Senior High School Teachers Research Articles

Practices, Challenges, and Perceived Impact of Professional Development Activities among Senior High School Teachers

Professional development is a critical aspect of education for teachers in the Philippines, who encounter various challenges in addressing the evolving needs of their students and the education system. Using the descriptive cross-sectional technique, the study aimed to identify the practices, challenges, and perceived impact of professional development activities among senior high school teachers. While there are similar studies on the subject, there are few to none which present the specific situation of senior high school teachers in the Philippines. The results showed that the respondents utilized professional development practices in terms of graduate/post-graduate studies to a great extent; FGDs, LACs, and other trainings to a very great extent; research and publication to a very great extent; education innovations to a very great extent; membership in professional organizations to a very great extent; and community service involvement to a very great extent. Of these practices, those in terms of community service involvement were utilized the most while those in terms of graduate/post-graduate studies were utilized the least. In addition, the respondents experienced professional development challenges in terms of teacher-related factors to a great extent; professional development availability, cost, and design to a great extent; and instructional supervision and assistance to a moderate extent. Of these challenges, those in terms of professional development availability, cost, and design were experienced the most while those in terms of instructional supervision and assistance were experienced the least. Furthermore, the respondents perceived the impact of professional development activities to a very great extent. The results also imply the need to underscore involvement in graduate/post-graduate studies in the proposed action plan and to improve the job satisfaction of teachers after engaging in professional development activities. Future researchers may conduct a similar study with the inclusion of the views and experiences of administrators and students as a means of validating the supposed impact of professional development activities as perceived by senior high school teachers.

Increasing Proactive Work Behavior Among Teachers in Islamic Senior High School: The Role of Ethical Work Climate and Perceived Organizational Support

Educational institutions, such as Islamic high schools, face challenges in managing teacher performance, particularly in promoting proactive behavior. This study aims to explore the impact of an ethical work climate characterized by principles of caring, instrumental independence, service, rules, and codes, as well as perceived organizational support (POS), on teachers' proactive behavior in Islamic senior high schools. The study includes a one-month convenience sampling period, with 104 teachers from Medan, North Sumatra, participating as respondents. Primary data was collected through the perceptions of the respondents and analyzed using a PLS-based SEM. Findings highlight that an ethical work climate has a greater influence on teachers' proactive behavior compared to POS. While perceived organizational support remains important, the unique cultural and religious context of Islamic schools may elevate the significance of an ethical work climate. Teachers may perceive ethical guidelines and values as integral to their role and mission within the Islamic educational setting, leading to a more profound impact on their proactive engagement compared to the general perception of organizational support. The study concludes that the ethical work climate in Islamic senior high schools plays a crucial role in influencing teachers' proactive behavior, emphasizing the importance of fostering and maintaining an ethical work environment to support teachers in their professional endeavors.

Potensi Guru-guru Kabupaten Lombok Barat dalam Mengembangkan Profesinya melalui Penyusunan Karya Ilmiah

This community service aims to explore the potential of teachers in developing their profession through the preparation of scientific work and providing direction in compiling scientific work. This service was carried out using lecture, question, and answer methods as well as work training (workshops), involved 30 senior high school teachers in West Lombok Regency. The results of the discussion showed that the teachers were very enthusiastic about participating in the activity but even though this activity was not new the majority still did not understand how to prepare proposals, instruments, to carry out classroom action research as well as how to write scientific articles, especially research articles. Meanwhile, the results of the questionnaire analysis showed that all participants of this service activity did not yet have scientific publications even though some of them already needed them. So basically these teachers have the potential to develop their profession through the preparation of scientific work. As an obstacle is not yet know how to write scientific work, and there is no time because the workload is quite massive. About this activity, they suggest that this activity is carried out routinely, once or twice a year at the school level to the Subject Teachers Association, including the need to establish cooperation with tertiary institutions

TUNDRA, SPIRITUS, MADAM WIG AND HE-GOAT: A STUDY OF NICKNAMES OF TEACHERS IN TWO GHANAIAN GIRLS’ SENIOR HIGH SCHOOLS

Nicknaming is a common practice in most academic environments. This study investigated nicknames students used for teachers in two girls’ Senior High Schools in Ghana, utilising Scott’s (1990) Sociological Theory on Resistance to Domination. Employing an ethnographic approach that includes participant observations, semi-structured interviews, and informal interactions with the students, the study revealed that ‘namers’ secretly nicknamed their referents and used these names in the absence of the ‘named’ mostly in informal conversations in both inside and outside of the classrooms. These nicknames are used to identify the teachers’ characteristics inside and outside the classroom, focusing on the teachers’ speech behaviours, fashion lifestyles, physical appearances, and personal habits. A key significance of the findings is that they contribute to the extant literature on nicknaming practices from a site that has been under-researched. Further, the study is a significant foundation for future exploration of students’ use of nicknames for teachers in Senior High Schools and other academic settings in Ghana and elsewhere. The study also has implications on the structure and use of language in the senior high school environments as most of the nicknames are coined in the English language and Twi.
 Keywords: Informal Conversations, Nicknames, Public Transcript, Senior High Schools, Teachers.

