Education Proficiency Research Articles

Japan’s English Medium Instruction Policy Evolution in Higher Education

Japan’s English medium instruction (EMI) started early and developed rapidly with the support of government policies, rapidly improving the internationalization of its higher education. However, Japan’s one-size-fits-all mandatory policy does not take into account the English proficiency of teachers and students, the features of the curriculum, and the lack of corresponding support. This has posed several challenges for both teachers and students.

Self-Efficacy, Core Behavioral Competence and Performance of Teachers: A Scaffold for Proficient and Highly Proficient Teachers

This research aimed to determine the relationship between self-efficacy, core behavioral competence and level of performance among Public Elementary and Secondary School teachers in two (2) Districts in Mauban, Division of Quezon. The following hypotheses were tested in this study (a) there is no significant relationship between teacher's level of self-efficacy, core behavioral competence and performance among public elementary and secondary school teachers in Mauban District; and (b) teacher's self-efficacy and core behavioral competencies do not significantly predict their level of performance.
 
 A descriptive quantitative research design was used in this study, incorporating descriptive survey, correlation, comparative and causal-comparative methods to answer the specific research problems. The study's respondents were the 247 public elementary and secondary proficient and highly proficient teachers from 39 schools of the two districts in Mauban, Quezon – the Mauban North District and Mauban South District. A stratified random sampling technique was used in selecting the teachers-respondents. A 45-item Likert scale survey questionnaire, the main research instrument, was used.
 
 This study found no significant difference in the teachers' self-efficacy and core behavioral competence when grouped according to their number of teaching/ ancillary load, highest educational attainment, number of years in service and teaching position. The level of self-
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 efficacy in practicing the PPST domains and teachers' performance level has a strongly positive correlation. Likewise, the level of core behavioral competence in practicing the PPST domains and the level of performance have a strong positive correlation.
 
 Regarding the strength of the relationship, there is a strong positive correlation between teachers' self-efficacy and core behavioral competence on the overall teachers' performance. The predicting capacity of self-efficacy and core behavioral competence to the overall performance of teachers is statistically significant. Self-efficacy and core behavioral competencies are predictors of teachers' performance. The higher the teachers' self-efficacy level, the better their performance; the higher the core behavioral competence, the higher their performance.
 

Analysis of “Teaching” and “Learning” in Interdisciplinary Learning

After the release of the new curriculum plan, interdisciplinary learning has emerged as a pivotal aspect of curriculum reform in compulsory education. This shift has necessitated a corresponding reform in the teaching and learning methods of fundamental education courses. The implementation of interdisciplinary learning has consequently become a pressing challenge in educational practice. To successfully execute interdisciplinary learning, several key preparations are imperative. Firstly, educators must recognize the significance of interdisciplinary teaching. Secondly, they should clearly understand that the essence of interdisciplinary learning lies in the enhancement of students’ core qualities. Thirdly, teachers need to prioritize their professional development, cultivating a robust understanding of interdisciplinary knowledge and bolstering their proficiency in interdisciplinary teaching. Lastly, students themselves must foster a diverse range of interests, cultivate high-level thinking abilities, and develop effective learning habits across multiple fields.

Optimalisasi Peran Guru Pengabdian Untuk Meningkatkan Kualitas Pembelajaran di Pondok Pesantren Al-Amanah Al-Gontory: Sebuah Tinjauan Efektivitas

