Public School Teachers Research Articles

Penguatan Karakter Religius Melalui Program Pesantren Ramadhan 1445 H Pada Komunitas Teras Baca Nurul Huda Batu Ringgit Kota Mataram Nusa Tenggara Barat

Islamic religious education in public schools is often said to have little influence on students. Apart from the very limited intensity of study time, namely 2-3 hours of lessons per week, this is also due to the fact that Islamic learning only focuses on basic theoretical knowledge and less on a practical level so that the main goal of Islamic education which touches on the spiritual and social dimensions is difficult to achieve. The Nurul Huda Reading Terrace Community, located in Baturinggit village, Mataram City, NTB, is a forum for informal education for children and teenagers engaged in literacy. Advances in technology and information that have led to shifts in social behavior have given rise to negative behaviors that have led to the apathetic, intolerant, anti-social and hedonistic attitudes of the current generation. This is the basis for the formation of the Ramadhan Islamic boarding school program in the Teras Baca Nurul Huda Baturinggit Mataram comunity, NTB. The Ramadhan Islamic boarding school program has been successfully attended by 60 participants. The aim of this program is to strengthen the religious character of local village children and teenagers who will support the realization of a religious society. The methods of this program include: 1) Preparation; 2) Implementation; and 3) Evaluation and Follow-up. Several activities such as Ramadhan taklim, duarah, donations. Through these activities, religious characters can be strengthened, including love of Allah and His Messenger, independence, courageous, responsible attitudes, a sense of solidarity and mutual respect for each other and an attitude of empathy. The positive response and support of the local community, especially parents and community leaders, guarantees the continuity of this program from the beginning to the end of Ramadan and creates opportunities for its continuation in the future to form a religious, individually and socially pious generation.

JOB SATISFACTION OF TEACHERS AS INFLUENCED BY PUBLIC LEADERSHIP BEHAVIORS AND PSYCHOLOGICAL EMPOWERMENT: A CONVERGENT DESIGN

This mixed methods study employs a convergent design to explore the job satisfaction of public elementary school teachers in Region XI by examining the influence of public leadership behaviors and psychological empowerment. Quantitative data were collected from 300 teachers across 20 public elementary schools using the Public Leadership Behaviors Questionnaire, the Psychological Empowerment Scale, and the Job Satisfaction Questionnaire (JS-Q). The quantitative analysis utilized mean, standard deviation, and multiple regression. The results revealed that public leadership and psychological empowerment significantly predict job satisfaction, F(2, 296) = 115.33, p < .05. Additionally, qualitative data were gathered through in-depth interviews (IDI) with 10 teachers and focus group discussions (FGD) with 7 teachers. Qualitative thematic analysis highlighted the participants’ experiences, the impact of grouping variables, and the influence of these experiences on their beliefs and attitudes. The joint display of findings from both approaches indicated a convergence of data, emphasizing the role of public leadership and psychological empowerment in enhancing job satisfaction. Based on these results, a series of recommendations was formulated and proposed to further improve teacher job satisfaction. KEYWORDS: Education, public leadership behaviors, psychological empowerment, job satisfaction of teachers, convergent design, Philippines

Assessment of Teachers’ Knowledge and Practices on Laboratory Waste Disposal

In alignment with the United Nations Sustainable Development Goals 2030 (UN SDGs 2030), which emphasise the importance of ensuring education inclusivity and quality for all, this study investigated the quality of education in the context of science teachers’ knowledge and practice related to laboratory waste disposal. Understanding the critical role that science teachers have in fostering a safe and sustainable learning environment, the research focused on the gap between the awareness and application of proper laboratory waste management techniques. Filling this gap is imperative not only for the well-being of the school community but also for the contribution to the broader goals of sustainable development outlined in the UN SDGs 2030. Consequently, this study assessed teachers’ knowledge and practice in handling laboratory waste disposal. As a qualitative research, this study used a phenomenological design with semi-structured interviews using open-ended questions to gather data from 20 public science teachers from Santa Rosa City and Cabuyao City in Laguna Province as respondents. Regarding teachers’ knowledge, three themes emerged, namely: (1) recycling techniques, (2) waste segregation and disposal, as well as (3) treatment of laboratory waste. However, the majority of science teachers admit that they have limited knowledge of how laboratory waste should be disposed of. They tended to apply basic knowledge of waste management that they already knew, despite being aware that laboratory waste should be treated differently from solid waste generated by our offices at schools. Teacher’s practice on laboratory waste disposal involved three steps, including identification, segregation of laboratory waste, and laboratory waste management disposal. Unfortunately, all were found to be inadequate to maintain proper laboratory waste disposal at schools. Hence, this study highlights the need to enhance awareness and facilitate training on laboratory waste disposal among teachers in public schools. Specific training and education on laboratory waste management, treatment, and disposal are essential for teachers in public schools who work in laboratory settings. Regular monitoring and evaluations of teachers’ laboratory waste disposal practices should also be implemented to ensure that they adhere to the proper procedures

