Public School Teachers Research Articles

How authentic principal leadership influences teacher organisational identification via teacher academic optimism and collective responsibility: a moderated-mediation analysis

PurposeTeachers’ organisational identification is crucial for the success of educational reform in the change process. This study investigates how and under what conditions authentic principal leadership contributes to teachers’ organisational identification.Design/methodology/approachData collected from 7907 public high school teachers across Türkiye were analysed using bootstrapping method. This research tested a moderated mediation model of authentic principal leadership effects on teachers’ organisational identification by incorporating teacher academic optimism as a mediator, and teacher collective responsibility as a moderator.FindingsResults revealed significant direct and indirect effects of authentic principal leadership on the teachers’ organisational identification via teacher academic optimism. Teacher collective responsibility significantly moderated the effects of authentic principal leadership on both teacher academic optimism and on teachers’ organisational identification. The positive effects of authentic principal leadership were strengthened when the collective responsibility was higher.Originality/valueThis study integrates authentic leadership theory with social identity theory, which provides a more theoretically accurate understanding of how authentic principal leadership influences teachers’ organisational identification.

Professional learning communities and their impact on teacher performance: Empirical evidence from public primary schools in Guiyang

This study examines the relationship between professional learning communities (PLCs) and teacher performance, including 396 public primary school teachers from 18 schools in Guiyang, China. Partial Least Squares Structural Equation Modelling (PLS-SEM) analysis revealed that all five PLC dimensions (Shared values and vision, shared and supportive leadership, supportive conditions, collective learning and application, and shared personal practice) positively correlate with teacher performance. Interestingly, shared values and vision indirectly influenced performance by mediating the other four dimensions. These findings highlight the importance of well-designed PLCs for teacher development in China. Limitations, implications, and suggestions for future research are discussed.

ENTREPRENEURIAL PEDAGOGY: TEACHING ENTREPRENEURIAL SKILLS IN HIGH SCHOOLS OF SANTA CRUZ DO CAPIBARIBE IN PERNAMBUCO

Objective: the present study aims to analyze the understanding of teachers of the subject "Life project and entrepreneurship" in schools in Santa Cruz do Capibaribe-PE, regarding entrepreneurial competencies and the entrepreneurial pedagogy method Theoretical Framework: Entrepreneurial education is indicated as a fundamental tool for the formation of new entrepreneurs, disseminating an entrepreneurial culture in the population and proving vital for a country's economy, as it enables the perception of obstacles and opportunities and their utilization to create new companies. Method: The approach of this work is qualitative with a descriptive nature, and data collection was conducted through semi-structured interviews with 15 teachers from state public schools. For data analysis, emphasis was placed on the technique of content analysis. Results and Discussion: From the bibliographic analysis, it is noted that entrepreneurial competencies can be learned and developed, especially in the school environment, and as main contributions, it was observed that the interviewed teachers believe that the stimulation of entrepreneurial competencies during entrepreneurship education is important for the personal, professional, and social development of students. Research Implications: This research highlights the need for better teacher training in entrepreneurial pedagogy to enhance the effectiveness of teaching entrepreneurial competencies in schools. Originality/Value: This study contributes to the literature by providing empirical evidence on the current state of entrepreneurial education in public schools in Santa Cruz do Capibaribe-PE. It sheds light on the perceptions of teachers regarding entrepreneurial competencies and the entrepreneurial pedagogy method, revealing both the potential and the shortcomings of the existing educational practices.

Religious Education in North Macedonia, The Current Situationand Hope

The article aims to evaluate religion teachingin public schools as a fundamental human right. Its aimis to high light islamic religious education in public schools, which contributes to a deep a warenes sof the younger generation and the general population in the respective countries to achieve a co-existential peaceful life.For this article, methods of research weres elected that suited the nature of this paper, as analytical, inductive, narative, critical and comparative.