Teacher effectiveness is the act of displaying or carrying out an activity within an educational institution. Effective teachers must have an important role in dedicating themselves to the educational process. The primary objective of this study is to delineate endeavors aimed at enhancing the efficacy of service teachers in elevating the standard of learning. The research adopts a qualitative approach employing thematic analysis as its model. The data collection methodologies encompass interviews, observations, and documentation. The findings reveal that the predominant model for nurturing service teachers at the Al-Amanah Al-Gontory Islamic boarding school is centered around total quality control. This entails overseeing and regulating the quality of the entire life structure, thereby influencing various facets of the educational environment. The methods used include direction, training, assignment, habituation, supervision, uswah hasanah, and approaches (humane, program, idealism). Next, enhancing teacher proficiency involves the implementation of various programs such as creating pre-teaching materials (RPP), reinforcing teaching materials, reviewing learning materials (Taftisyu al-I'dat al-mufaaji'), conducting supervision (Naqdu Tadris), and carrying out weekly assessments commonly referred to as Saturday evaluations. The effectiveness of the learning experience is validated through the continual commitment of the teaching staff.

The Proficient Teacher as a Researcher: Drivers, Barriers, and Research Skills

There exists a prevailing expectation that educators should assume the predominant responsibility for spearheading research initiatives at the school level. Regrettably, the involvement of teachers in action research is notably scarce, and establishing a research-centric culture proves to be a formidable challenge. An analysis of research endeavors within the Ibaan District illuminates that a paltry percentage of elementary educators (less than ten percent) have undertaken research endeavors. This statistic underscores the exigency for refresher courses to revitalize motivation and instigate active participation in this pedagogical undertaking. Consequently, the present research endeavors to proffer a meticulously designed training framework predicated upon an exhaustive evaluation of teachers’ motivational levels, encountered challenges, research proficiency, and interconnectedness with diverse teacher profile variables. This research utilized a descriptive research design with a survey questionnaire as the data-gathering instrument. One hundred thirty-six randomly selected proficient teachers were the respondents of the study. Results showed that the teachers had inadequate experience in research writing since their employment at DepEd but mostly attended research training, had full-time teaching, and attended lower-level research forums. These teachers were highly motivated in research as a career responsibility, although they were moderately motivated by their growth of knowledge and skills upon doing research. For them, time constraints are a moderate barrier to conducting research. As to research skills, they were moderately skilled in facilitating the validation and reliability testing of the research instrument and in identifying and using appropriate statistical tools. The chi-square test bared that there is a significant relationship between the teachers’ level of motivation and the number of research studies they made, which suggests that more research conducted leads to higher motivation in engaging in research. The proposed training design integrates sessions on enhancing the teachers’ motivation and research skills. Keywords: action research, research motivation and skills, descriptive survey, Philippines

A Study on the Establishment of a Faculty of Chinese Proficient Teachers and the Development Model of Chinese Expert Thai Teachers at the Primary and Secondary level in Thailand

A Study on the Establishment of a Faculty of Chinese Proficient Teachers and the Development Model of Chinese Expert Thai Teachers at the Primary and Secondary level in Thailand

ANALYSIS OF LEARNING METHODS IN INCREASING STUDENTS' LEARNING MOTIVATION

Abstract 
 This study aimed to identify effective learning strategies for enhancing student motivation in Islamic Education (PAI) subjects during distance learning caused by the Covid-19 pandemic. The research employed a qualitative approach in the form of field research using data collection through observation, interviews, and documentation. The study was conducted at SDIT Wihdatul Ummah Makassar. Data sources in this research were Islamic Education teachers, homeroom teachers, students, and their parents. The results indicated that the implementation of lectures, question and answer, assignments, class discussions, storytelling, assignments, and giving rewards and punishments enhanced students’ learning motivation. Supporting and inhibiting factors to increase students’ learning motivation in Islamic Education subjects at SDIT Wihdatul Ummah Makassar during the Covid-19 pandemic were diverse. Internally, they included adequate facilities, distance limitations, enthusiasm for learning, as well as the students’ behaviour and cheerfulness. Externally, several factors contributed to effective teaching, including the teacher's proficiency in teaching materials, their commitment to teaching with creativity and diligence, the assistance and support provided by parents at home, the teacher's use of innovative learning techniques, and the involvement and support of homeroom teachers.