Investigating Gender Differences in Using Geogebra Software at the Senior High School Level

The study aimed to investigate the effects of GeoGebra software on students’ performance based on gender in mensuration at the Senior High School Level. Research hypothesis was used to conduct the study. Quasi-experimental (pretest-posttest design) was used in this quantitative study. Tests were used to collect data for the study and the collected data was analyzed using Statistical Package for Social Sciences (SPSS). It was therefore concluded that both genders are of the same academic abilities in geometry. It was also revealed that performances of students based on gender were not significantly different, which showed that both genders performed equally. Also, GeoGebra as a teaching and learning tool enhanced students' performance in mathematics. It was therefore recommended that the use of GeoGebra should be made to part of the Senior High School Curriculum and teachers should be sensitized about the essence of the use of technological tools in teaching mathematics.

Assessing language impoliteness of primary school teachers in Indonesia

PurposeThis study investigated the use of language impoliteness of primary school teachers in communicating with their students during the learning process.Design/methodology/approachThe methodology of this study used a mixed-method approach by involving 100 primary school teachers in the fifth and sixth grades. The researcher used the language politeness/impoliteness scale developed by Mantasiah et al. (2019) to measure teachers' language impoliteness. This scale was developed based on Brown and Levinson's theory who divided politeness maxims into six consisting of tact maxim, generosity maxim, approbation maxim, appreciation maxim, agreement maxim and sympathy maxim. The levels of teachers' language impoliteness were divided into five categories (5 = always, 4 = often, 3 = sometimes, 2 = rarely, 1 = never).FindingsThe finding shows that 28% of teachers were in the sometimes category and 33% of teachers were in the rarely category. The results signify that some teachers tend to speak impolitely with the students during the learning process. They considered that it was acceptable as they did not know the negative effects caused by their impolite language. Moreover, teachers were more likely to violate sympathy, tact and agreement maxims than other maxims.Practical implicationsThe finding of this study can be applied generally at all levels of education, ranging from primary education to higher education, as a base to develop a program to improve the soft skills of teachers especially the way teachers communicate with their students in the learning process. By understanding language politeness theory, the awareness of teachers in communicating in the learning process can be improved, which can affect positively to the quality of learning process.Originality/valueNumerous studies conducted on communication skills of teachers focused on using communication sciences approach. This study tried to use another approach to portray the communication skills of teachers based on language politeness uttered using linguistics approach. Moreover, previous studies preferred to conduct language politeness and impoliteness of teachers in senior high schools and lecturers in university, and there is still lack of studies focusing on language politeness of primary school teachers.

Reading Test Construction of Efl Teachers In Islamic Senior High Schools

This study aims to describe the process of constructing reading test conducted by English teachers from various Islamic high school at Binuang. This study used a qualitative approach with a descriptive research design. The subjects in this study were six English teachers from different Islamic High Schools at Binuang District, West Sulawesi. The instruments in this study were the researchers herself and were assisted through data collection tools namely interview guides and documentation. Data analysis begins with data collection then reduced and categorized, data presentation and concluded. The findings showed that there are five steps that English teachers go through in constructing good reading tests. This step was developed from theory (Brown 2004; Sharma, 2017 & Suwarto, 2017) namely starting from the planning stage, writing test items, standardization tests, revising and interpreting test results or scoring

Profiling Differences in Burnout Among Senior High School Teachers in Ghana Based on Their Demographic Characteristics

