Senior High School Teachers Research Articles

The Research on Strategies of Cultivating Senior High School English Autonomous Reading Ability from the Perspective of Key Competence

In the context of core literacy teaching, high school is a critical period for students’ learning and development. While teaching students English knowledge, English teachers in high schools should pay more attention to the cultivation of their autonomous learning ability. English reading is an important part of English teaching in senior high school, and English teachers need to cultivate students’ good autonomous reading ability in teaching. Therefore, to effectively develop and improve students’ autonomous reading ability and encourage them to form a good reading habit in the process of learning, English teachers in senior high schools should change their traditional educational ideas in time, and constantly seek more scientific, reasonable, and interesting teaching methods in the process of teaching, to stimulate students’ reading interest, improve their English reading ability and effectively improve their English comprehensive literacy ability. Based on this purpose, this paper briefly analyzes the effective ways to cultivate English autonomous reading ability in senior high schools in literacy idea.

The contribution of field trips to learning: Greek teachers’ beliefs

The aim of this study is to investigate Greek senior high school teachers’ beliefs as far as the contribution of field trips to learning is concerned and analyze their impact on learning. The findings suggest that trip fields are viewed as an important learning experience by teachers. Hence, school communities should promote their implementation by all means and teachers’ positive attitude towards field trips certainly reinforces students’ learning skills and motivation.

The Application of Project-Based Teaching Method in English Reading Teaching in Senior High School

The Application of Project-Based Teaching Method in English Reading Teaching in Senior High School

Perceived Teachers’ Teaching Styles and Motivated Strategies for Learning of Year 1 and Year 2 students in Cita Hati Christian Senior High School, Surabaya Indonesia

The study was conducted to find out the Senior High School Students’ perception of the teachers’ teaching styles and the students’ motivated strategies for learning at Cita Hati Christian Senior School-West Campus, Surabaya, Indonesia during the second semester of S.Y. 2018 – 2019. This study also employed descriptive-correlational research design to determine the relationship between teaching styles and students’ motivated learning strategies in a senior high school. The study was conducted at Cita Hati Christian Senior School – West Campus, Surabaya, Indonesia, at the beginning of the academic year 2018-2019. The participants of the study were the students who were in Grade 11 (Year 1) and Grade 12 (Year 2) seeking to pursue the International Baccalaureate Diploma Program (IBDP) and the Cita Hati Diploma Program (CHDP). The total sampling method was employed and all the 96 students (46 CHDP and 50 IBDP) were involved in the study. The research procedure involved the administration of questionnaires which were translated into English and Indonesian also through an on line platform. The instruments comprised of three parts: A socio-demographic survey which was developed by the researcher, Senior High School Teacher’s Teaching Style Questionnaire which was adapted from [4] and the Motivated Strategies for Learning Questionnaire (MSLQ). The teaching style questionnaire measured four styles of teaching, namely authoritarian, democratic, laissez faire and indifferent based on a 5-point Likert type scale. The MSLQ assessed cognitive strategies that include rehearsal, elaboration and critical thinking as well as resource management strategies that include time management, effort regulation and peer learning. Data collection ensured validity by the adoption of the established instruments and the translation was also accurate; reliability was ensured through the pre-test and the use of standardized scales. Demographic characteristics and the teaching styles were analyzed using descriptive statistics while correlation was used to examine the relationship between the teaching styles and students’ learning strategies. The findings were intended to show the differences in the motivated strategies that are used by male and female students, and the influence of socio-demographic factors and teaching styles on learning outcomes. Majority of the Senior High School students were 16 years, most were Indonesian and most were female. Indonesian Language was used by the majority of the respondents as a medium of communication and majority of the respondents were in Grade 12. Democratic teaching style was perceived as “often” used by the respondents’ teachers. Authoritarian style, laissez faire style and indifferent style were perceived as “sometimes” utilized by the teachers of the respondents. Under cognitive strategies, rehearsal, elaboration, and organization were revealed as Critical Thinking and metacognition were described as “Often True” by the respondents. For Resource Management Strategies, Time and Study Management, Effort Management, Help-seeking, were described as “Often True”. Peer learning was described as “Seldom True” by the respondents. The motivated strategies for learning used by the Senior High School students to tackle their class activities were described as “Often True” by the respondents. There is a negative significant relationship between languages spoken with metacognition, and grade level with rehearsal, organization, critical thinking, and metacognition respectively. There is no significant relationship between socio-demographic characteristics and the motivated strategies for learning in terms of Resource Management. There is a significant relationship between Perceived Teachers’ Teaching Style and the Motivated Strategies for learning. There is no significant difference between the male and female respondents in terms of their cognitive strategies. There is a significant relationship between the male and female respondents in terms of their resource management strategies. The result of the study that there is a significant relationship between male and female participants with regard to their resource management strategies can be used in practice to support students’ learning. Schools should create programs that meet these needs, for instance, time management seminars for boys and collaboration skills for girls. There should also be encouragement of mixed-gender study groups so that the students can benefit from each other’s strengths. It will be useful to teach the teachers to be able to identify these differences and work on them while delivering the content. Furthermore, to enhance the students’ resource management skills, some other forms of support systems, for example, mentorship programs or study tools, may be provided.