Digital Literacy Skills of Elementary School Teachers on the North Coast of East Java

The purpose of this study was to assess the proficiency of teachers in the northern coastal region of East Java in the area of digital literacy. The researchers employed a qualitative research methodology, specifically utilising a phenomenological study design. Elementary school instructors are the target audience for studying digital literacy. The findings of this study concerning the digital literacy of primary school educators are highly favourable. The study found that there are eight indicators of digital literacy for teachers. These indicators include proficiency in operating digital media, creativity in digital spaces, collaboration in digital space, effective communication, information search and selection skills, critical thinking and content evaluation abilities, alignment of social and cultural understanding with digital spaces, and implementation of internet security measures.

Integration of Information and Communication Technology in the Teaching and Learning of Mathematics in Junior High Schools in Tamale, Ghana

This research focused on assessing the integration of Information and Communication Technology (ICT) in the teaching and learning of mathematics by Junior High School (JHS) mathematics teachers in the Tamale Metropolitan Assembly of Ghana. The study assessed the proficiency of teachers’ Technological, Pedagogical and Content Knowledge (TPACK) related to ICT and the extent to which ICT is employed in JHS mathematics lessons. The study utilized a questionnaire to collect the data. The participant pool comprised 44 JHS mathematics teachers who provided responses on a five-point Likert scale. Descriptive statistics was employed to analyse the data. The findings revealed that JHS mathematics teachers in the Tamale Metropolis possessed a solid understanding of pedagogy and subject matter content. However, they were deficient in the fundamental technological skills necessary for effectively integrating ICT into their instructional approaches. It was also found that majority of these teachers do not incorporate ICT into their mathematics lessons. It was therefore concluded that JHS mathematics teachers in the Tamale Metropolis do not possess the required blend of technology with content and pedagogy (TPACK) needed for successful ICT integration, and there is limited utilization of ICT among JHS mathematics teachers. The study therefore recommends that the Ghana Education Service (GES) and the Ministry of Education (MoE) should develop a comprehensive plan for enhancing teachers' professional development on ICT integration, allocate adequate resources for ICT infrastructure and materials, address barriers to effective ICT integration, and formulate strategies to promote ICT adoption among mathematics teachers at the JHS level.

METHODOLOGY FOR THE FORMATION OF THE EDUCATIONAL BASE OF STEM IN THE PREPARATION OF FUTURE BIOLOGY TEACHERS

The contemporary educational landscape necessitates the integration of science, Technology, Engineering, and Mathematics (STEM) into the preparation of future biology teachers. This study presents a comprehensive methodology for establishing a robust educational base in STEM, tailored to the specific needs of biology teacher training. Recognizing the interdisciplinary nature of STEM and its growing significance in biology education, this research employs a mixed-methods approach to explore effective strategies for embedding STEM principles within the biology teacher curriculum. The methodology encompasses both quantitative and qualitative analyses, utilizing surveys and interviews with teacher educators and STEM experts. The research highlights a significant gap in current teacher education programs regarding STEM integration, underscoring the need for innovative teaching methods such as project-based learning and collaborative educational models. These approaches aim to enhance the proficiency of future biology teachers in both STEM concepts and their application in educational settings. The findings suggest that a holistic and integrated approach to STEM education is imperative for developing future teachers who are not only well-versed in biological sciences but also skilled in the pedagogical application of STEM principles. The study emphasizes the importance of continuous professional development and institutional support for teacher educators to facilitate this integration. The proposed methodology offers a strategic framework for effectively incorporating STEM into biology teacher education, fostering a generation of educators equipped to navigate and teach in an increasingly interdisciplinary academic environment.