Globally, the issue of burnout persists among educators, giving rise to feelings of anxiety and depression. The implications of burnout on teachers' health are significant, posing a risk to both their physical and mental well-being. This study examined burnout among Senior High School (SHS) teachers in Ghana, with a specific focus on investigating the potential influence of gender, educational qualification, and teaching experience on burnout levels. The study adopted a descriptive cross-sectional survey design, employing the census method to involve all 520 teachers from the chosen public Senior High Schools in the Cape Coast Metropolis. The data collection instrument used in this study was an adapted version of the Maslach Burnout Inventory-Educators’ Survey. Inferential statistics, specifically, Multivariate Analysis of Variance (MANOVA), was used to analyse the research hypotheses. The study revealed that there were significant differences in burnout among teachers based on their gender, educational qualification, and teaching experience. In light of our findings, we recommend that Senior High Schools prioritise the enhancement of their counseling services. Specifically, we suggest organising gender-specific seminars and workshops to empower both male and female teachers. These initiatives should focus on promoting coping strategies that are attuned to gender-related nuances and reinforcing their individual masculine and feminine identities.

ENGLISH TEACHERS' ABILITY IN WRITING JOURNAL ARTICLES IN THE INDONESIAN LANGUAGE

<em>This research was conducted to study the language skills of English teachers of senior high schools in Sragen Regency in composing a journal article for publication in Bahasa Indonesia. This is aimed to see the quality of Bahasa Indonesia skills of the teachers in the article even though they have an English education background and they are English teachers at present. Members of the High School English Teachers Association in the regency were involved in the research. A questionnaire consisting of 45 statements was distributed to the teachers. They were asked to give responses and then the collected responses were analysed to see their language quality related to the process of article production. Furthermore, they were also asked to write a journal article in Bahasa Indonesia, and the collected manuscripts were then analysed for their text structure and text texture. The results show that they do not have good knowledge and language skills in identifying as well as producing texts of certain types. Furthermore, they also got problems positioning what type of text to which part of a journal article. This condition indicates that the teachers still need an upgrading program for their language skills to compose a journal article, and in addition, they need others to give a hand during the process of article writing</em>

MENTORING IN INTEGRATING HOTS (HIGHER ORDER THINKING SKILLS) IN READING ASSESSMENT


 High Order Thinking Skills (HOTS) have been a topic of discussion among educators in Indonesia in recent years. The awareness of the importance of making test questions that contain HOTS is getting higher after seeing the test results of Indonesian students in several international standardized test events such as the Program of International Student Assessment (PISA) and Trends in International Mathematics and Science Study (TIMSS). It is a fact that PISA test and evaluation, the performance of Indonesian students is still relatively low. Consecutively, the average achievement scores of Indonesian students were ranked 62, 61, and 63 out of 69 countries evaluated. The fact drives this community service is done to enhance teachers’ competence in integrating HOTS into assessment, particularly in reading skills. The aim of this community service is to mentor Senior High School teachers who teach English Subjects with advanced skills to construct item tests that emphasize higher-order thinking skills in reading skills. The methods employed to achieve the goal are mentoring and focus group discussions. The result of this supervision is the increased ability of teachers in developing assessment of reading skills. This can be seen when the initial observation of the assessment of learning collected and analyzed was seen to have HOTS elements only 50%, and after the supervision and Focus Group Discussions were held, the ability was seen to increase to 80%, which means that the reading assessment created by Wijaya Putra High School teachers contain HOTS questions much higher than the initial conditions. In conclusion, this service activity is able to improve teachers' skills in developing HOTS-in reading assessments.

Mediation Effect of Job Satisfaction on The Effect of Participatory Leadership Style and Individual Creativity on Senior High School Teacher Performance in Kerinci District

This research examined the effect of participatory leadership style and individual creativity on teacher performance. In addition, this research also examines whether the existence of the variable job satisfaction mediates the relationship between participatory leadership style and individual creativity on teacher performance. This research was conducted on 80 respondents who were high school teachers in Kerinci Regency. The research data was collected using an online questionnaire (google form). The data analysis technique of this research is Structural Equation Model (SEM) analysis with the help of the SmartTPLS 3.0 application. This study found that the participatory leadership style positively and significantly affects job satisfaction and teacher performance. While individual creativity does not significantly affect job satisfaction, it significantly affects teacher performance. Job satisfaction does not affect teacher performance. Job satisfaction is also not proven to be able to mediate the relationship between participatory leadership style and individual creativity on the performance of high school teachers in the Kerinci District.

