Senior High School Teachers Research Articles

Research on Chemistry Teaching in Senior High School Based on the Cultivation of Key Ability of Subject

Research on Chemistry Teaching in Senior High School Based on the Cultivation of Key Ability of Subject

Creative Writing Curriculum in the Selected Senior High Schools in the Division of Quezon: A Groundwork for a Teaching Guide

The study assessed the level of effectiveness of Creative Writing Curriculum Guide used by teachers of senior high school in the Division of Quezon. Specifically, the study assessed the level of effectiveness of Creative Writing Curriculum Guide in terms of: Content Standard, Performance Standard and Learning Competency. The study used descriptive research design in the presentation of the findings of the study and purposive sampling in the selection of the respondents. There were 30 senior high school teacher-respondents from the selected National Senior High Schools. Although the findings show that the respondent’s assessments on the Creative Writing Curriculum Guide in terms of content standard, performance standards and learning competencies were Moderately Effective, there is still a need for improvement in the performance standards based on the general weighted mean. The finding shows that majority of the senior high school students, 532 or 43.04% obtained Satisfactory performance. From the interview, the following challengers emerged: Inappropriate Activities/Task, Learning Material Not Fitting/Confusing, Limited Time, No Teacher’s Guide, Lack of Laboratory Rooms, Wi-Fi and Library, Ratio of Teachers with Students, and No monitoring of implementation. There was significant relationship between teachers’ strategies in Teaching Creative Writing and content standards, performance standards and learning competency. Based on these, the following are recommended: Strict monitoring on the implementation of the curriculum guide be made to address the needs of the teachers and the students. The authority can use the findings of this study to determine further improvement in teaching Creative Writing and develop the learning competencies of the students as well as improving teacher’s performance. The proposed Creative Writing Teaching Guide can be a great help for teachers in meeting the challenges in teaching creative writing.

Exploring Online Writing Assessment in the New Normal: Challenges from Teachers’ Perspective

The study was conducted to explore the perspectives of teachers about online writing assessment. It also investigated the challenges that teachers encountered and the coping strategies the respondents utilized to address the challenges of online writing assessment. Using a researcher-made questionnaire, data from 20 respondents from the Senior High School and College level teachers particularly the College of Education (CED) in Notre Dame of Midsayap College were analyzed quantitatively. Descriptive research design was used in the study. Purposive sampling technique and complete enumeration sampling were utilized to determine the respondents of this study. Findings revealed that the teachers do not have a concrete perspective about online writing assessment as indicated based on the neutral result of the study. Teachers also signified their agreement that the primary challenge in online writing assessment is the presence of academic dishonesty in the written outputs of the students submitted online. Meanwhile, respondents have a neutral response on the challenges of online writing assessment in terms of lack of training and preparation and the challenges in the availability of technical resources. Findings also revealed that the teachers integrate specific coping strategies to address the challenges in online writing assessment. In response to these findings, constant interventions should be implemented to address these challenges of online writing assessment not only for the teachers but also to the institution and learners.

The Effect Of Leadership, Organizational Culture, Commitment, And Teacher Competency On Teacher Performance

This study aims to determine: (1) the influence of the principal's leadership on the performance of West Jakarta Senior High School teachers, (2) the influence of organizational culture on the performance of West Jakarta State Senior High School teachers, (3) the influence of organizational commitment on the performance of West Jakarta State Senior High School teachers, (4 ) the influence of teacher competence on teacher performance at SMAN West Jakarta, and (5) the influence of principal leadership, organizational culture, organizational commitment and teacher competence on teacher performance at SMAN West Jakarta. This study uses a descriptive method with a quantitative approach. The population in this study were all teachers at SMAN West Jakarta, totaling 727 teachers, while the sample consisted of 100 teachers from 4 SMAN West Jakarta selected randomly. The research instrument used a Likert scale which was modified into 9 choices, consisting of 49 statement items spread over five research variables. The results of the analysis show (1) the principal's leadership has a positive and significant effect on teacher performance, with a fairly strong level of influence (2) organizational culture has a positive and significant effect on teacher performance, with a fairly strong level of influence (3) organizational commitment has a positive and significant effect on teacher performance. significant effect on teacher performance, with a strong level of influence (4) teacher competence has a positive and significant effect on teacher performance, with a strong level of influence and (5) principal leadership, organizational culture commitment and teacher competence together have a positive and significant effect on teacher performance, with a strong level of influence.