The Predictive Ability of Self-Compassion in Conflict Management among Couples

The study aimed to identify the predictive ability of self-compassion in conflict management among couples in Karak Governorate. The descriptive analytical correlation methodology was chosen, and the self-compassion scale was developed, and the conflict management scale was adapted, and the current study was applied to a sample of newly married teachers in public and private schools. Their number reached (133) newly married, and the results of the study indicated that there is an average level of self-compassion and conflict management among newly married couples, and there is a correlation between self-compassion and conflict management. The results also indicated that the dimensions of self-compassion predict (43%) of managing conflict, and that self-compassion and conflict management do not differ depending on the gender of the teacher..

Digital Competency Model Development for Public High School Teachers in Nanning

Background and Aims: With the rapid development and popularization of technology, the application of digital technology in education is increasingly widespread, and the digital competency of teachers has become the key to promoting education modernization and innovation. The objectives of this study include: 1) To study the situation of digital competency of public high school teachers in Nanning. 2) To develop a model for improving the digital competency of public high school teachers in Nanning. 3) To evaluate the model for improving the digital competency of public high school teachers in Nanning. Methodology: This study is based on the latest research results and widely adopts the opinions of experts in the field of digital education by employing the Delphi method and the focus group method. Results: The digital competency model for teachers in public high schools in Nanning was successfully developed. Important measures and suggestions have been provided to promote the improvement of the digital competency of teachers in public high schools in Nanning. Conclusion: An important development in educational practices is indicated by the development of a digital competency model for teachers in public high schools in Nanning, which was completed with success. The strategies and recommendations offered are meant to improve educators' digital literacy, promoting efficient instruction in the digital era and improving the educational experiences of students.

LANGUAGE TEACHER AGENCY IN FACING FREEDOM-TO-LEARN CURRICULUM IN TWO TOWNS IN JAVA

Teacher agency in facing new national curriculum shifts has been a topic discussed widely around the world, as many nations implement curriculum shifts and transitions. Indonesia has also in its early years implemented the new national curriculum called Freedom-to-Learn Curriculum. This study is aimed at exploring the agency of language teachers of public junior high schools in two different towns in Java Island, Indonesia. Employing the ecological approach by Priestley, Biesta, and Robinson (2015) which supported the interplay and dynamics of iterative, practical-evaluative, and projective dimensions, this qualitative study brings into play the semi-structured and focus group discussion data-gathering techniques. Six teachers participated in this study. The finding showed that the level of agency was diverse ranging from high (demonstrated by three research participants), emerging (demonstrated by one participant), and low (participated by two participants). Future researchers might examine the teacher agency by involving more participants as well as capture the robust study of language teacher agencies from other parts of Indonesia.

Role of Teaching-Learning Resource Availability as Moderator on Digital Technology Knowledge and Instructional Supervision Skills of Teachers

The current study was set to evaluate whether teaching etiquette significantly moderates the relationship between intercultural sensitivity and work fulfillment of teachers. In this study, the researcher selected the 212 public elementary school teachers in Maa District, Davao City as the respondents of the study. Stratified random sampling technique was utilized in the selection of the respondents. Non-experimental quantitative research design using descriptive-correlational method was employed. The data collected were subjected on the following statistical tools: Mean, Pearson Moment Product Correlation, and Heirarchical Regression Analysis. Descriptive analysis showed that digital technology knowledge, instructional supervision skills of teachers, and teaching-learning resource availability in Maa District, Davao City. were described as extensive. Further, correlation analysis demonstrated that there is a significant relationship between digital technology knowledge and instructional supervision skills of teachers in Maa District, Davao City when moderated by teaching- learning resource availability. Evidently, heirarchical regression analysis proved that teaching-learning resource availability significantly moderates the interaction between digital technology knowledge and instructional supervision skills of teachers in Maa District, Davao City.

