrinsic Motivation), alongside the endogenous variable of Teacher Performance and the intervening variable of Quality of Education. The results indicate that effective leadership, a supportive work environment, and high levels of motivation significantly enhance teacher performance, positively impacting the quality of education. Leadership (X1) contributes 4% to teacher performance (Y), while the work environment (X2) has a significant impact, contributing 39.4%. Additionally, motivation (X3) accounts for 11.4% of the variance in teacher performance. The overall model demonstrates a coefficient of determination (R²) of 0.549, indicating that approximately 54.9% of the variability in teacher performance can be explained by the combined effects of leadership, work environment, and motivation. In conclusion, The study emphasizes how crucial it is to create a positive work atmosphere and boost teacher motivation by utilizing effective leadership techniques. The implications of this research provide evidence-based recommendations for developing programs that support teacher performance and improve educational quality in vocational schools. By prioritizing these factors, educational institutions can better equip teachers to fulfill their diverse roles and responsibilities, ultimately benefiting student learning experiences.

Simulated Annealing Algorithm Use for Assessing Administrative Level in Colleges and Institutions

Higher education administration is crucial for future development but less evaluated. Faculty performance in colleges and universities plays a key role in administration. This paper is based on simulated annealing algorithm to optimize the administrative level of colleges and universities. The results show large differences between different groups, especially in the east, middle and west. Reforming the performance structure can reduce the differences. Regional differences are small and related to the economy, which need to be optimized. There are large differences between different disciplines, and improving the performance of science and engineering teachers needs administrators' attention. The simulated annealing algorithm improves the evaluation accuracy and provides a reference for improving the management level of universities.

SimCapture app video performance assessment versus real-time instructor-based performance evaluation of undergraduates in neonatal resuscitation-an agreement study.

Undergraduates are trained in the basic neonatal resuscitation programme (NRP) and evaluated for skill acquisition by NRP performance evaluation test (PET). Video use improves the validity of assessment when video-information adequacy, intrusiveness to students, and educational purpose are adequately balanced. We evaluated whether there was a difference between instructor's real-time assessment and video-based assessment done by another independent assessor using videos recorded via the SimCapture application. Undergraduates were trained in basic neonatal resuscitation and were evaluated at the end for skill acquisition by PET as a part of a randomized control trial (RCT). Video recording of the PET assessment was done with the SimCapture app. Independent assessors evaluated recorded videos to evaluate and validate real-time instructor performance evaluation time assessments. We conducted an agreement study to evaluate the difference between a real-time instructor and video assessments. We trained 143 students; 139 videos were evaluated. The Bland-Altman plot showed good agreement. For the post-test result, 66 (47.5%) passed, and 73 (52.5%) failed according to the real-time assessment, while 61 (43.8%) passed and 78 (56.1%) failed according to the video assessment. The agreement between the two assessments was 94.9%, with a kappa value of 0.898. Indicating the need for positive pressure ventilation (PPV), 138 (99.3%) did correctly in real-time assessment, while 133 (95.6%) did correctly in video assessment with agreement of 96.4% but low kappa of 0.27. We conclude that the instructors' assessment was excellent and didn't differ from assessments obtained from recorded videos and vice-versa.

Development of Learning Model for Hajj Based on Cooperative Learning in Padang City

The research aimed to produce an appropriate product, namely a cooperative learning model in the rituals of Hajj, to realize an independent Hajj congregation in terms of knowledge, understanding, attitudes, and skills, to specify the level of validity, realism, effectiveness, and attractiveness and so that the problems above can be resolved immediately resolved. This research uses the Research and Development (R&D) approach to achieve the aforementioned objectives. In general, the research and development model is the Four D model. This model consists of four stages of development, i.e., define, design, develop, and develop. The results of the preliminary study / pre-field survey show that in terms of teaching performance of Hajj rituals, it appears that the learning services provided by the instructor/instructor have not been able to accommodate and appreciate the differences in ability (attitude) of Hajj pilgrims. The results of the model development trial show that "(1) it is necessary to improve the teaching performance of the Hajj ritual guide / instructor, (2) the development of the model requires specific teaching performance of Hajj rituals from the supervisor / instructor, and does not want excessive facilities and facilities. (3) there is an increase in the learning activities of Hajj pilgrims in all small groups (high, medium and low), (4) the realization of the optimization of the achievement of learning outcomes for Hajj rituals for Hajj pilgrims, both in the high, medium, and low groups.

Pengaruh Budaya Organisasi, Disiplin Kerja, Dan Kompetensi Terhadap Kinerja Guru Melalui Motivasi

The aim of this research is to show and test the influence of organizational culture, work discipline and competency on teacher performance through motivation at MA Sunniyyah Selo Grobogan. This research is quantitative. The results of the T test show that the organizational culture of MA Sunniyyah Selo in Tawangharjo District, Grobogan Regency has a positive and significant impact on teacher motivation, Work discipline has a positive and insignificant impact on the desires of MA Sunniyyah Selo teachers in Tawangharjo District, Grobogan Regency, Competence and work discipline of MA teachers Sunniyyah Selo. Meanwhile, the results of the F test of equality show that organizational culture, work discipline and skills have a positive and significant effect on the motivation of MA Sunniyyah Selo teachers, Tawangharjo District, Grobogan Regency. The F test for equation 1 also shows that organizational culture, work discipline and skills have a positive and significant effect on the performance of MA Sunniyyah Selo teachers, Tawangharjo District, Grobogan Regency. Apart from that, the results of the determination test show that with a total R square value of 0.6222, the intervention variables of organizational culture, work discipline, competence and motivation contribute 62.22% of the performance variables of MA Sunniyyah Selo teachers, Tawangharjo District, Grobogan Regency. Other variables, such as communication, work environment, training, and other variables not included in the research model amounted to 37.78%. The results of the path analysis show that organizational culture has a greater impact on performance than motivation-oriented communication. The influence of work discipline on performance is more influenced by motivation than communication that is motivated by motivation. The influence of competence on performance is more influenced by motivation than competency on performance. . Organizational culture influences the performance of MA Sunniyyah Selo teachers, Tawangharjo District, Grobogan Regency.