Effects of Free Education Policy on the Provision of Primary and Secondary Education in Zambia

The study sought to establish the effects of the Free Education Policy on learner enrollment, school infrastructure, financing and the quality of teaching and learning in community primary and secondary public schools in Zambia. The study participants included the District Education Board Secretaries, head teachers, class teachers, learners and parents from 10 provinces, selected using probability and non-probability sampling techniques. Quantitative data was collected from teachers through a structured questionnaire. In addition, qualitative data was collected from the District Education Board Secretaries, learners and parents through in-depth interviews and Focus Group Discussion guides. Quantitative data was processed, cleaned and analyzed using the SPSS 23.0 to produce descriptive statistics. Qualitative data was transcribed, sorted and analyzed along with survey data to establish emergent trends. The study found that the implementation of the Free Education Policy had increased school enrollments and government funding. The increase in the number of learners in schools has put pressure on the already overstretched educational resources like teachers, desks, textbooks, toilets and laboratory facilities, indirectly affecting the quality of education. The study suggests that Zambia's Free Education Policy implementation can be strengthened by prioritizing desks, textbooks, sanitary facilities, teacher deployment, modern classroom construction, especially in rural areas, and enacting sustainable financing legislation. The study, within the lens of the Capability Approach, has practical implications on how the implementation of the Free Education Policy can be strengthened in Zambia.

Managerial Matters for Classroom Management: A Systematic Analysis

Elementary school education plays a vital role for the enhancement of literacy rate of the country which is considered the major contribution for the socio-economic growth of the country. However, elementary school teachers face several challenges and issues during their job while performing the classroom activities. The main purpose of this research was to evaluate the problem in classroom for teachers. The population was elementary teachers from Bahawalnagar and 219 (public=113, private=106) respondents were administered as sample by applying simple random sampling technique. A Self-administered questionnaire was made for data collection based on survey method. SPSS was processed to evaluate the research objectives. The results indicated the significant difference between public and secondary school teachers about the factors classroom management and lack of facilities. There was also a significant difference shown among the teaching experience of respondents about issues related to management in classroom. The findings are useful for upgrading the learning process by adopting innovative resources.

Effectiveness of Leadership Styles and Performance Appraisal on Job Satisfaction: A Systematic Review

Secondary school education plays a vital role in the development of socio-economic growth of the countries. To achieve this objective, it is necessary to adopt a supportive leadership style by the education leaders for the satisfaction of employees. The major objective of this study was to find out the effectiveness of leadership styles and performance appraisal on job satisfaction of teachers. The study was based on quantitative and correlational research design. The population of this study was public secondary school teachers from Bahawalnagar whereas, 313 respondents were selected as sample of this research through simple random sampling technique. The data was collected by using questionnaires. Statistical Package for Social Sciences (SPSS) software was administered to analyze the research objectives. The results revealed that there was a positive and significant relationship between leadership styles and performance appraisal with job satisfaction. Moreover, leadership styles have a more significant effect on job satisfaction as compared to performance appraisal. Significantly, this research has an advantage for the advancement of the teaching learning process through innovative approaches.

Relationship of Leadership Attributes and Motivational Factors with Job Performance of Teachers

In the modern era leadership plays a vital role for the development of the educational institution by performing numerous management activities. To achieve this objective, the leader focuses on the enhancement of the competencies and motivate the employees for better performance. The major objective of this research was to determine the relationship between leadership attributes and motivational factors affecting job performance of academic staff. This study was quantitative based on correlational research design. The population was comprised of the public secondary school teachers in Lahore. Simple random sampling technique was administered to select the sample of this study which was 283. The primary data was collected by using a self-administered questionnaire through survey method whereas, for analysis of data Statistical Package for Social Science (SPSS) was administered. The results of the study revealed that there was moderate relationship of leadership attributes with motivational factors and job performance while there was also significant correlation between leadership attributes and motivational factors. Furthermore, there was a significant effect of leadership attributes and motivational factors on job performance. This study is beneficial for the heads, management staff and academicians to adopt innovative techniques and strategies for the enhancement of teaching-learning process by rendering the supportive workplace environment.