Sufficiency and usefulness of digital and printed materials: their implications to teaching and learning 21st century literature

This qualitative-phenomenological study was conducted to find out the sufficiency and usefulness of digital and printed materials and their implications to teaching and learning 21st Century Literature. The study was conducted to five Senior High School teachers and ten (10) learners of PHINMA University of Iloilo for School Year 2022-2023. Findings showed that the English teachers viewed digital materials as supplements to printed materials, a convenient way of accessing information and a great challenge; while learners viewed them as easier learning material and a newer way to learn concepts. Teachers viewed printed materials as helpful and useful learning materials and reliable and effective learning resources while learners viewed them as convenient materials and accessible to all learners. Both teachers and learners found digital and printed materials sufficient and useful. Implications of digital and printed materials into teaching and learning 21st Century Literature were formulated on the basis of result of this study.

Development Management Model of Teacher’s Global Competence and Complexity Leadership Based on the Merdeka Curriculum

This study aims to produce: 1) A product of a global competency measurement instrument for senior high school teachers, 2) A product of a measurement instrument for the complexity of leadership of senior high school principals, and 3) A product of a global competency development model based on the complexity of leadership for senior high school teachers in DKI Jakarta, and 4) A product of a training module for developing global competencies for senior high school teachers in DKI Jakarta. The unit of analysis of this study was SMA Penggerak in DKI Jakarta, with respondents of SMA Penggerak Batch I teachers totaling 301 teachers taken by proportional random sampling. Measurement of teacher global competence was carried out by distributing questionnaire instruments compiled based on 3 (three) core elements of teacher global competence, namely: 1) Teacher disposition, 2) Teacher knowledge, and 3) Teacher skills (Tichnor-Wagner, et al, 2019). Meanwhile, measurement of complexity leadership was carried out by distributing questionnaire instruments compiled referring to 3 (three) components of complexity leadership, namely: 1) Administrative leadership, 2) Adaptive leadership, and 3) Enabling leadership (Uhl-Bien et al., 2009). This study uses the SEM model with data processing techniques using Wrap PLS. The results of the design of the complexity leadership and global competent teacher measurement instrument show a high level of validity and a perfect level of reliability, so it is very suitable for use in this study. The results of the complexity leadership hypothesis test on global competent teachers show that there is a significant influence. The results of measuring the complexity leadership dimensions on global competent teachers also show that each dimension has a significant influence, where the empowering leadership dimension has the most significant influence.

Exploring Active Learning Strategies in Science among Senior High School STEM Learners and Teachers

With the recent data revealing the performance status of Filipino learners in science aggravated by the negative effects of the pandemic, a concerted effort is directed toward exploring how learners learn science concepts in the current educational landscape to address issues of poor conceptual understanding and a learning gap. This qualitative study explored the perceptions of STEM learners on different ways of learning science concepts and how teachers developed the habits and attitudes of learning science among their students to develop conceptual understanding. Using a descriptive phenomenological approach, a semi-structured interview guide was conducted among 15 teachers with their corresponding students (n = 60) to explore their strategies and purposeful ways of learning and understanding concepts in science. Thematic analysis revealed five themes that describe STEM learners’ science learning process: extended reading, recalling, and rewriting; seeking help from MKO (more knowledgeable others); self-directed learning; acquisition from learning resources; and experiential learning. Both learners’ and teachers’ narratives emphasized the need for diverse approaches catering to the needs, interests, and contexts of every individual to promote the science of learning among students. While learners are struggling to concretize abstract concepts in science, their varied intentional science of learning enables them to navigate in the learning process.

Community Service: Training on Creating Dry Herbarium As A Learning Media For Senior High School Students

This community service program aimed to enhance the competencies of senior high school teachers and students in creating a simple herbarium as an environmentally based biology learning medium. The program employed tutorials and group mentoring, receiving positive feedback from all participants. During the training, five plant species were successfully identified and converted into herbarium specimens, thereby improving practical knowledge and skills. The findings indicate that the use of herbarium effectively deepens students’ understanding of biological concepts through interactive activities both in the classroom and in the laboratory. Additionally, the program fostered the utilization of local biodiversity within the school environment, raising awareness of ecosystem conservation. Overall, the development of a simple herbarium contributed significantly to achieving biology learning objectives in senior high schools and can continue to serve as a sustainable educational resource.