Assessing the Effectiveness of the Tahfidz Program: A CIPP (Context, Input, Process, and Product) Model Evaluation Approach

This study aims to assess the implementation of the tahfidz program at Al Fawwaaz PPTQ Islamic Boarding School using the CIPP evaluation model. Employing a qualitative field research approach, the study involved the principal, deputy head of tahfidz, and tahfidz teacher as participants. Data collection techniques included observation, interviews, and documentation. Data analysis was conducted using the interactive model analysis technique proposed by Miles, Huberman, & Saldana (2014). The findings revealed that the tahfidz program aligns with student needs, community expectations, and institutional goals. Program planning is clear and purposeful. However, certain aspects require improvement, such as enhancing teacher proficiency in the classical tahsin system. The full tahfidz scholarship program initially targeted students with above-average memorization skills to complete 30 Juz Salama in three years. However, attracting students meeting these criteria proved challenging. Facilities and infrastructure are well-prepared, but specific facilities to accommodate students with auditory learning preferences are lacking. Process evaluation indicated that many students fall short of the set targets each semester, and nighttime memorization sessions are less effective. Additionally, some students prioritize fluency over proper makhraj and tajweed pronunciation. Product evaluation demonstrated positive outcomes, with memorization achievements aligning with individual student abilities. Overall, the tahfidz program at Al Fawwaaz PPTQ shows promise but requires ongoing evaluation and improvement to optimize its effectiveness.

Kreativitas Guru Dalam Penggunaan Media Power Point Pada Pembelajaran Pendidikan Agama Islam Di SMPN 2 Koto Balingka Kabupaten Pasaman Barat

The purpose of this study was to learn how creative the PAI teachers at SMPN 2 Koto Balingka were when using the presentation software Power Point to engage their students who were less engaged in the learning process and more likely to experience frustration and boredom. And the pitfalls that teachers have to deal with while using Power Point. This study employed a descriptive quantitative methodology.Researchers play direct roles as planners, implementers, data collectors, data analysts, and report writers.Collecting information by means of observation, interviews, and written records.Information is gathered from interviews, documents, and libraries. This study's findings suggest that teachers can boost students' understanding of a subject by being creative with Power Point presentations. This can be done by providing clear explanations of the topic at hand, coming up with unique wording for slides, and showing relevant images. Teachers can become more innovative in their use of today's sophisticated technology by making use of Power Point presentations. Students can understand the material presented. The lack of an LCD projector, the disparity between student and teacher proficiency with the PowerPoint software, and the short amount of time available for its use are all factors that dampen teachers' inventiveness while using the program.

Edukasi Webinar Konseling Pendekatan Pikiran dan Perilaku sebagai Upaya Pencegahan Bullying di Lingkungan Sekolah Wahdah Islamiyah

Bullying is currently a phenomenon in the school environment and has been designated as one of the "grave transgressions" in Education by the Indonesian Minister of Education and Culture. Consequently, this phenomenon requires attention and concerted corrective-preventive efforts to minimize its occurrence within the school environment. The purpose of this community service activity is to foster comprehension and enhance the capabilities of teachers within the internal Wahdah Islamiyah, enabling them to prevent and address bullying through a thought and behavior approach. The counseling, employing a thought and behavior approach, essentially adopts a cognitive-behavioral approach that has been tailored for broader application among teachers within the internal Wahdah Islamiyah school system. The results of this community service initiative demonstrate an augmentation in the comprehension and proficiency of teachers at Internal Wahdah Islamiyah, empowering them to prevent and address bullying through a thought and behavior approach.

Implementation of Hypnoteaching in English Language Teaching (ELT)