WORKLOAD AND WORK ENGAGEMENT AMONG THE TEACHERS: A DESCRIPTIVE-CORRELATIONAL STUDY

Work engagement is a multifaceted phenomenon that encompasses intrinsic interest, satisfaction, and enjoyment derived from one’s work. Work engagement is being challenged by various roots globally not just in the aspects of educational institutions but also in other workplaces. Teaching is undoubtedly one of the most stressful occupations and the most common problem is the work engagement of teachers. Previous studies found that work engagement has profound effects on both individuals and organizations. Engaged employees reported higher job satisfaction, increased well-being, and reduced turnover intentions. Additionally, it is thought to be influenced by motivation and numerous other elements that contribute to job satisfaction, ultimately influencing teacher retention within an educational establishment. This study aimed to determine the level of workload and work engagement of 105 teachers in New Bataan District and identify the relationship between these two variables. This study was conducted with a descriptive-correlational, quantitative, non-experimental research design. The research data were obtained through an adapted questionnaire from 105 public school teachers in New Bataan District, Davao de Oro. The results revealed that the level of teachers’ workload is generally high, when perceived with the indicators of duties and obligations, energy, and time. Also, the level of work engagement when perceived with the indicators of vigor and dedication is generally high, however when perceived in terms of absorption it was relatively low. In addition, it was revealed that there is a negative correlation established between the level of teachers’ workload and the level of teachers’ work engagement. Therefore, work engagement tends to decline with increasing workload. KEYWORDS: Workload, Work Engagement, Duties and Obligations, Time, Energy, Vigor, Dedication, Absorption, descriptive-correlational, New Bataan

Impact of Collaborative Decision-making and Contextual Achievement Motivation on Organizational Upskilling and Reskilling among Public School Teachers

Impact of Collaborative Decision-making and Contextual Achievement Motivation on Organizational Upskilling and Reskilling among Public School Teachers

Associations between contextual factors and school engagement: a longitudinal study of profiles

School engagement, encompassing affective, behavioral, and cognitive dimensions, is key to promoting school retention and preventing absenteeism. Previous research has shown that maintaining high engagement is crucial for a positive educational trajectory. This study investigates the individual contributions of contextual factors, including family, teacher, and peer support, on students who initially had a lower level of school engagement in one dimension and then advanced to a higher level in the same dimension over time. The study involved students enrolled in their first year of secondary education in public schools in Chile during 2021, with the same students being evaluated again the following year. We used means cluster analysis to identify a group of students who initially had low school engagement but showed high engagement by the second evaluation. This allowed us to identify profiles of school engagement longitudinally. Our results indicated that contextual factors had a stronger association with affective engagement, followed by cognitive and behavioral engagement, respectively. Among the contextual factors, family and teachers had a stronger impact compared to peers. These findings highlight the importance of adults, particularly family and teachers, in enhancing school engagement during secondary education.

IMPACT OF SCHOOL PRINCIPAL’S FEEDBACK COMMUNICATION SKILLS TO THE PUBLIC SECONDARY TEACHERS’ JOB SATISFACTION

The main purpose of the study was to determine the relationship of principal’s feedback communication skills in terms of feedback quality, feedback tone, empathy and openness to dialogue and public secondary teachers’ job satisfaction in terms of work environment, job responsibilities, work-life balance, and professional development. Utilizing the descriptive quantitative which applied correlational research design, this study sought to find out the relationship of the two variables. The study used two adapted instruments for principal’s feedback communication skills and job satisfaction. The principal’s feedback communication skills were a 20-item survey questions, in terms of feedback quality, feedback tone, empathy, and openness to dialogue and for public secondary teachers’ job satisfaction was a 20-item survey questions as to work environment, job responsibilities, work-life balance, and professional development. The study found that there was a significant relationship between principal’s feedback communication skills and public secondary school teachers’ job satisfaction. The result showed that the teacher’s job satisfaction was influenced by the principal’s feedback communication skills. KEYWORDS: feedback communication skills, job satisfaction, correlational research design

Contributions of Public Primary School Teachers Socio-Demographic Variables to Child Abuse Reporting Practices in Nigeria