Digital Literacy and Teaching Experience as Predictors of Pedagogical Competence in the Digital Era

This study investigates the influence of digital literacy and teaching experience on teachers' pedagogical competencies and essential skills, which are crucial for ensuring effective and high-quality learning processes. In the digital era, digital literacy empowers teachers to integrate technology into teaching, while teaching experience shapes their ability to manage classrooms and deliver effective instruction. Despite the increasing importance of these factors, there still needs to be a gap in understanding how they interact to enhance pedagogical competence. Data was gathered by administering questionnaires to 136 private senior high school teachers in the Cengkareng sub-district, who were chosen proportionately at random using a quantitative technique and multiple linear regression analysis. The findings indicate that digital literacy and teaching experience significantly influence teachers' pedagogical competence. These results underscore the importance of promoting digital literacy and fostering teaching experience as strategic measures to improve pedagogical competence. The study suggests that targeted professional development initiatives should enhance these factors to improve teaching effectiveness and ultimately elevate school learning outcomes.

Native-speakerism and trans-speakerism in ELT: Interpretations, manifestations, and ramifications

To overcome native-speakerism, we must acknowledge the present entanglements we are in, envisage a future that provides unrestricted agencies for all, and so finally release this historical shackle that binds us. Trans-speakerism is an alternative ideology to combat native-speakerism that champions diversity, equity, and inclusion while attempting to validate and empower all stakeholders in ELT—regardless of their speakerhoods. This article undertakes a holistic exploration of native-speakerism and trans-speakerism by researching how these ideologies are understood, observed in practice, and considered to impact the educational and professional lives of students, teachers, and researchers. Via narrative interviews, I gathered data from 26 participants in Japan, consisting of 2 junior high school teachers, 6 senior high school teachers, 7 master's students, 3 PhD students, 3 novice university professors, and 5 veteran university professors. Through an analysis of the data, I unearthed multifaceted interpretations of native-speakerism and trans-speakerism, a plethora of ways they are manifested in practice, and the complex ramifications these have had upon the participants' idiosyncratic identities, contexts, and careers. The findings urge us to adopt trans-speakerism as a catalyst for change within our ELT field. The article concludes by offering practical recommendations and empirical insights for how to do this.

Master’s Degree Program at Osias Colleges, Incorporated… In the Prospect of Educators and Corporate World Employees

This tracer study examines the Master’s Degree graduates from the Master of Arts in Education (MAEd) and Master in Business Administra-tion (MBA) programs to assess their current profiles, contributions of their respective programs, and their ratings of the degrees earned. Utiliz-ing a survey questionnaire adapted from the University of Santo Tomas, data were collected from both MAEd and MBA graduates through web-based sampling. The descriptive research design was employed to ad-dress the study's questions.The findings reveal that the majority of respondents are females in upgraded positions, such as Teacher III, Head Teacher, Master Teacher, and Principal. Most MBA graduates are employed as Senior High School teachers, with some holding high positions like Corporate Budget Spe-cialist and Senior Financial Planning Specialist. The study highlights that the Master’s Degree Program significantly contributes to the academic profession, particularly in meeting professional needs, enhancing learn-ing efficiency, and fostering people skills and values formation. Gradu-ates rated their professors highly, particularly regarding subject matter knowledge, pedagogical expertise, quality of instruction, and teacher-student relationships. The study recommends that Osias Colleges, Inc. (OCI) Management and Faculty continue to foster a lifelong learning mindset and maintain ongoing communication and networking with alumni to enhance educa-tional outcomes and professional development. This approach will sup-port continuous growth and ensure that graduates are well-prepared for their careers.

Characterized Features of English Teachers' Curriculum Understanding in Senior High Schools

The in-depth promotion of the new curriculum reform and the requirement of the fundamental task of building morality and cultivating people have triggered more attention to the issue of "teachers' curriculum understanding" in curriculum field in China. Entering into the curriculum world of front-line English teachers in senior high schools, the researcher found that English teachers' curriculum understanding was often inconsistent at conceptual and practical levels, which aptly illustrated the complexity of English teachers' curriculum understanding in senior high schools. In this study, the practical behaviors of English teachers' curriculum understanding in senior high schools are sorted out and analyzed according to certain criteria, in an attempt to find a more reasonable curriculum understanding for English teachers.