Impact of Professional Training on Teachers’ Performance at Secondary School Level

The aim of this research was to identify the impact of professional training on teachers’ performance. This study was quantitative based on correlational research design. The population of the study was public secondary school teachers from district Hafizabad while 268 respondents were selected as sample through simple random sampling technique. Data was collected by using questionnaire through survey method. The Statistical Package for Social Science was administered to analyze the research questions. The findings of the study revealed that there was a positive and significant correlation between professional training and teachers’ performance. Moreover, there was a positive and moderate effect of professional training on teachers’ performance. This research is stepping stone for enhancement of employees’ performance through effective professional training.

Mathematics Anxiety of the Secondary Public School Teachers of Tagudin District

Mathematics Anxiety of the Secondary Public School Teachers of Tagudin District

THE DEVELOPMENT OF THE SOCIO-PEDAGOGICAL FUNCTION OF SECONDARY SCHOOLS (ON THE EXAMPLE OF THE REPUBLIC OF KARAKALPAKSTAN)

A stract. Today the issue of school education is gaining worldwide importance at the same time , it is necessary to further improve the work , reforms and actions carried out in the Republic of Uzbekistan , in particular in the Republic of Karakalpakstan. There are a number of shortcomings that are not linked to the human factor in order for public education schools to fully realize the socio-pedagogical functions of their own in accordance with the requirements of modern development. Therefore, in this article, the issue of the evolution of socio-pedagogical tasks of Higher Secondary Education Schools is considered on the example of the Republic of Karakalpakstan.

THE RELATIONSHIP BETWEEN INTELLECTUAL, EMOTIONAL AND SPIRITUAL INTELLIGENCE WITH PHYSICAL EDUCATION TEACHER PERFORMANCE

The performance of a teacher, including physical education teachers, can be related to the intellectual, emotional and spiritual intelligence of the teacher concerned. This study aims to determine the relationship between intellectual, emotional and spiritual intelligence with the performance of physical education teachers. The population and research sample of physical education teachers of public high schools in Pidie Regency amounted to 22 people. Data collection techniques using the instrument intellectual, emotional, spritiual and teacher performance.Data analyzed by product moment correlation test. The results showed that in general physical education teachers in Pidie Regency have high intellectual intelligence. emotional intelligence and spiritual intelligence are high and also high emotional intelligence and have good performance. Intellectual intelligence with performance correlation coefficient value (r) 0.640, emotional intelligence with performance correlation coefficient value (r) 0.574, spiritual intelligence with performance correlation coefficient value (r) 0.682. Simultaneously emotional intelligence, intellectual and spiritual intelligence have a significant relationship with the performance of physical education teachers in Pidie Regency. This is indicated by the correlation coefficient value (r) 0.760. Keywords: Teacher Performance, Intellectual, Emotional, Spiritual Intelligence

The Relationship Of Organizational Culture And School Principal Leadership With Decision Making In State High Schools In Balige District

The aims of this research are to 1) analyze the relationship between organizational culture and decision making of school principals in public high schools in Balige District; 2) analyze the relationship between leadership and decision making of school principals in State High Schools in Balige District; and 3) analyze the relationship between organizational culture and leadership, together with the decision making of school principals in State High Schools in Balige District. The method used in this research is quantitative inferential. The population is all teachers in public high schools in Balige District, totaling 100 people and a sample of 50 people was determined using random sampling techniques. Data was collected using a closed questionnaire with 80 items. The results of data analysis show that: 1) the value of tcount > ttable (α=0.05; n-2=48) between organizational culture and decision making is 4.420 > 2.021, thus it is known that there is a relationship between organizational culture and decision making in state high schools throughout -Balige District; 2) the value of tcount > ttable (α=0.05; n-2=48) between school principal leadership and decision making is 3.547 > 2.021, thus it is known that the relationship between principal leadership and decision making in State High Schools throughout Balige District; 3) the value of Fcount > Ftable (k=2;n-2=48) between organizational culture and principal leadership and decision making is 12.706 > 3.23, thus it is known that there is a relationship between organizational culture and principal leadership simultaneously with decision making in public high schools in Balige District, thus Ha is accepted and H0 is rejected.