The study analyzed the contributions of public primary school teachers’ socio-demographic variables to child abuse reporting practices in Alimosho Local Government Area of Lagos State, Nigeria. These were to examine the contributions of the socio-demographic variables of public primary school teachers to child abuse reporting practices and determine the type of association existing between teachers’ socio-demographic characteristics and child abuse reporting practices in the study area. This research is quantitative and utilizes a cross-sectional research design. The population for the study was all the 1,105 public primary school teachers in Alimosho, Local Government Area of Lagos State, Nigeria. The study sample consisted of 314 public primary school teachers in the study area, using a multi-stage sampling technique in four stages. Data collection techniques using questionnaires. The data collected was analyzed using descriptive and inferential statistical analysis. Results showed that the mean age of respondents was 35.89 ± 7.95 years; 72(24.8%) of the respondents were primary five teachers; males were 51.7%; 50% of the respondents were Christians; 49.7% of the respondents had 5-9 years of teaching experience. Also, results showed that religion (X2 = 0.47, p = 0.007), years of teaching experience (X2 = 13.38; p = 0.001), and level of qualification (X2 = 11.21, p = 0.02) varied significantly with respondents’ child reporting practices while respondents age (X2 = 6.99, p = 0.13), gender (X2 = 0.001, p = 0.97), and primary school teachers’ class (X2 = 15.59, p = 0.79) were not significant to child abuse reporting practices.

Bridging the Generational Gap between the Teachers and Students in the Utilization of Modern Technology in the Teaching Methods in Public Secondary Schools in Delta State

Purpose: The study focused on bridging the generational gap between the teachers and students in the utilization of modern technology in the teaching methods in secondary schools in Delta State. Two research questions were raised and two null hypotheses were formulated in the study. Methodology: The descriptive survey design was used. The population for this study comprised all public secondary school principals and teachers in Delta State. The sample for this study was 1533 and it is made up of 100 principals and 1433 teachers in Delta State public secondary schools selected from 12 Local Government Areas. Principals represented 50% while teachers represent 10% of the population. A self developed questionnaire was design titled “Bridging the Generational gap between the Teachers and Students in the Utilization of Modern Technology Questionnaire (BGTSUMTQ)”, validated and its reliability equally determined via a pilot study using test re-test reliability technique with a coefficient index of 0.96 was used. The research questions raised were answered using percentage for the study. The researcher employed descriptive statistic of mean scores and standard deviation to provide answers to the research questions while Pearson Product Moment Statistics was used to test the hypotheses at 0.05 level of significance. Findings: The findings revealed that there are factors that are associated with the utilization of modern technology in teaching methods in public secondary schools in Delta State. The use of technology in education is influenced by the following factors such as teacher factor, organizational factor, technological factor and student factor. It also showed that there are strategies to be adopted to improve teachers and students in the utilization of modern technology in teaching methods in public secondary schools in Delta State. Unique contribution to theory, practice and policy: Based on the findings, it therefore concluded that as a catalyst for massive change, technology has improved our existing understanding by assisting educators and students in making the most use of cutting-edge teaching techniques in Delta State public secondary schools.

Policies of Islamic Education in Public Schools in The Independence (Old Order) Era

Many changes occurred after Indonesia's independence, both in the field of government and in the field of education. The method used in this research is qualitative descriptive research with a historical approach and obtaining descriptive data in both oral and written form. The results of this research show that during the Old Order era Islamic education had experienced developments that were closely related to the establishment of the Ministry of Defense on January 3 1946 to provide a way of struggle for the politics of Islamic education in the country. The implementation of Islamic education was one part of the National Education system during the Old Order era. Because it is related to general policies and specific national education policies, they must be understood in their entirety. It is explicitly stated in the TAP MPRS that religious education is important for all Indonesian people in order to achieve the ideals of the nation and state which are enshrined in Pancasila and the 1945 Constitution.

Work-Life Balance and Personality Traits: A Comparative Study Among Private And Public School Teachers

Work-Life Balance and Personality Traits: A Comparative Study Among Private And Public School Teachers

Use of Volunteer Teachers in Public Schools in The Djiri School District: Problems and Perspectives

This study aimed to understand why volunteer teachers from the Djiri inspectorate stopped classes at the end of each month. The objectives were to describe the experiences and financial impact on volunteer teachers, analyze the behavior of parents in fulfilling their contractual obligations with these teachers, and report on the contribution of volunteer teachers to children's education. The research involved 13 volunteer teachers, 28 educational supervisors, and 23 parents. Data were collected through interviews. All respondents indicated that the discontinuation of classes was due to non-payment of subsistence allowances by parents. To address this issue, it is recommended that parents honor their financial commitments to ensure continuous and quality education for their children.