Improving Performance in Physical Education Through Students’ Enrichment Activity Training (SEAT)

This study aimed to determine the Physical Activity and Students Performance of grade 11 students in Physical Education Class of Baliwasan Senior High School during the school year 2022-2023. The study employed quasi-experimental research design using pre-test and post-test in physical education during the second semester period. The participants of this study were 50 Grade 11 students of GAS A and 50 GAS B students under the GAS strand. A purposive sampling technique was utilized in determining the sample of the study. The findings revealed that the performance of grade 11 students was satisfactory. The pretest for both the control and experimental group was poor. The posttest results of the control and experimental group were satisfactory. The mean gain score of the control and experimental group increased significantly. There was a significant difference in the mean gain score of the control and experimental group. There was a significant difference between the pretest and posttest results in physical education of the control and experimental group. It is highly recommended that the senior high school teachers may use the FITT intervention program and the application of CSPAP strategy approach in teaching physical education. They may also integrate the SEAT in physical education class where the students’ performance was unified in their performance task and the teacher recorded their response and outcome through rubrics.

Education Communicator, Bersatu-Manggurebe Moves Forward After the COVID-19 Pandemic in Maluku Province

This study aims to analyze how the role of teachers, united-manggurebe progresses in implementing the “triangle of support” learning system development model in the post-Covid-19 pandemic. This research uses a qualitative approach with an interactive analysis model combination analysis technique. The research targets are the education office, elementary school principals, junior and senior high school teachers, parents, and students. Primary data, namely the main data in the study, were collected through in-depth interviews with expert informants and casual informants, while secondary data were obtained through reviewed documents and various literature from related sources. The results showed that the teachers carried out their service duties with the philosophy of “Bersatu, Manggurebe Maju”, post-pandemic with all the limitations of supporting facilities for the distance learning process, believed to be the dynamics of moving forward to achieve the goal that how important the learning process is, in an effort to educate the lives of the nation’s children in Maluku. Keywords: teacher’s role, Bersatu-Manggurebe Maju, post Covid-19 pandemic

Learning-Centered Leadership of School Heads and Its Moderating Effect on Organizational Culture and Organizational Performance

The study determined the moderating effect of learning-centered leadership of school heads on the relationship between organizational culture and organizational performance. This paper employed descriptive-correlational research design and moderation analysis. Weighted mean, Pearson r, and path analysis were used to analyze the data. There were three standardized questionnaires utilized to collect data. The respondents of the study were 300 elementary, junior and senior high school teachers which were chosen using stratified sampling. Results revealed that the level of organizational culture was high, and the levels of organizational performance and learning-centered leadership of school heads were very high. There was a significant relationship between organizational culture and organizational performance, and learning-centered leadership of school heads and organizational performance. Furthermore, the result of moderation analysis using path analysis revealed the moderating effect of learning-centered leadership of school heads on the relationship between organizational culture and organizational performance was significant. Therefore, the learning-centered leadership of school heads strengthens the relationship between the organizational culture and the organizational performance of teachers. This implies that a positive and thriving culture aligns employees with the organization's objectives, fostering innovation, productivity, and engagement. It enhances satisfaction, provides consistency in decision-making, and attracts and retains teachers, all contributing to enhanced performance.

Research on the Application of Information Technology in Chemistry Teaching in Senior High School

With the rapid progress of network technology, information-based teaching methods have brought unprecedented vitality to senior high school chemistry education. Through the combination of information technology, a new science and technology, with chemistry courses, chemistry knowledge can be more vivid, teaching content can be enriched, students can be provided with a high-quality learning atmosphere, their emotional experience can be enhanced, and they can understand and absorb chemistry knowledge more deeply. Therefore, under the background of the new era, senior high school chemistry teachers should deeply realize that information technology has brought great opportunities to chemistry teaching, which can not only improve their information literacy, but also closely integrate information technology with senior high school chemistry, thus comprehensively improving the educational effect.

Money Management Practices of Senior High School Teachers at A Public School: A Case Study

Money Management Practices of Senior High School Teachers at A Public School: A Case Study

Brief Mobile App-Based Mindfulness Intervention for Indonesian Senior High School Teachers: Protocol for a Pilot Randomized Controlled Trial.