This research discusses the implementation of hypnoteaching in the teaching and learning process. This research is library research. The analysis shows several steps in implementing hypnoteaching: 1) Giving intentions and motivation. It is related to the teacher mastering the material and continuing to provide meaning to the things that are conveyed. 2) Pacing. Pacing is stepping/equalizing positions, gestures, language, and brain waves between teachers and students. 3) Leading. Leading is directing the class atmosphere to create a conducive and efficient manner, but still feel calm or relaxed. 4) Giving praise. Praise is a self-esteem boost and forms a person's self-concept so it is very important to provide sincere praise to students. 5) Modeling. Modeling is being a role model and setting an example through speech and behavior. Besides, teachers should consider using hypnoteaching including the teacher’s appearance, feeling of sympathy, empathic attitude, language use, demonstration, or issuing self-expression for the kinesthetic, and motivating learners. However, the teacher's proficiency in using hypnoteaching depends on the extent to which the teacher uses, applies, and practices their knowledge in the learning process. Hypnoteaching places more emphasis on the abilities of the subconscious brain than the student's conscious brain. By using hypnoteaching, teachers can create a variety of learning processes, the learning process will run dynamically, there is good interaction between teachers and students, students are more motivated to learn and understand the learning material, students enjoy learning activities, also there are positive suggestions for the subconscious language used by teachers.

Beyond the Blackboard: Portraying the Image of the Tech-Savvy Teacher

The Tech-Savvy (TS) are teachers mastering Technology Enhance (TE) teaching. Empowered educators create personalized, interactive learning environments, enhancing student engagement, collaboration, and critical thinking. Assessing teachers as TS yields nuanced responses beyond a yes or no. This study aimed to define who is a TS teacher. Twenty-two science teachers in Israeli middle schools shared their perceptions in online focus group discussions aimed at defining who TS teacher is. Data-driven content analysis was performed to identify themes and map perceptions of TS teachers. There are three findings: The first finding is TS teachers are perceived as possessing a range of skills and qualities that set them apart. Their proficiency in TE teaching, adaptability, curiosity, innovation, and commitment to continuous learning enables them to create dynamic and engaging learning experiences. The second finding is that teachers assess their TE proficiency self-perceptions compared to their colleagues and their ability to use Digital Technology (DT) in the classroom effectively. The third finding is that innovation and DT are not always intertwined. There are other ways for teachers to be innovative. Some teachers may feel intimidated by TS colleagues' perceived superior and skill, therefore, shy away from integrating DT into their teaching strategies. However, some educators recognize they possess other essential skills and actively seek to incorporate TE methods alongside other effective teaching strategies. Due to the nature of qualitative research, extrapolating the conclusions to other cases should be done cautiously.

Workshop Media Pembelajaran Interaktif Berbasis Audio-Visual untuk Meningkatkan Kompetensi Guru di Era Abad 21

In the 21st century, the rapid development of technology requires teachers to employ a range of digital devices to assist the learning process. Nevertheless, there are still many teachers who lack proficiency in digital technology due to their ongoing struggle with its use. The objective of this community service activity is to enhance the proficiency of teachers at MAN 2 Mojokerto in creating and developing educational materials/media that align with the characteristics of today's students, through the use of diverse digital technologies. The activity comprises three distinct stages: the preparatory stage for problem identification, the hybrid workshops stage, and the evaluation phase involving the satisfaction survey questionnaire at the conclusion of each workshop session. According to the findings of the satisfaction survey, the majority of teachers expressed contentment with all instructional materials that were delivered during the workshop. Furthermore, the pre-test and post-test scores of the workshop participants also showed the successful enhancement of instructors' comprehension and proficiency at MAN 2 Mojokerto in using audio-visual-based interactive learning media.

Advancing Teachers' Professional Development: Exploring Models and Impact Assessment on ICT Integration in Colleges of Education

The integration of Information and Communication Technology (ICT) into education has revolutionized teaching and learning practices, necessitating proficient teacher utilization of ICT tools. This paper explores diverse models of advancing teachers' professional development in ICT integration, assessing their impact on pedagogical practices and educational outcomes. The study employs a mixed-methods approach, highlighting effective strategies and gaps in existing research. Models like collaborative communities of practice, job-embedded learning, and blended learning are examined for their alignment with modern educational goals. Teacher perceptions and attitudes are explored, emphasizing the influence of institutional support and collaborative learning environments. Pedagogical strategies for effective ICT integration, supported by technological resources, administrative backing, and policy frameworks, are discussed. The study's impact assessment reveals improvements in teachers' ICT skills and subsequent positive effects on student learning outcomes. Recommendations for best practices, such as customization, blended formats, and administrative support, are derived from the findings. Overall, the research underscores the multifaceted approach necessary for successful teacher professional development in the context of ICT integration, enhancing the quality of education