Детерминанты эффективности смешанного преподавания-обучения в новых условиях: исследование роли техностресса у преподавателей

<p>This research desires to analyze the determinants of blended teaching-learning performance in the new typical environment by exploring the role of teachers' technostress as mediation. This study uses a quantitative approach. Quantitative research methods aim to test the hypotheses that have been set. This approach uses numerical results from measurements made using a questionnaire about the study's variables. Using the complete sampling technique, which involves selecting the whole population as the research sample, it consisted of senior high school teachers in South Sumatra. The researchers used 712 research data in this investigation. The research used the structural approach of the Equation Model (SEM) and the intelligent application of PLS for analysis. According to the outcomes of this investigation, understanding technical and pedagogical content has a considerable positive impact on blended learning and teaching performance and teachers' technostress. Teachers' self-efficacy has a considerable positive impact on combined learning-teaching performance and blended teaching-learning performance and is significantly mediated by teachers' technological stress. Teacher experience significantly impacts teachers' technostress and is mediated considerably by teachers' technostress. Administration and school support show a considerable positive impact on blended teaching and learning performance and teachers' technostress, which is significantly mediated by teachers' technostress. Teachers' technological stress has a large positive effect on combined teaching-learning performance.</p>

Exploring the Relationship between Principal Leadership Styles and Teacher Work Discipline

This research explores the relationship between the school principal's leadership style and teachers' work discipline in State Senior High Schools Pekanbaru, Riau. The study adopts a quantitative approach with a survey method and correlation technique. Through random sampling, the research involves 40 teachers from eleven State Senior High Schools in Pekanbaru. Data collection is conducted using a questionnaire, which has been calibrated with validity testing using Pearson Product Moment and reliability coefficient with Cronbach's Alpha formula. The research results indicate a relationship between the leadership style of school principals and the discipline of teachers in State Senior High Schools in Pekanbaru. The significance testing of a correlation coefficient of 0.51 supports this relationship. It suggests a moderate connection between the principal's leadership style and teacher discipline. This study implies that enhancing teacher discipline can be achieved through the role of the school principal's leadership style. In other words, a correlation of 0.51 indicates that the principal's role in leading and guiding teachers can have a positive impact on their work discipline, and these efforts may be crucial in achieving a higher quality of education.

Exploring the Effectiveness of Mobile Smartphones in Teaching Islamic Studies among Senior Secondary Schools

The need for Islamic Religious teachers in Senior High Schools to fully integrate ICT tools, especially smartphones, in enhancing effective and efficient teaching in digital processes compared to traditional teaching methods should not be underestimated. This study aims to analyze the integration of ICT mobile smartphones for effective teaching of Islamic studies among senior secondary schools. This study adopted research quantitative method of research. The instrument used for data collection was validated by three experts in Test & Measurement who found it appropriate for this study. A simple random sampling technique was used to select 194 out of 307 senior secondary school teachers of Islamic studies as the sample size of the study. A questionnaire titled "Effective Integration of Mobile Smartphones for Teaching Senior Secondary Schools Questionnaire (EIMSTSSQ)." The reliability of the instrument was determined using the test re-test reliability technique value of the correlation coefficient obtained at 0.87. The findings of the study revealed that senior secondary school teachers of Islamic studies integrate mobile smartphones for effective teaching of Islamic studies. Also, the study revealed that mobile App skills, Internet skills, mobile smartphones literacy skills, technical proficiency, communication skills, creativity skills, organization and time management, flexibility skills and pedagogical knowledge are the skills needed for the integration of mobile smartphones for effective teaching of senior secondary school. The study further revealed that male and female teachers integrate mobile smartphones to enhance the effective teaching of senior secondary school Islamic studies.

A Survey of Indonesian Islamic Senior High School Teachers’ Vocabulary Teaching Strategies /Activities

The current study is designed to investigate vocabulary teaching strategies/activities employed by teachers in Islamic senior high schools by referring to the principle of the Four Strands proposed by Nation (2007). A survey research design was used in line with the study's goal. English teachers who teach in Islamic senior high schools or Madrasah Aliyah, both public and private schools in West Sumatera, were the study's target demographic. The questionnaire and interviews collected the information required to respond to the survey's question. The finding reveals that teachers employ four kinds of strategies/activities following the Four Strands by Nation (2007) in teaching vocabulary to students. The findings of the study suggest that this study might give an insight that more strategies/activities need to be done by teachers to enhance vocabulary learning. The findings of the study provide some implications for future practice in teaching-learning process of teaching vocabulary. In reference to the findings, the recommendations are addressed to EFL teachers and future researchers. Some implications of the study are also discussed.