Influence of Teacher Characteristics on the Implementation of Inclusive Education in Public Primary Schools in Bumula Sub-County, Kenya

Education has been, recognized as basic human right by many world societies. This includes persons having difficulties in education. In spite of this inclusivity of students living with disabilities in schooling is, faced with many challenges. This study therefore looked at the influence of teacher characteristics on the implementation of inclusive education in public primary schools in Bumula Sub-County. Classical liberal theory was, employed in this study since it advocates for equal opportunities to all people in the society. This study targeted total population of 20,125 people with and without disabilities from the 126 public primary schools practicing inclusivity in education. Using Morgan and Krejcie table the study sample size was 379 respondents. A descriptive survey design was embraced utilizing quantitative approaches. Data for this study was, acquired via questionnaires for teachers and learners. Quantitative data from the questionnaires was cleaned, coded and inserted in the computer for analysis utilizing Statistical Package for Social Sciences (SPSS) version 26. The product of the data collected was, analyzed and presentations shown by percentages, frequency distribution tables, bar graphs and charts settling on the objectives and research questions of this study. The Coefficient of Determination (R square) stood at 0.758, which means that about 75.8% of the proportion of total variations in the implementation of inclusive education was explained by teacher characteristics. The coefficient (β = 0.261) for teacher characteristics was found to be statistically significant (t = 3.831, p = 0.002) at a 95% confidence level (α = 0.05), indicating a notable relationship with the implementation of inclusive education in public primary schools. This study advocates for a deeper exploration of school-based dynamics, aligning with classical Liberal Theory principles, to further bolster the adoption of inclusive education practices. The study recommends more pursuit of school-based dynamics as demonstrated in the Classical Liberal Theory to enhance implementation of inclusive education. Investors, management, government, researchers and academicians would greatly benefit from this study as it provides viable insights that could guide decisions to serve their interests on the critical subject of enhanced implementation of inclusive education.

Effect of Teaching Strategies on Academic Performance of Learners with Special Needs in All Public Primary Schools in Emuhaya Sub-County, Vihiga County, Kenya

Learners having special needs encounter diverse trials in their schooling, which considerably manipulate their approach, and wide-ranging contribution in educational set of courses. The purpose of this research study was to the effect of teaching strategies on academic performance of learners with special needs in all public primary school in Emuhaya Sub-County, Vihiga County, Kenya. This study embraced Albert Bandura’s Social Cognitive Theory, which underscores on the substance of self-assurance as an important constituent within an individual’s character. It as well emphasizes that schooling programs can be planned to offer appropriate knowledge for all learners building on their exceptional wants. The study utilized a descriptive survey design. The target population included 159 head teachers of public primary schools, 798 teachers, and 1,003 learners with special needs, totaling 1,960 individuals. Krejcie and Morgan's table was employed to get a sample size of 322 respondents who were selected using stratified and Simple random sampling techniques. The study utilized interview schedules for head teachers, questionnaires for teachers and learners as well as observation checklists for data collection. Quantitative data was analyzed by means of Statistical Package for Social Sciences (SPSS) while qualitative data was analyzed thematically from the interview schedules and observation checklists and was stated in narrative forms. Quantitative data was presented in form of frequency tables, percentages, bar graphs and pie charts. The study established that teaching strategies positively and significantly influenced academic performance of learners with special needs in public primary schools. The study recommended that school teachers should modify their instruction approaches and come up with a policy that learners with disabilities are able to gain access to government scholarships.

Recruit, retain, repair: Toward diversity in the North Carolina Music Educators Association

In this article, I examine data generated from a 2020 survey of the North Carolina Music Educators Association (NCMEA) and data on North Carolina public school students and teachers as the focal point for a discussion about diversifying the music teaching profession and music educator association (MEA) membership. Statistical data indicated a significant difference between the racial identity profile of NCMEA membership and that of NC public school students, NC public school teachers, and NC-certified public school music teachers. In each case, statistical differences were driven by an underrepresentation of NCMEA members who identified as Black. The data also showed a significant difference in gender based on NCMEA section membership. Open response data suggested music teachers of color may have disengaged from NCMEA due to a negative organizational climate. Given these data, I discuss policy implications for MEAs to support diversifying membership and improving organizational culture.