Inclusion of Technological Tools in Teaching and Students’ Learning Outcomes in Public Secondary in Rwanda: A Case of Gisagara District, Rwanda

This study aimed to investigate the impact of incorporating technological tools in teaching on students' learning outcomes in public secondary schools in Rwanda. Specifically, it focused on three objectives: identifying the technological tools used in teaching in public secondary schools in Gisagara District, Rwanda; examining the learning outcomes required in these schools; and evaluating the relationship between the use of technological tools in teaching and students' learning outcomes. The study was based on Constructivism and Socio-Cultural theories and employed a descriptive design to collect data. The Yamane formula was used to determine a sample size of 282 respondents. Findings revealed that the majority (80.5%) of respondents strongly agreed that their schools had projectors and used them effectively for learning. Additionally, 14.1% agreed that projectors were available and used in their schools, 3.6% indicated that their schools did not have projectors, 1.4% also stated that their schools lacked projectors, and 0.4% did not provide any information regarding projector availability and usage. The study found a strong relationship between the inclusion of technological tools and students' learning outcomes in public secondary schools, evidenced by a Pearson correlation coefficient (r) of 0.956 with a statistically significant p-value of 0.000. This indicates a highly positive and significant association between the use of technological tools in teaching and students' learning outcomes. Furthermore, the regression analysis showed that the inclusion of technological tools significantly enhances students' learning outcomes, with a square value of 0.913. Based on these findings, it is recommended that the Rwandan government prioritize investments in infrastructure and digital resources to ensure equitable access to technological tools across all public secondary schools. Schools should establish well-equipped digital learning environments to seamlessly integrate technological tools into teaching practices and foster a culture of innovation and experimentation, encouraging teachers to explore new instructional methods that leverage technology to enhance student engagement and learning outcomes.

Balancing Act: Investigating the Work-Life Equilibrium of Public Elementary School Teachers

This study aimed to find out the significant relationship between work-related variables and work-life balance of the elementary school teachers of the Division of Lipa City. This study used the descriptive-correlational type of research. This study was conducted with the aid of one hundred twenty (120) public elementary school teachers in the division of Lipa City for the school year 2023-2024. The researcher used the survey questionnaire in gathering responses to find out the effects of work-related variables to teacher’s work-life balance. The study found out that the respondents agree that various work-related factors influence their ability to maintain a healthy work-life balance. The respondents also strongly agree that their work-life balance is significantly impacted by various factors, including their working hours, utilization of vacation and leave, ability to spend quality time, and their overall health and well-being. Overall, work-related variables exhibit significant relationships with various aspects of teachers' professional lives. Based on the findings the following recommendations are set forth: Considering the agreement of the teachers toward the work-related variables, the researcher suggests that time management for teachers should be a priority to avoid stress, anxiety and poor mental health and well-being since in the teaching field, extra work and extended hours of working could not be avoided. Give time for and health and well-being through physical exercise and avoid worries and stress.

Interpersonal self-efficacy, morale, and personality traits of public elementary school teachers vis-à-vis teaching performance

In the landscape of education, the role of elementary school teachers stands as a cornerstone in shaping the intellectual and emotional development of young minds. Amidst the myriad of factors influencing teaching effectiveness, the interplay between interpersonal self-efficacy, morale, personality traits, and teaching performance emerges as a critical area of inquiry. This study employed descriptive correlational research to determine the level of interpersonal self-efficacy, morale, and personality traits of public elementary school teachers vis-à-vis teaching performance in the Division of Ozamis City, School Year 2022-2023. Respondents of the study were the public school teachers from District 5 and 6 of Ozamis City Division with a total of 117 teacher respondents. Frequency Count, Percentage, Mean, Weighted Average Mean, Kruskal-Wallis Test, Dunn’s Pairwise Tests, and Spearman rho were the statistical tests. Study revealed that the majority of respondents were female teachers with a range of one to five teaching experience. The teachers demonstrated high levels of interpersonal self-efficacy and morale, indicating their confidence in guiding and inspiring their pupils, as well as their satisfaction with their interactions and contributions to the school and community. While no significant differences were found in self-efficacy, morale, and personality traits based on age, sex, and highest educational attainment. It is worth noting that personality traits had a significant but very low correlation with performance. These findings highlight the importance of cultivating positive teacher attributes and promoting a supportive environment to enhance teacher performance and ultimately improve the quality of education in the region.

Instructional Styles and Differentiated Instruction Practices of Teachers in Cluster Xiii, Davao City

This study aimed to determine the instructional styles and differentiated instruction practices of public elementary school teachers in Cluster XIII, Davao City. This study utilized the descriptive-correlational design with one hundred fifty elementary school teachers, selected using stratified random sampling technique. In gathering data, the researcher adapted a survey questionnaire both for the instructional styles and school differentiated instruction practices. Ethical considerations were observed in data collection. The collated data were subjected to statistical tests such as mean, Pearson’s r and multiple linear regression. Findings showed that the extent of instructional styles of elementary teachers is very extensive, which means that their instructional styles is always observed. The extent of differentiated instruction practices of elementary school teachers is very extensive, which means that their differentiated instruction practices is always observed. There was a moderate significant relationship between instructional styles and differentiated instruction practices. The domains of instructional styles that significantly influenced the differentiated instruction practices were modeling and delegating. With this, the Department of Education may allocate sufficient budget to ensure that schools have the resources they need to successfully implement differentiated education. This can provide access to a wide range of instructional materials, technology, and support workers to help fulfill varied learning needs.