Teachers’ readiness in the implementation of online learning during COVID-19 pandemic

<span lang="EN-US">This research investigated teachers’ readiness in implementing online learning during COVID-19 pandemic. This was quantitative research with a description analysis approach. The data collection technique used a structured questionnaire. It involved 78 senior high school teachers as respondents spread across nine sub-districts in Labuhanbatu Regency, Indonesia. The results revealed that the implementation of online learning has not been maximized. There are several factors that influence science teachers in running online learning, including the readiness of teachers to use various platforms as online learning media has not varied, the quality of the internet network is poor in some areas, some students do not have a smartphone/computer and have difficulty in buying internet data packages. The results of this study are expected to be used as an evaluation material to improve the online learning system to make it more effective and efficient.</span>

Exploration of English Writing Teaching in Senior High School from the Perspective of Core Competence

Exploration of English Writing Teaching in Senior High School from the Perspective of Core Competence

Effective Methods of Improving Thinking Quality of English Reading Teaching in Senior High School

Effective Methods of Improving Thinking Quality of English Reading Teaching in Senior High School

Brief Discussion on How to Improve the Efficiency of Physics Classroom Teaching in Senior High School under the New Curriculum Reform

Brief Discussion on How to Improve the Efficiency of Physics Classroom Teaching in Senior High School under the New Curriculum Reform

A Literature Review of English Discourse Teaching in Senior High School

Cultivating students' core competence is the primary goal of today's basic education stage, and the use of Discourse Teaching in the classroom is the main channel to cultivate core competence. With the proposal of the concept of core competence in English, teachers and researchers have begun to pay attention to how to explore thematic meaning based on discourse in English teaching. Teachers gradually realize that in-depth study of discourse is the premise to guide students to carry out thematic meaning exploration activities. However, in foreign language teaching, most teachers have long been used to teaching vocabulary and grammar knowledge, ignoring discourse learning, which obviously cannot meet the teaching needs for the purpose of educating people. This paper collects relevant literature through the China National Knowledge Infrastructure (CNKI), summarizes the relevant research on "Discourse Teaching" from 2017 to 2021, summarizes the general situation of "Discourse Teaching" in China at present, and puts forward suggestions.

Curriculum Reblocks: Blocking the Challenges of Senior High School Students and Teachers in Modular Distance Learning in Light of the Basic Education Learning Continuity Plan (BE-LCP)

Curriculum Reblocks: Blocking the Challenges of Senior High School Students and Teachers in Modular Distance Learning in Light of the Basic Education Learning Continuity Plan (BE-LCP)

The Effect of Job Appreciation and Perception on Organizational Commitment of State Senior High School Teachers in North Jakarta

This research is made to determine (1) the influence between reward on perception of task teacher of state senior high school, (2) the influence between reward on organization commitment teacher of state senior high school, and (3) ) the influence between perception of task on organization commitment teacher of state senior high school. The research methodology that has been used was survey with path analysis technique in testing hypothesis. In this study, 96 teacher of state senior high school have been used as a sample by using simple random sampling techniques (simple random sampling). This research conducted in North -Jakarta area. Based on the description of hypothesis test, the researches findings can be outlined as followed: (1) there is a positive direct effect of reward on perception of task; (2) there is a positive direct effect of reward on organization commitment; and (3) there is a positive direct effect of perception of task on organization commitment. The implication of this study is attempt of improving the organization commitment teacher of state senior high school that can be done through improve reward and perception of task . Keywords : organization commitment, reward , perception of task

Development of Electronic Books (E-Books) for Supervision of Public Services to Increase Knowledge of PPKn Teachers

People have the right to get good public services and can also participate in the supervision of it. Community rights in public services can be included in learning materials in schools. Knowledge about public service supervision for high school Civic Education teachers has not been maximized enough. The teachers should be at the forefront of socializing these rights by integrating them into Civics subject matter in Senior High School or Vocational High School (SMK). This study aimed to develop an e-book on public service supervision to increase high school and vocational high school teachers' knowledge. The research method was R&D (research and development) using Borgg and Gall theory. The study analyzed the need for enrichment book references for teachers to increase their knowledge about public service supervision. The results showed that the experts gave a good and proper assessment of this enrichment book. The effectiveness test showed that this enrichment book effectively increased the knowledge of Civic Education teachers on public services supervision. The benefit of this e-book is giving proper knowledge to Civic Education teachers in Senior High School (SMA) or Vocational High School (SMK) regarding the supervision of public services so that their knowledge can be increased.

