School Teachers In Region Research Articles

The Relationship Between Academic Supervision and Learning Motivation with Learning Outcomes of 5th Grade Elementary School Students in Region I, Bolano District

Supervision is an effort by leaders to help teachers to carry out their duties better. The purpose of this study was to determine the significant relationship between academic supervision and learning motivation, the significant relationship between academic supervision and learning outcomes, the significant relationship between learning motivation and learning outcomes and the significant relationship between academic supervision and learning motivation and learning outcomes. The type of quantitative research uses a combination of ex-post facto methods and survey methods with a correlational approach. The subjects of the study were all principals and elementary school teachers in Region I of Bolano Regency, totaling 58 people and 5th grade elementary school students in Region I of Bolano Regency. Data collection techniques used questionnaires, interviews and documentation. Data analysis techniques were correlation, simple linear regression analysis, multiple linear regression and One Way Anova test. The results of the study indicate that there is a positive and significant relationship between academic supervision and student learning motivation with a correlation coefficient (r) of 0.671 in a strong significance category of 0.000 <0.05, a calculated t value of 8.2674, there is a positive and significant relationship between academic supervision and student learning outcomes with a correlation coefficient (r) of 0.865 in a very strong category with a significance value of 0.000 <0.05 and a calculated t value of 12.871 significant 0.000. The calculated F value of 165.667, there is a positive and significant relationship between learning motivation and student learning outcomes with a correlation coefficient (r) of 0.846 in a very strong category with a significance value of 0.000 <0.05 and a calculated t value of 12.004 significant 0.000. The calculated F value is 144.084 and there is a positive and significant relationship between academic supervision and learning motivation simultaneously on student learning outcomes with a correlation coefficient (R2) of 87.40% and a calculated F value of 190.3364. So it can be concluded that the principal's academic supervision and learning motivation have a strong influence on improving student learning outcomes.

Servant Leadership of School Heads, Organizational Culture and Teamwork: A Causal Model on Teacher Engagement of Public Secondary School Teachers

This study aims to determine the best-fit structural model for teacher engagement of public secondary school teachers in Region XI, Philippines. It examines the interplay between exogenous variables: servant leadership of school heads, organizational culture, and teamwork on teacher engagement. It tries to understand how these factors influence each other and contribute to fostering a more engaging environment for teachers. The study utilized a descriptive correlational technique through structural equation modeling (SEM). Selected were 400 respondents using stratified random sampling. Findings show that servant leadership of school heads; organizational culture; and teamwork showed significant relationships with the endogenous variable, teacher engagement. Further, results showed that the best-fit model is the Generated Model 3 showing a direct causal relationship of the exogenous and endogenous variables. Furthermore, structure modifications revealed that servant leadership of school heads was grounded by the retained indicators: building community and empowering people which is highly reinforced by organizational culture, described by retained indicators- organizational management and organizational cohesion. Likewise, teamwork was strengthened by the retained indicators: communication and coordination. When the results of this study are given consideration, the goal of quality education in the Sustainable Development Goals that is quality education is positively achieved which resulted from highly engaged teachers.

Self-care, Emotional Intelligence, and Self-assessed Wisdom: A Structural Equation Model on the Quality of Life among Elementary Public School Teachers

This quantitative research study intended to identify the best-fit model based on self-care, emotional intelligence, and self-assessed wisdom for quality of life among primary public school teachers in Region XI. This research employed a structural equation model (SEM) with 400 respondents who comprised the sample through stratified random technique. The data of this study were gathered using an electronic survey. The employed questionnaires underwent modifications and reliability and validity tests. This descriptive and causal investigation employed statistical measures such as mean, standard deviation, Pearson product-moment correlation, and structural equation model (SEM). The study found that both the levels of self-care and emotional intelligence were high, and the levels of self-assessed wisdom and quality of life were very high. On top of that, a significant relationship was discovered between emotional intelligence and quality of life, self-assessed wisdom and quality of life, and self-care and quality of life. Each of its exogenous variables significantly predicted the quality of life. Only Model 5 met all the requirements to be the best-fit model for quality of life as determined by its exogenous variables out of the five (5) generated models. As a result, it is regarded as the most relevant model for identifying and addressing the various aspects of quality of life that improve the general well-being of elementary public school teachers.