Does Self-Efficacy Moderate The Effect of Workload on High School Teacher Burnout?

Burnout is a state of emotional exhaustion, depersonalization, and decreased performance that will have a negative impact on ourselves and, of course, will also impact those around us. This study aimed to analyze the impact of workload on burnout among secondary school teachers and whether self-efficacy moderates the impact of workload on burnout. Burnout of high school teachers during the COVID-19 pandemic. The techniques used in this study are quantitative and explanatory in nature. The population of the study consisted of public high school teachers and the sample was 52 respondents. The sampling technique used is non-probability sampling. Data collection techniques include observation, interviews, questionnaires, etc. Data analysis techniques include simple linear regression analysis and relaxed regression analysis (MRA). Based on the results of our analysis, we know that workload has a positive and significant impact on secondary teacher burnout during the COVID-19 pandemic; and self-efficacy did not moderate the impact of workload on secondary teacher burnout during the COVID-19 pandemic.

Bridging Mother Tongue Instruction: Linguistic Dilemma of Public School Teachers

This study unfolded the experiences of teachers of Talomo District, Davao City on the use of mother tongue instruction. There were eight (8) teachers who participated in the study. This study made use of a phenomenological approach to extract the ideas of the participants. The participants were purposely selected as representatives from the group of school teachers in the same division. The virtual in-depth-interview was employed to gather some information as regards to their respective experiences on the use of mother tongue instruction as part of the teaching profession. Using the thematic analysis, the following themes emerged as pertains to the experiences of the participants: inadequate learning materials, unfamiliarity on profound vernacular words, student relying on mother tongue. The coping mechanisms to address the struggles of Self Learning Modules were: Adaptability to challenges, utilizing online educational resources, taking advantage of the ease of speaking the mother tongue. The educational management insight gained from the experiences of the teachers was primarily focused on providing teachers with high quality instructional materials. The principals may be more receptive on the current problems and issues of the teachers. The school heads may equip the teachers and students with proper materials throughout the school year. The teachers may continuously adapt coping mechanisms to address issues and be vigilant in finding classroom solutions to their problems.

100th anniversary of ‘Special School’ publication

The article presents the beginnings of the Polish pedagogical press and its development duringthe partitions and in the years after regaining independence. The establishment of theSpecial Education Section of the Polish Public School Teachers' Association was initiated by thepublication of the periodical ‘Special School’ in 1924, the editor-in-chief of which was MariaGrzegorzewska. The magazine was addressed primarily to teachers and was intended to increasetheir interest in the issues of people with disabilities and special educational needs. Thestructure of the magazine proposed by Grzegorzewska has remained basically unchanged tothis day. It assumed the publication of scientific articles and articles devoted to teaching work,as well as reports on domestic and foreign events and new publications.

Effect of School Leadership Practices on the Commitment of Secondary School Teachers in Musanze District, Rwanda

This study examined the effect of school leadership practices on the commitment of secondary school teachers in public schools within Musanze district, Rwanda. The specific objectives were to assess the influence of teachers' motivation, supervision, evaluation, and training and development practices on teachers' commitment to work. This research was guided by two theories: Herzberg two factor theory and Max Weber bureaucracy theory. By using a correlational research design, the study employed a quantitative research approach in collecting and analyzing data. The closed-ended questionnaire was filled out by 167 teachers and 44 school leaders, who were randomly selected from a target population of 305. Reliability was confirmed by a pilot study using Cronbach's alpha coefficient. Data for the first, second, third and fourth research questions on school leadership practices and teachers’ commitment to work was analyzed through descriptive statistics (frequencies, percentages, mean, and standard deviation) and regression analysis, while qualitative data was analyzed thematically. The findings revealed significant effects of all four leadership practices on teachers' commitment in Musanze district. Notably, motivation practices (β=0.469, P value <0.05), supervision practices (β=0.368, P-value < 0.05), evaluation practices (β=0.495, P value < 0.05), and training and development practices (β=0.081, P value < 0.05) all exhibited positive linear relationships with teachers' commitment. This study recommends that the leadership in schools under examination should foster teachers' commitment to their work in order to improve student outcomes, which is essential for overall school success.