A Cloning Issue of Sacrifice Animals (Qurban) in Biology Teachers' Argumentation in Islamic Organization-Based Senior High Schools

One of the exciting topics in the socio-scientific issue is cloning. This issue is seen as a debatable issue in religion and science. In the practice of science learning in class, Biology teachers are required to be able to present this topic proportionally. This research aims to study how the arguments of Biology teachers in Islamic organization-based senior high schools in Indonesia face the cloning issue of sacrificed animals. This research was conducted in three Islamic organization-based senior high schools. This research uses the qualitative method by observation process on the learning of cloning topic in the class, questionnaire, and an in-depth interview with Biology teachers of XII grade from the three different schools in Banten Province, Indonesia. Results of the research show that related to the cloning issue of sacrifice (Qurban) animals is not only related to the religious aspect; there is the existence of specific argumentation patterns in the mind of the teachers. The designs are presented in the frameworks of economic (Organization A), social humanity (Organization B), and knowledge (Organization C). These three frameworks of organization give the primary colors for each teacher's argumentation. Thus, further studies must explore the effects of Islamic organizations on the arguments and the practice of cloning topic teaching at Islamic organization-based senior high schools.

The Competence and Training of the Performance of Teachers in Senior High School 10 Depok: A Basis for Motivational Intervention Program

This study aims to determine how big the positive and significant influence between competence and training on teacher performance through motivation as an intervening variable at Senior High School in Depok. This study uses a quantitative descriptive method using a normative approach (legal research) for secondary data and an empirical approach to obtain primary data through field research. The population in this study is senior high school in Depok, a population of 70 teachers in sampling using probability sampling technique. The sampling technique used is the questionnaire technique using the Likert scale method. The data analysis technique is used Evaluation Model in PLS-SEM Evaluation of the Measurement Model and Evaluation of the Structural Model with the help of Smart PLS software. The results showed are positive and significant effect of a direct relationship between competence and training on motivation and performance and an indirect relationship between competence and training on performance through motivation.

Analysis of The Development of Non-Cognitive Assessment Instrument to Support Online History Learning in Jambi City High School

This research is important to do because (1) there is a lack of an accurate non-cognitive skill assessment tool to assess non-cognitive skills in online learning; (2) it is difficult for teachers to measure students' cognitive skills during online learning due to the limited assessment tools available; and (3) only a few instruments have been developed to measure non-cognitive skills in social science learning, particularly history learning. Based on this gap, it's critical to examine the creation of non-cognitive skills evaluation instruments, particularly for use in online history classes. We collect data through surveys and questionnaires, answering questions. The study's subjects were Jambi City Senior High School teachers, a group of 15 from five different schools. Proportional Random Sampling Strategy is the sampling technique used in this study. An observation sheet and a questionnaire sheet were utilized as research instruments in this study. The questionnaire sheet consists of a questionnaire sheet to collect data on non-cognitive skills. The results of the study were examined using descriptive statistical methods. Non-cognitive skills are critical to acquire in online learning, according to the findings of the study. According to the research, 81.67% of teachers strongly believe that non-cognitive skills have an impact on student success. Non-cognitive qualities including discipline, independence, time management, teamwork, motivation, and technological skills are identified by 84.44 % of teachers as having a significant impact on the success of online learning. According to the teacher, 93.3% strongly agreed to create an assessment instrument to test this skill. The importance of non-cognitive instrument development is evident from the preceding discussion.

Collaborative Learning Action Cell (CLAC) mentoring program to self-efficacy of the out-of-field senior high school teachers

Teachers teaching not their field of specialization is unavoidable; thus, structural support must be in place so that the school supports these teachers. Considering this prevalence, the study aimed to determine the effects of the collaborative learning action cell (CLAC) mentoring program on the self-efficacy of the out-of-field Senior High School (SHS) teachers of New Lucena National Comprehensive High School during the second semester of the academic year 2018-2019. This action research utilized an experimental method specifically, the one-group pretest-posttest design. The participants of this study were the purposively selected 12 out-of-field SHS teachers. The research instrument adopted was the Ohio State teacher efficacy scale (OSTES) to capture a broad range of capabilities necessary for good teaching. The results of the study revealed that the level of self-efficacy of the out-of-field SHS teachers is "low" prior to the intervention and "high" level after exposure. Furthermore, the teachers' self-efficacy level significantly increased after exposure to the program. Thus, the CLAC mentoring program is an alternative program to increase the level of self-efficacy of the out-of-field SHS teachers. The research study calls for the importance of formulating a school-initiated intervention that will guide efforts to assist out-of-field teachers.