Factors Affecting Teachers Retention in a Non-Graded Private Educational Institution: Input to an Enhanced Retention Strategies

This study provides an analysis of teacher retention at a non-graded private educational institution in Quezon City, utilizing data from exit survey forms to departing teachers over the last three school years, starting from AY 2020-2021 to 2022-2023. The study focuses on the perceptions of departing employees regarding various factors that could influence teacher retention, grounded in Frederick Herzberg's Hygiene and Motivation factors. These identified factors hold the potential to assist the school in retaining proficient teachers by crafting a comprehensive rewards program, enhancing overall satisfaction levels, and deterring them from seeking employment elsewhere. The research methodology involves a descriptive study employing baseline data and the results of an exit survey instrument completed by seventy-two teachers who left during the past three academic years. The findings indicate that more than half of the turnover was due to voluntary resignations (56%), while (44)% were a result of management-initiated separations. Teachers' decisions to leave were generally driven by the accumulation of a number of factors. Among those who resigned, the primary reasons cited were the pursuit of better opportunities, improved work conditions, and higher compensation. Departing teachers generally expressed satisfaction with both motivation and hygiene factors, underscoring the need to make improvements in areas related to professional growth and development, as well as compensation and benefits. The findings suggest that a teacher's decision to stay is contingent on individual motivation, and the institution may consider designing a tailored retention strategy that integrates these insights into the five components of a total rewards program.

Communicative Classroom English of Pre-service Teachers

Classroom language shapes the way teachers communicate/ Interact in the classroom. Based on medium of Instruction the teacher has to be aware of the language phrases and expressions appropriate for the classroom situations. The NCF National Curriculum Framework (2005, 2009) of India mentioned the need of classroom English for teachers. The importance of classroom communication is highlighted in the B.ED. syllabuses prepared by the NCERT (National Council for Educational Research and Training) and SCERTs (State Council of Educational Research and Training). The present study considers the need for classroom English for pre-service teachers before they enter the profession. Previous research studies included testing of the classroom English language proficiency of in-service teachers of English subject. In addition to that, current study focuses on pre-service teachers of all subjects and their awareness of classroom English. For this purpose an online test was conducted with 36 pre-service teachers from different B.Ed. Institutions, Telangana and Andhra Pradesh, India. The results indicate that pre-service teachers should be given training to raise their awareness of Communicative English language phrases and expressions used for different classroom situations such as classroom management, content delivery, and feedback. The study has got implications for verbal and non-verbal classroom communication, and use of L2 (Second language) for classroom purposes.

Evaluating Educators: A Comprehensive Study of Teachers' Assessment Skills and Practices

The study delved into the evaluation of teachers' assessment proficiency and classroom assessment methodologies within the context of five distinct academic programs. The research findings unveiled the commendable abilities of teachers in various aspects, including their adeptness in paper-pencil tests, performance assessments, authentic assessments, item analysis, and effectively communicating assessment results to their students. Remarkably, both teachers and students held positive perceptions of these assessment skills across these different domains. The study's results further illuminated that there was no discernible relationship between the gender of teachers and their assessment skills. However, a substantial correlation emerged between the teaching experience of educators and their assessment practices. This indicated that more seasoned teachers tended to exhibit superior assessment skills, underscoring the role of experience in this regard. Significantly, there were no substantial disparities in classroom assessment practices and the proficiency of teachers in assessment skills among the various academic programs under scrutiny. These findings underscore the critical significance of continuous professional development as a means to augment assessment competencies among educators. Such development initiatives are pivotal in contributing to enhanced student learning outcomes across diverse educational settings.