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

Pengaruh Kecerdasan Intelektual dan Kecerdasan Emosional terhadap Classroom Management Dengan Internal Locus of Control Sebagai Variabel Intervening (Studi Pada Guru SD Daerah Binaan 3 Koordinator Wilayah Kecamatan Tegal Barat)

This study aims to research and analyze the impact of cognitive intelligence and emotional intelligence on internal control, as well as the impact of cognitive intelligence, emotional intelligence, and internal control on classroom management. The subjects of the study consisted of elementary school teachers in Region 3, West Tegal District, Tegal City, with a total of 80 respondents. The sampling method used is the Saturated Sampling Technique, where the entire population is sampled. Data collection was carried out through questionnaires, and data analysis using regression tests with mediation techniques. The results showed that cognitive intelligence has a positive impact on internal control, as well as emotional intelligence. However, cognitive intelligence does not have a significant impact on classroom management. On the other hand, emotional intelligence has a positive impact on classroom management. Internal control also has a positive impact on classroom management, and acts as a mediator in the relationship between cognitive intelligence and classroom management.

SELF-EFFICACY, JOB PERFORMANCE, AND TRANSFORMATIONAL LEADERSHIP: A STRUCTURAL EQUATION MODEL ON ORGANIZATIONAL COMMITMENT AMONG PUBLIC SCHOOL TEACHERS

<p>The study aimed to investigate the influence of self-efficacy, job performance, and transformational leadership style on organizational commitment using Structural Equation Modelling (SEM) to 400 public school teachers in Region XI, Philippines. Findings revealed a high level of self-efficacy, a very high level of job performance, and high levels of transformational leadership and organizational commitment. There is a strong, positive, and significant correlation between self-efficacy and organizational commitment; job performance and organizational commitment; and transformational leadership and organizational commitment. Further results showed that the best-fit model was model 3 showing the direct causal relationships of Self-Efficacy, Job Performance, and Transformational Leadership Style on Organizational Commitment. Moreover, the Organizational Commitment of the respondents was defined by the retained indicators, namely: Affective Commitment and Individual Performance. Self-efficacy was described with the following retained indicators: Disciplinary Self-efficacy, and Creative Positive School Climate. On the other hand, Job performance was described in terms of the indicators Workload and Working Environment. Finally, Transformational Leadership retained the following indicators: Political Skill Inventory, and Perception of Relational Uncertainty. Findings suggest that the policy-making body of the Department of Education should look into the provision of professional development, workload allocations, and benefits of the teachers to further improve their organizational commitment.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0517/a.php" alt="Hit counter" /></p>

Leadership Attributes of School Heads, Classroom Instructional Environment and School Facilities: A Structural Equation Model on Job Satisfaction of Public School Teachers in Region XI

This study aimed to identify the best-fit model for job satisfaction among teachers, focusing on the influence of leadership attributes of school heads, classroom instructional environment, and school facilities among 400 public school teachers in the Davao Region, Philippines. The research employed a quantitative approach to collect and analyze data, using Structural Equation Modeling (SEM) to assess the relationships between the variables. The results indicated very high levels for the leadership attributes of school heads and classroom instructional environment, a high level for school facilities, and very high job satisfaction levels among the teachers. The study further revealed significant statistical correlations between leadership attributes, classroom instructional environment, school facilities, and teachers’ job satisfaction. Additionally, the study showed that all exogenous variables strongly influenced the endogenous variable (job satisfaction). Model 3 emerged as the best-fit model, meeting the necessary criteria for model fitting based on various statistical indices. The model demonstrated excellent fit, confirming its applicability for understanding the factors affecting teachers’ job satisfaction. The leadership attributes of school heads were characterized by the retained indicators: professional credibility, communication, and influence. In terms of the classroom instructional environment, the key indicators included personalization and investigation. School facilities were described through the retained indicators: marketing education facilities, auditorium/stage facilities, teachers’ workroom, and the location/site of the school. Finally, the job satisfaction of teachers was measured using the following retained indicators: security, work environment, and job responsibilities. The study’s findings suggest that the Department of Education’s policy-making body should consider evaluating school facilities more thoroughly. Further investigation with standardized measurement tools is recommended to better assess the actual status of school facilities, as this could provide a clearer picture of how physical environments influence teacher satisfaction and performance.

Unlocking Online Teaching Potential: Investigating Teacher Readiness with Adaptability and ICT Facilities

The study focuses on the readiness of public secondary school teachers in Region XI, Philippines, to transition to online learning due to the COVID-19 pandemic. The research uses qualitative research design to analyze teachers’ experiences and responses. Five themes emerged: virtual didactics, ICT-based pedagogics, readiness for state-of-the-art virtual-based learning, capability-challenged IT environment, skills acquisition, and adaptability. Four themes emerged: globally and virtually relevant instruction, conform ability, and versatility outlook in ICT use, zealousness in teaching mission, and multi dimensionality in virtual didactics.