EXAMINING THE FORMS AND STRATEGIES OF TEACHER INDUCTION PROGRAMMES ORGANISED FOR NEWLY QUALIFIED TEACHERS IN SENIOR HIGH SCHOOLS IN GHANA

<p>The education system recognises the positive impact of induction on the retention and professional growth of Newly Qualified Teachers in Ghana. This points out the question of how teacher induction programmes should be planned, organised and implemented, and what it should entail. The study sought to examine the forms and strategies of induction programmes organised for Newly Qualified Teachers in Senior High Schools during their initial professional practice. Using the descriptive case study method, data was gathered from forty-two Newly Qualified Teachers, three Assistant head teachers (Academics) from three sampled schools and one municipal human resource officer, all from Ashanti-Mampong Municipality in the Ashanti Region, Ghana. Questionnaire, interview, observation and document analysis were the research instruments used. Data were analysed using inductive and deductive analysis where similar themes and patterns were identified from responses and compared with literature. Findings show that, though an induction was organised for Newly Qualified Teachers, the schools lacked formal principles to guide and regulate the school-based induction programmes. Orientation and a few aspects of mentoring were the components of the induction programmes while continuous professional development activities were totally absent. Again, the whole induction took place within some hours which put Newly Qualified Teachers at a great disadvantage of not acquiring what they need as support. While assistant head teachers and heads of department were key stakeholders responsible for the induction, the latter was Newly Qualified Teachers’ point of call when faced with challenges. Since it is argued that teachers who receive the full components of induction are likely to adopt and implement effective pedagogical approaches, in the absence of formal policy to guide the planning and implementation of induction in Ghana, there is a need for officials at the district and municipal levels to closely monitor Senior High Schools and ensure proper organisation of their induction programmes.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0953/a.php" alt="Hit counter" /></p>

Post COVID-19 Learning Adaptation: Teachers’ Strategies and Innovations in Teaching English in the Post Pandemic

Limited Face-to-face Learning is a government initiative program to solve the problem of learning loss during online learning in the Covid 19 outbreaks by implementing strict health protocol procedures to prioritize student safety. This research aimed to describe the preparation for learning in the new normal period, explore the practice of limited face to face learning in English subject, and teachers’ strategies in teaching English in the post pandemic. This research used a descriptive qualitative method with a case study with the total respondents were 45 English teachers of Senior high school in Banyuwangi. The data needed was obtained through questionnaire and interview. The findings showed that the implementation of limited face to face learning had followed the government rules in the new normal period. English teaching learning process had generally been going well and was presented through several interesting strategies and fun methods, although a number of obstacles arise such as the reduction in school hours and the division of student groups or shifts in the learning process which encouraged the teachers to apply blended learning by still utilizing learning platforms in their teaching. The most favorable learning platform was Whatsapp.

The magnitude of organizational justice affects teachers’ OCB and task performance

This study investigates the effect of organizational justice on teachers' task performance mediated by organizational citizenship behavior (OCB). Research data were collected from 220 teachers of Senior High Schools in Indonesia through questionnaires. The data obtained were analyzed by path analysis supported by descriptive and correlational statistics. The results show that organizational justice significantly affects teachers' task performance, directly or indirectly, mediated by OCB. Thus, teachers' task performance can be improved through organizational justice and OCB. Furthermore, these findings can be discussed as a reference among researchers and practitioners to develop new, better, and comprehensive models of teachers' task performance in the future. This study investigates the effect of organizational justice on teachers' task performance mediated by organizational citizenship behavior (OCB). Research data were collected from 220 teachers of Senior High Schools in Indonesia through questionnaires. The data obtained were analyzed by path analysis supported by descriptive and correlational statistics. The results show that organizational justice significantly affects teachers' task performance, directly or indirectly, mediated by OCB. Thus, teachers' task performance can be improved through organizational justice and OCB. Furthermore, these findings can be discussed as a reference among researchers and practitioners to develop new, better, and comprehensive models of teachers' task performance in the future.

EFFECTIVENESS OF SENIOR HIGH SCHOOL UNIT EARNER TEACHERS AND THE ACADEMIC PERFORMANCE OF STUDENTS

This quantitative descriptive-correlational study was conducted to investigate the effectiveness of senior high school teachers and the academic performance of their students in selected schools in New Bataan, Davao de Oro, for the school year 2020-2021. New Bataan National High School, Camanlangan National High School, and Andap National High School. Results revealed that the teachers’ competencies in the knowledge of the subject matter, assessment strategies, teaching strategies, classroom management, and attitude and behavior were all evaluated high with descriptive equivalents of often manifested. Further, the result of the student’s academic performance as measured by their academic grades was satisfactory. The results also revealed no significant relationship between the competencies of the senior high school teachers and the students’ academic performance. From the results of the study, it was recommended that the teacher must use varied assessment strategies to cater to the needs of intellectually diverse students. Teachers must always use a variety of methods and strategies to answer the diverse needs of the students and to motivate them to be more active in classroom interaction; and further research is encouraged to examine the relationship between teachers’ competencies and the academic performance of the students by increasing the number of respondents and additional variables in teachers’ competencies closely. KEYWORDS – teacher effectiveness, senior high school teachers, academic performance, senior high school students, descriptive-correlational