Teaching Research Articles

Elementary school teacher candidates’ perceptions on defining and integrating civic literacy

Elementary school teacher candidates’ perceptions on defining and integrating civic literacy

Role of teacher learning agility: an empirical study for islamic educational success in Indonesia

This research aims to analyze the role of teacher learning agility in supporting the success of Islamic education in Indonesia. Researchers used a survey method distributed via a Google Form questionnaire. The population of this study were elementary, middle school, high school, bachelor’s and master’s level teachers, and a sample of 517 people was obtained, taken using random sampling techniques with the classification of 150 elementary school teachers, 135 middle school teachers, 148 high school teachers, 85 undergraduate lecturers, and 53 master level lecturers. The data were analyzed descriptively and measured using the analysis of variance (ANOVA) test assisted by the SPSS 22 program. The results of the research show that outstanding educators in Indonesia have high learning agility at work. More than 50% of respondents respond to current developments and apply learning agility in the workplace. Based on job classification, lecturers have higher learning agility with an overall average of above 4.20. Meanwhile, based on gender, women are superior to men in its application. Educators with learning agility display maximum work performance, are able to draw lessons from work experience, adapt to change with full awareness and enthusiasm for learning to improve their skills, knowledge and competence.

The Influence of Learning Styles on the Learning Outcomes of IPS Students Semester II of PGSD Uhkbpnp Study Program

This study aims to determine the effect of learning styles on the learning outcomes of students of the second semester of the Elementary School Teacher Education Study Program, UHKBPNP. This study is a quantitative study that is correlational in nature, which involves a variable that is related between one variable and another. Location of the study This research will be conducted at HKBP Nommensen University, PEmatangsiantar on students of the second semester of the Elementary School Teacher Education Study Program. The data collection technique used is the Learning Style Questionnaire and Documentation. The data analysis technique uses statistical data with the product moment correlation formula, namely the correlation test used to determine the degree of closeness of the relationship between 2 variables with interval and ratio scales. In testing this prerequisite test, IBM SPSS is used. The results of the calculation of the analysis of variance on the differences in social studies learning outcomes between students who have a visual learning style and an auditory learning style with an average = 76.28 and = 70.35. Based on F h = 64.80 and the table value for a= 0.05 with dk (1) it is obtained F t = 3.97 so that it can be stated that F h (64.80) > F t (3.97). Thus the research findings conclude the research hypothesis which states: the learning outcomes of social studies students who have a visual learning style are higher than the learning outcomes of students who have an auditory learning style at a confidence level a= 0.05 has been proven to be true.

Teachers as first responders in marginalized, urban communities: Stress and coping during unprecedented times for public education

The present study examines workplace priorities, challenges, and experiences of burnout and coping among teachers in marginalized urban communities, where structural barriers elevate job demands and minimize job resources. Specifically, we amplify the voices of public elementary school teachers in an urban hub of Florida during a time of unprecedented stressors (COVID-19, staff shortages, racial injustice, school shootings) to identify possible avenues of support. Participants (N = 12) were teachers in grades 3 through 5 from one large urban district; six participants served predominately Black or African American students, and six participants served predominately Hispanic students. All teachers self-identified as female and from a racially and/or ethnically minoritized background themselves. Semi-structured interviews (conducted remotely by the first author) were organized around five questions. Qualitative content analysis highlighted two core priorities (support students holistically and address interconnecting social emotional skills and academic success) and two core challenges (mismatch between administration expectations/supports and teacher needs/values, and difficulty managing student behavior). Teachers attributed the ubiquitous experience of burnout to factors at levels of work (e.g., responding to student stressors and traumas on top of curriculum demands), organization (e.g., poor compensation, excessive work demands), and society (e.g., school shootings, COVID-19), and they offered concrete recommendations for improving their work conditions. Altogether findings inspire opportunities to reevaluate supports for teachers serving as first responders for youth in marginalized urban communities.

Tracking Procedures and Criteria and the SES Bias in Teacher Track Recommendations

The allocation of students to ability tracks is often based on teacher recommendations. These recommendations tend to be biased in favor of students from higher socioeconomic status (SES) backgrounds. While tracking procedures and criteria have been proposed to play a role herein, empirical research is lacking. Using a survey experiment and information from 221 teachers in 69 Dutch schools, I find that teachers in the same school vary in their interpretation of their school’s procedure and (relatedly) their own tracking criteria. Teachers who perceive the school procedure to put more weight on students’ home environment, and/or (relatedly) put more weight on this themselves, show a stronger SES bias in track recommendations in the survey experiment.