The COVID-19 pandemic has increased the level of anxiety among Indonesian senior high school teachers, who face challenges to treat their mental disorder symptoms that arise during their working hours, as mental health services in Indonesia are limited. Therefore, it is vital to equip schoolteachers in Indonesia with early interventions that are easily available, private, and affordable, and 1 feasible approach is to deploy a smartphone mobile app. The objectives of this study are (1) to evaluate the feasibility of a brief mindfulness-based mobile app (BM-MA) for Indonesian senior high school teachers experiencing anxiety and stress and (2) to examine the effects of using the BM-MA on anxiety, stress, life satisfaction, self-efficacy, trait mindfulness, self-compassion, and physical and social dysfunction among the participants. We followed the SPIRIT (Standard Protocol Items: Recommendations for Interventional Trials) 2013 statement for this feasibility randomized controlled trial (RCT) protocol. A total of 60 Indonesian senior high school teachers were recruited for this study and randomly assigned to either the intervention group (BM-MA) or a wait-list control group (CG) in a 1:1 ratio. The BM-MA group was required to engage in mindfulness practices using the app for 10-20 minutes per day for 3 weeks. All participants were assessed with a battery of self-report measures at baseline, postintervention, and at 1-month follow-up. Validated scales used to measure the outcome variables of interest included the Satisfaction With Life Scale (SLS), the Teachers' Sense of Efficacy Scale (TSES), the Self-Compassion Scale-Short Form (SCS-SF), Generalized Anxiety Disorder-7 (GAD-7), General Health Questionnaire-12 (GHQ-12), and the Five Facet Mindfulness Questionnaire (FFMQ). The practicality and acceptability of the app will be evaluated using the Client Satisfaction Questionnaire-8 (CSQ-8) and structured qualitative interviews. Data from the interviews will be analyzed with the deductive thematic analysis framework as a process of qualitative inquiry. Repeated measures ANOVA with groups (intervention vs control) as a between-subject factor and time as a within-subject factor (baseline, postintervention, and 1-month follow-up) will be used to examine the effects of the BM-MA on the outcome variables. The data will be analyzed using an intent-to-treat approach and published in accordance with CONSORT (Consolidated Standards of Reporting Trials) recommendations. Participants were recruited in December 2023, and this pilot RCT was conducted from January through March 2024. Data analysis was conducted from March through May 2024. The results of this study are expected to be published in December 2024. The trial registration of this protocol was submitted to the Chinese Clinical Trial Registry. This study aims to determine the feasibility and efficacy of the BM-MA, a digital mental health intervention developed using an existing mindfulness-based app, and assess its potential for widespread use. Chinese Clinical Trial Registry ChiCTR2300068085; https://tinyurl.com/2d2x4bxk. DERR1-10.2196/56693.

Digital-Based Learning Evaluation Model for High School Students

This research aims to develop a digital-based learning evaluation model for Senior High School students. This research method used a design research approach with a development study type. This research followed the model developed by Tessmer, which includes the stages of preliminary and formative evaluation. The formative evaluation stage encompasses self-evaluation, prototyping (expert review, one-to-one, and small group), as well as field testing. The data collection techniques for this research involved interviews and questionnaires, with data analysis conducted through both quantitative and qualitative methods. The results of this study indicated that the material validation score was 95.33%, categorized as "very feasible," the language validation score was 93%, also categorized as "very worthy," and the media validation score was 93%, categorized as "very worthy." The results of the response test obtained from the initial trial showed a response from educators of 88% and from students of 87.22%, both categorized as very worthy. Meanwhile, the results from the small group trial indicated a response from educators of 93.89%, also categorized as very worthy, and a response from students of 92.17%, which is again categorized as very worthy. It is clear that Senior High School teachers and students can benefit much from using the digital-based learning evaluation paradigm.

Examining Teacher Willingness and the Labyrinth of Challenges in Implementing Professional Learning Communities at the Senior High School Level in Builsa South District

Aim: This study aimed to examine teacher willingness and the labyrinth of challenges in implementing Professional Learning Communities at the senior high school level in the Builsa South District. Methods: The study was purely quantitative and employed a descriptive correlational design with a questionnaire as the data collection instrument. A census technique was used allowing for the total accessible population, 79 senior high school teachers participate in the data collection process. Data was analyzed using descriptive statistics and a simple linear regression model. Results: The results showed that the regression model predicting willingness to participate in Professional Learning Community (PLC) activities from attitudes was statistically significant, F(1, 77) = 66.56, p < .001, meaning that more positive attitudes are associated with greater willingness to engage in PLC activities. Additionally, challenges such as time constraints, lack of leadership support, and resistance from teachers were reported as key obstacles faced in the implementation of Professional Learning Communities. Recommendation: The study strongly recommends that schools should prioritize providing adequate support and resources for Professional Learning Communities (PLCs) to address teachers' dissatisfaction in this area. This can include allocating sufficient time, funding, and administrative support to ensure the smooth functioning of PLC activities. By enhancing support and resources, schools can create a more conducive environment for collaboration and professional development within PLCs.