Organizational Commitment as Influenced by Caring School Leadership and Empowerment: A Convergent Design

This study employed a mixed methods approach, particularly convergent design, to determine the influence of caring school leadership and empowerment on organizational commitment. The respondents were the public secondary school teachers in Region XI, Philippines. Sets of adapted and validated survey tools with a five-point Likert scale and an interview guide were used to obtain the data. In the quantitative phase, the mean, standard deviation, and multiple linear regression were used as statistical tools, while in the qualitative phase, thematic analysis was employed. Findings in the quantitative phase revealed that the status of caring school leadership and empowerment were both rated very high, and the organizational commitment was rated high. Moreover, the study revealed that caring school leadership and empowerment both significantly influence organizational commitment. The qualitative phase of the study revealed four essential themes based on the lived experiences of secondary teachers as regards organizational commitment, namely: dedication to teaching and student development, commitment to organizational excellence through collaboration and fulfillment, building positive relationships, and adherence to rules and responsibilities. Further, three essential themes also emerged regarding the role of experiences in shaping the beliefs of the participants toward organizational commitment which included being encouraged to grow and innovate, being teamwork-driven, collaborative, and positive, and consistency and reliability in leadership. Furthermore, as regards the role of experiences in shaping the attitudes of the participants toward organizational commitment, the following themes extracted were: becoming open and trusting, and becoming driven and persevering. Finally, the integration of findings revealed that the results of the two phases corroborated each other, demonstrating a merging and converging of data.

The Effect of Reward System and Achievement Motivation on Work Satisfaction of High School Teachers In Region 3 OKU Selatan

The reward system is something that is of concern to everyone, considering that appreciation means giving something related to work performance. A good reward system can also be part of a person’s motivation to excel. For this reason, this study examines the reward system and achievement motivation on job satisfaction felt by teachers. To conduct research in accordance with these rules, the researcher refers to research with quantitative methods. The data obtained through questionnaires and documentation. Data analysis was carried out through simple and multiple linear regression tests, because the data obtained was normally distributed and met the test requirements. The results of the research conducted state that the reward system partially has a significant influence on the job satisfaction of high school teachers in South OKU Rayon 3, as well as achievement motivation which is partially proven to contribute to teacher job satisfaction. The simultaneous testing stated that the reward system and achievement motivation were proven to have a significant influence on the job satisfaction of high school teachers in Rayon 3 OKU Selatan.

Mediating effect of burnout on the relationship between grit and turnover intentions among the private tertiary school teachers in Region XI: a convergent design

This study aimed to investigate the mediating effect of burnout on the relationship between grit and turnover intention of private tertiary school teachers in Region XI. A convergent mixed-methods design was utilized. A total of 303 private tertiary school teachers who were at least three years already in the service in Region XI were selected using purposive sampling technique. Adapted survey tools and interview guide questions were used to gather the essential data. The statistical tools used were mean, standard deviation, Pearson Product Moment of Correlation, and the Sobel z-test. The Colaizzi’s method was utilized to elucidate the qualitative data. The findings revealed that private tertiary school teachers’ level of burnout and turnover intention were low, and their level of grit was high. Moreover, the relationship among these variables was significant. Also, the mediating effect of burnout on the relationship between grit and turnover intention was significant, although it was just partial. The lived experiences of teachers were explained further by the themes revealing personal, work, and client-related burnout; positive dispositions on the teaching profession; underlying reasons for low level of attrition; and invigorating grit and strength as reasons to stay. Furthermore, the impact of these experiences on their beliefs and attitudes included: staying is beneficial, adhering commitment to excellence, and demonstrating positivity in all circumstances. Finally, the quantitative findings corroborate with the qualitative findings.

The Effect of Personality and Quality of Work Life (QWL) on the Work Productivity of Middle School Teachers

study aims to obtain information about the influence of personality and quality of work life on the work productivity of state high school teachers in region I of the administrative city of East Jakarta. This research is an Associative quantitative research. The research was conducted using a survey method with the data analysis technique used to answer the hypothesis is the path analysis technique. The population in this study were 801 respondents, and a sample of 267 respondents who were selected using random sampling. The research is focused on two aspects that determine work productivity; Personality and Quality Of Work Life. The results of the analysis conclude that (1) there is a direct influence of Personality on Work Productivity, (2) there is a direct influence of Quality of Work Life on Work Productivity, (3) there is a direct influence of Personality on Quality of Work Life.

The Correlation between Leadership Style of Principals and Job Satisfaction of High School Teachers in Region 1, Zanjan, Iran

The Correlation between Leadership Style of Principals and Job Satisfaction of High School Teachers in Region 1, Zanjan, Iran