Examining the Implications of Islamic Teacher Education and Professional Learning: Towards Professional Identity Renewal in Islamic Schools

Teachers in Islamic schools are often required to navigate complex identities. They balance personal and/or school-based religious obligations with contemporary secular-based commitments to meet organisational demands for institutional compliance. Behaviourally, the motivations and attitudes of teachers play a vital role in shaping a learning environment that fosters a sense of community and caters to the needs of students. However, recent studies on Islamic education suggest a real struggle in managing such complexities. Consequently, scholars have called for specialized programs to counter such issues, focusing on the need for schools to renew their commitment to promoting educational values, principles and practices that are rooted in the Islamic tradition. Several higher education institutions have responded to this call by establishing programs in Islamic studies and Islamic education. Nevertheless, there is limited knowledge of the organisational and behavioural significance of such programs on the professional identity of teachers. Using semi-structured interviews, this article presents findings from four teachers who had completed a postgraduate qualification in Islamic education at an Australian university. The six-phase thematic data analysis, informed by Muslim identity and an Islamic worldview, revealed that secular teacher education provided participants with ‘a license to teach’ but lacked in ‘nurturing a purpose for teaching’. The findings also revealed a distinct connection between Islamic teacher education, professional learning and professional identity, whereby Islamic-based pedagogies ‘enlightened and empowered’ teachers toward becoming ‘faith-centred’ in their professional practice. While the study was limited to four teachers, it contributes knowledge to the Islamic education, organizational and behavioural fields of inquiry in two ways, by underlining that (i) the professional identities of Muslim teachers are shaped by a knowledge-seeking mindset, and (ii) Islamic teacher education and professional learning create pathways towards the renewal of teachers’ professional identities in Islamic schools.

Ethnic studies and student development: Cultivating racially marginalized adolescents' critical consciousness.

There is debate around offering ethnic studies to high school students. Ethnic studies connects learning to students' lives and analyzes the workings of racism to construct avenues toward equity. As the debate unfolds, it is critical to examine ethnic studies' implications for youth development and the mechanisms that link it to student outcomes. One of ethnic studies' long-stated goals is fostering students' critical consciousness. Critical consciousness refers to critical reasoning around inequality (critical reflection), motivation to challenge inequality (critical motivation), and action taken to disrupt inequality (critical action). Little research has examined youth critical consciousness development within ethnic studies-a consciousness-raising system. Consequently, this longitudinal mixed-methods study examines students' critical consciousness development in ethnic studies and sheds light on the contextual characteristics (i.e., critical school socialization) that foster critical consciousness. Analyses of 459 ninth-grade students' (52% girls, 4% nonbinary; 1% Asian, 1% Black, 4% multiracial, 64% Latinx, 7% Native American, 15% described their own race, 7% skipped the question; Mage = 13.92) survey data, and focus group data with 19 students, revealed that ethnic studies-enrolled students grew more in their critical reflection than nonenrolled students. However, the quantitative data demonstrated decreasing critical motivation among all students, whereas the qualitative data suggested emergent critical motivation among ethnic studies-enrolled students. Furthermore, critical school socialization and teacher pedagogy were key to ethnic studies consciousness-raising. Altogether, this study highlights that ethnic studies fosters youth critical consciousness-a worthwhile outcome that should be considered in policy debates about ethnic studies. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Transformational Leadership and Team Synergy in Improving Communication and Collaboration in Educational Settings

This study explores the impact of transformational leadership on team synergy, communication, and collaboration in educational environments. The purpose of the research is to examine how transformational leadership enhances team dynamics by fostering trust, communication, and participatory decision-making among teachers and staff. Utilizing a qualitative phenomenological methodology, in-depth interviews were conducted with school leaders, teachers, and administrative staff, complemented by participatory observation and document analysis. The results reveal that transformational leadership significantly improves collaboration by encouraging open communication and empowering team members to take initiative. Teachers reported feeling more motivated to innovate in their teaching methods and engage in interdisciplinary collaboration. However, challenges such as staff resistance and limited resources hindered the full adoption of collaborative practices in some schools. The study also highlights varying levels of team participation, which indicates that the effectiveness of transformational leadership depends on the leader's ability to engage all team members. The major conclusion of the study is that transformational leadership positively influences team synergy through enhanced trust and collaborative problem-solving. The findings provide important practical insights for educational leaders, suggesting that transformational leadership fosters a more inclusive and innovative school environment. This research contributes to the field by emphasizing the need for flexible leadership approaches that adapt to team dynamics and the critical importance of institutional support and resources to fully realize the benefits of transformational leadership in educational settings.

Early-career primary school teachers as ‘watched watchers’: an analysis informed by feminist surveillance studies

ABSTRACT Using concepts from feminist surveillance studies, this study followed three early-career teachers as they transitioned from an educator preparation program to professional employment as primary classroom teachers. In particular, this analysis highlights how surveillance constrained and contributed to participants’ experiences and available subjectivities. Outcomes suggest experiences of surveillance significantly influenced the early-career teachers’ negotiations of personal and professional selves, contributing to workplace compliance and uniformity, as well as impacting their well-being. Understanding participants’ experiences as young women and new teachers amid school spaces saturated with various forms of surveillance can contribute to a better-informed perspective for supporting early-career teachers.

Extensiveness of Teachers' Competence in Using Table of Specifications in Constructing Formative Assessment Test Items in Public Secondary Schools in Hanang District, Tanzania

The study examined teachers' competence in using tables of specifications in constructing formative assessment items in public secondary schools in Hanang district, Tanzania. Using Bloom's Taxonomy, a mixed-methods approach was employed, with 119 participants selected from 712 individuals, including teachers, heads of schools, academic masters/mistresses, and district school quality assurers. The study used questionnaires, interview guides, interview schedules and document analysis guides for data collection. Research experts assessed content and face validity for quantitative instruments, while qualitative instruments were validated through peer debriefing and triangulation. Data was presented in tables and analyzed using descriptive statistics and thematic analysis. The study revealed that public secondary school teachers vary in their competence of using the table of specifications when designing formative assessment test items. Moderately proficient teachers adhere to all procedures, while others struggle with determining question numbers and distribution. Based on the findings, the study concluded that teachers who are teaching students in public secondary schools were inadequately utilizing the table of specifications when designing formative assessment test items in public secondary schools. The study suggests that the government should prioritize professional development training to improve teachers' competencies in setting formative assessment test items, enhancing student learning outcomes.

Preparing future primary school teachers to solve the problem of historical education of primary schoolchildren with the main focus on the formation of historical memory: Methodological and tech-nological aspects

Introduction. The article deals with the problem of preparing future teachers for delivering historical education and the formation of historical memory in primary schoolchildren. The purpose of the article is to clarify methodological and technological aspects of preparing future primary school teachers to solve the problem of historical education of primary schoolchildren with the main focus on the formation of historical memory. Materials and Methods. The study follows the value-semantic approach. The research methods employed include the survey, the unfinished sentence method, statistical methods and content analysis. Results. The authors summarized the existing theoretical research on this problem, identified the level of future teachers’ awareness about the history of our country, justified the need to apply a value-semantic approach to the process of preparing students for delivering historical education in primary school with the main focus on the formation of historical memory, and proposed ways of preparing students for delivering historical education. Conclusions. The authors conclude that the preparation of future teachers for historical education with the main focus on the formation of historical memory among students should be carried out on the basis of a value-semantic approach. The basis of readiness for the implementation of this process is high level of teachers’ awareness about the history of our country, as well as their understanding and practical application of the mechanism of historical education in conjunction with the formation of historical memory.

Differentiated National Education: Impact on Elementary Students' Nationalistic Insight

The lack of nationalistic insight among elementary school students served as the driving force for this study. This led to the creation of a differentiated nationalistic education learning model based on social and emotional learning that needed to be tested for effectiveness. This study sought to ascertain how elementary school children's nationalistic insight was impacted by a differentiated national education learning model based on social and emotional learning. Two hundred elementary school pupils participated in this quasi-experimental study. Test questions were used to examine nationalistic insight. The Jamovi application was used to examine the measurement findings using an independent sample for the t-test. According to the findings, students who participated in differentiated nationalistic education based on social and emotional learning and those who attended conventional nationalistic education differed significantly in their nationalistic understanding. This finding demonstrated the impact of a differentiated national education learning model based on social and emotional learning on primary school students' nationalistic insight. Elementary school teachers should use this research's implications as a guide to help students develop a nationalistic insight

The Effect Of Leadership Style, Organizational Climate, And Academic Supervision On The Performance Of State Elementary School Teachers In Sumowono District, Semarang Regency

The purpose of this study is to: 1) determine and analyze the influence of leadership style on teacher performance. 2) determine and analyze the influence of organizational climate on teacher performance. 3) determine and analyze academic supervision on teacher performance. 4) determine and analyze the influence of leadership style, organizational climate, and academic supervision on teacher performance. The research approach used is quantitative. This type of research uses correlational research. The population of this study was 202 teachers and the research sample was 134 teachers. Data collection was carried out using a questionnaire. The data analysis technique used in this study was descriptive data analysis, prerequisite tests including normality tests, multicollinearity tests, heteroscedasticity tests, linearity tests and hypothesis tests including simple and multiple linear regression. The results showed that: 1) the correlation between leadership style and teacher performance was 0.938. the influence of leadership style on teacher performance was 88.0%, 2) the correlation between organizational climate and teacher performance was 0.858. the influence of organizational climate on teacher performance is 73.6%, 3) the correlation between academic supervision on teacher performance is 0.798. the influence of academic supervision on teacher performance is 63.8%, 4) the correlation between leadership style, organizational climate, and academic supervision on teacher performance is 0.905. the influence of leadership style, organizational climate, and academic supervision on teacher performance is 90.5%. The conclusion of this study is that leadership style, organizational climate, and academic supervision on teacher performance are 0.905 or 90.5 % . The author suggests that teachers evaluate and develop learning, then teachers can also attend training and seminars in order to improve teacher performance

Existencia y representación política en el maestro

The document seeks to introduce the problematization of political representation, placing elements of existential order in the lives of teachers. In the section, titled: Searching for the memory of the political representation of teachers, the idea of ​​memory is developed with some references to the teaching of the Catholic Church in statements about the work of teachers and education. The following section entitled Educational everyday life and soteriological meanings aims to give continuity to the problem of memory and the political and existential representation of the teacher from a patristic anchor evocatively inspired by the work of the doctor of the church, Saint Maximus the Confessor. The last part and the conclusions situate the problem and the purpose of the necessary inclusion of narrative forms that truly allow man to emancipate himself from the yoke of Leviathan. The work ventures into the realms of exploration through symbols that have been eroded by modernity. It outlines an archeology of knowledge about elements of educational knowledge from a Christian conception that today is foreign to many modern spirits given the metaphysical crisis and catastrophe that marks our post-modern and neoliberal educational experience, very foreign even to the libertarian mentality of our school teachers. like Fernando González, and whose epigraph captured in the year 1941 in his book The School Teacher has served us to introduce this document.

Effects of Age on Teachers’ Self-Efficacy: Evidence from Secondary Schools

The study investigated the effects of age on self-efficacy among teachers in secondary schools in Kenya. The concurrent triangulation design was adopted. A sample size of 327 teacher participants was obtained using both stratified and simple random sampling techniques. The Teacher Self-Efficacy Scale (TSES) was used to collect quantitative data. In addition, semi-structured interview was used to collect qualitative data. The reliability coefficient for the TSES was α = 0.996. The Multivariate Analysis of Variance (MANOVA) was used to test the hypothesis. Qualitative data was analyzed using thematic analysis. The MANOVA results indicate that the effect of age on teachers’ self-efficacy was not significant, Wilk’s λ (6, 320) = 0.947, p = 0.498. Qualitative results reported a significant effect of age on teachers’ self-efficacy in classroom management. The Kenyan Teachers’ Service Commission should carry out periodical assessment of teachers’ self-efficacy to identify teachers that are vulnerable to low self-efficacy. Keywords: effects, age, self-efficacy, teachers, secondary schools, Kenya

English teaching in public schools: analysis of the municipality of Meoqui, Chihuahua

Este trabajo de investigación describe el proceso de enseñanza y aprendizaje del inglés considerando cuatro dimensiones: didáctica, planeación, evaluación y comunicación oral. Se centra en el análisis de experiencias de tres maestras de educación básica del municipio de Meoqui, Chihuahua (México) mediante entrevistas a profundidad. El estudio se enmarca en el paradigma interpretativo, utilizando un enfoque cualitativo y una metodología de estudio de caso. Los resultados muestran que los docentes planean de acuerdo con las fases incluidas en el programa de estudio, utilizan las TIC como material didáctico, emplean la evaluación formativa con instrumentos cuantitativos y desarrollan habilidades de comunicación oral a través de prácticas sociales del lenguaje.

Student’s Regional Potential-based Project: TEFA for Schools in Low Industrial Areas

One of the ways to get a link and match between Vocational High School graduates and the working world is by implementing a teaching factory (TEFA). Teaching Factory aims at aligning teaching and training in schools with the needs of modern industrial practices. However, not all schools can implement it optimally, especially those in low-industrial areas. This is one of the reasons why many Vocational High School graduates are not able to compete in the labor market. One of the solutions is to get students’ project assignments based on the potential of their region. Therefore, this study aims to develop a teaching factory model integrated with student’s regional potential-based project (SRPP). This research and development (R&D) employs the Borg and Gall model, which consists of four main stages: need analysis, model development, model validation by experts through a focus group discussion and a pilot study, and model evaluation. The results show that the teaching factory model for vocational schools in low-industrial areas is valid and can be widely tested.

Strategi Pembelajaran PAI dalam Membentuk Akhlakul Karimah Peserta Didik di SDIT PUI Cibitung Tenjolaya

The thesis examined the learning strategies of Islamic Education in improving the students’ moral in in SD IT PUI Cibitung Tenjolaya. The aims of the study were to determine the learning strategies, describe the moral, as well as to analyze the impact of the learning strategies of Islamic Education teachers. The research was a qualitative descriptive study using spiritual, psychological, and pedagogical approaches. The data used were the primary and secondary data. The primary data sources were the school principal, vice principal, Islamic Education teachers, dormitory’s coaches, and other teachers. The secondary data sources were from the important documentation data, such as the school magazine, teachers’ and students’ data, as well as the data of infrastructure. The primary research instrument was the researcher himself, and it was developed by using observation guidelines, interviews, and documentation check. The data were then processed and analyzed through three stages, namely, data reduction, data presentation and conclusion. The results revealed that the learning strategies of Islamic Education used in SD IT PUI Cibitung Tenjolaya were inquiry, expository, cooperative, affective, and problem solving learning strategies, which involved a series of methods of exemplary, suggestion, question and answer, discussion, lecture, habituation, exercise, group work, assignment, punishment, and reward. The students’ moral was described by some assessment indicators such as their piety, discipline, relationship, hygiene, and responsibilities. As for the result of learning strategies against the students’ moral was well enough that they have started to be diligent in worship, discipline, responsible, relationship and self development, though it had not reached as expected, so the learning strategies should be further developed by looking for some learning strategies that can further improve the students’ moral

Embracing the New Normal or Clinging to the Past? Digital Anxiety Among Elementary School Teachers in Post-COVID Taiwan

AbstractThis study investigates the extent of digital anxiety among elementary school teachers in Hsinchu City, Taiwan, in the context of the post-COVID new normal. Specifically, the study employs the Depression, Anxiety, and Stress Scale-21 (DASS-21) to measure the level of anxiety experienced by teachers in adapting to digital teaching methods. The online survey was conducted in November 2021, and 358 valid responses were obtained from Hsinchu City. The results of the survey provides insights into the challenges that teachers face in adapting to the new normal and the impact of digital anxiety on their change of teaching. Result reveals that when going back to teaching face-to-face, teachers’ levels of depression, anxiety, and stress soon returned to normal. However, the stress of teachers without kids and special education teachers dropped dramatically. Overall, this research provides a comprehensive analysis of digital anxiety among elementary school teachers in Hsinchu City and offers recommendations for supporting teachers' well-being and promoting effective digital teaching practices in the post-COVID era.

Effectiveness of government policy interventions towards enhancing access to pre-primary and primary education by street children in North Rift Kenya

An estimated 150 million children live on the streets globally, with many not enrolled in school. This growing issue requires urgent attention. UN Sustainable Development Goal 4, Target 5, aims to eliminate educational disparities for marginalized groups like street children, emphasizing the need to address prejudice in education access.The Kenyan government has developed measures to improve all children's access to education, particularly at the pre-primary and primary levels, in light of its signature on the United Nations convention. Government funding for the creation and execution of policy initiatives targeted at improving the access to education for these socially marginalised populations has been consistently large. Many street children still do not go to school though. In this regard a study was conducted to assess the effectiveness of government policy interventions towards enhancing access to pre-primary and primary education by street children. The study used mixed method research and pragmatic paradigm. By using both purposeful and random sampling, a sample size of 322 was selected. The respondents comprised of Street children, county directors of education, quality assurance officers, officers in the Department of Children Welfare, urban primary school teachers, non-governmental organisations, and community-based organisations that assist street children. Data was collected using observation guides, in-depth interviews, and questionnaires. Descriptive and inferential statistics as well as theme analysis were used to analyse the data, respectively. The results showed a statistically significant relationship between government policy interventions and street children's access to pre-primary and primary education in North Rift Kenya; specifically, the national pre-primary education policy had a Pearson correlation coefficient of 0.711, while the inclusive education policy had a coefficient of 1.0. The research additionally demonstrated the necessity of reinforcing the involvement of other relevant parties in improving street children's access to pre-primary and primary education.