Self-Efficacy, Interest, and Effort Indicators in the Teaching Motivation of Public Senior High School Teachers in the Philippines

This study sought to determine the level of teaching motivation of 72 teachers from 11 public senior high schools in the Philippines based on self-efficacy, interest, and effort indicators. A 25-item questionnaire was employed, and the resultant data analyzed using a mixed method approach. Results showed that the outcome aspect of self-efficacy posted the highest score, while the personal aspect presented the highest degree of motivation. With regard to interest, the enjoyment aspect received the highest score suggesting the teachers’ general satisfaction with teaching. The lowest score was seen in the participants’ moderate agreement with the view that enjoyment make up for the financial drawbacks inherent in the profession. As for effort, the two aspects of performance and importance showed almost the same score indicating the participants’ equal regard for them as motivators. In addition, the teachers gave the highest score to peer encouragement and the desire for constant professional improvement. Overall, the results showed the participants’ passion for educating senior high school students under their tutelage, appreciation for the intrinsic rewards in teaching coupled with a realistic awareness of its strict demands and financial drawbacks, and a strong desire to improve themselves for the benefit of the learners.

Development of Android-based Augmented Reality Learning Media on Atomic Matter

Material and limited chemistry learning media resulted in less than optimal student scores. Necessary to develop learning media that can support studying by utilizing technology. This study aims to determine the quality and develop android based augmented reality learning media on atomic material. The type of research used is development research with the 4-D model (define, design, develop, and disseminate, which is limited to the development stage. The product was validated by one media expert lecturer, one material expert lecturer, and three reviewers (senior high school teachers) and responded to by ten senior high school students. The instrument used was a product quality sheet with a Likert scale and a student response sheet with a Guttman scale. The product's characteristics developed in the form of an application with atomic materials, augmented reality cameras, and student quizzes. The results of the quality assessment by media experts got a percentage of 97.14%, by material experts got a percentage of 83.33%, and the reviewer got a percentage of 95.8% with a very good category. The product was responded to positively by students with a percentage of 99%. Based on these results, android-based augmented reality learning media on atomic material in senior high school can be used as an alternative learning media to increase student interest in learning chemistry

Performing without a script: a dramaturgical analysis of the first cohort of Senior High School teachers in the history of Philippine education

ABSTRACT In 2013, the Philippines shifted from a ten to a thirteen year basic education curriculum. Expanding the number of years of schooling necessitated the addition of new grade levels, including Grades 11 and 12, collectively referred to as ‘Senior High School’. The teachers who first taught in these levels were in a situation in which they had to carry out their work without a prescribed modus operandi. There was no precedent for how one dealt with students, administrators, or parents. Nevertheless, these teachers had to carry on with their work. Using data gathered from 19 FGD participants, this paper examined the experiences of the pioneer batch of instructors to handle Grade 11 and 12 students. Goffman’s (1956) dramaturgical approach was a useful heuristic for understanding the data. It is underpinned by the assumption that social interactions resemble stage performances, with individuals performing roles for audiences. The pioneering batch of teachers could, thus, be understood as actors having to play the role of competent educator to audiences of students and parents without a fully-written script, in the form of existing modus operandi. The difficulties of their role are compounded by bureaucratic uncertainty among administrators, their backstage support staff.

Code-Switching Patterns of Senior High School Students and Teachers in the Technical Vocational and Livelihood (TVL) Shops And Language Classes: Basis for Intervention

This study looked into the code-switching patterns of the students and teachers of Isabela School of Arts and Trades Senior High School in the Technical Vocational and Livelihood (TVL) shops and language classes as a basis for intervention in classroom instruction. The study used the descriptive research design. Respondents of the study were five teachers of Technical Drafting, Bartending, Bread and Pastry Production (BPP) and Oral Communication and 105 students in the City Division of Ilagan during the School Year 2019-2020. The instruments used were questionnaire and unstructured interview. Based on the findings of the study, code switching is prevalent in classroom instruction and the most commonly used type is intrasentential. Students’ use of code switching is due to many reasons foremost of which is difficulty driven. This means that they lack the ease to transmit messages in the target language thus they code switch. Secondly, they code switch in consideration of the various linguistic backgrounds of the interlocutors as well as to promote solidarity with them. Lastly, they resort to code switching when they put emphasis more on the meaning or communicative intentions and stress out a point over the language itself. Sex does not influence the type of students’ code switching but it is affected by their age, language spoken and specialization.

Teacher Perceptions of Making Interactive Questions Using the Quizizz Application In Physics Learning

This study aims to see teacher perceptions of making interactive questions using the Quizizz application. This research was carried out using a training approach, which was carried out for 2 days and added with independent assignments. The sample used was 21 people, with the sampling technique using random sampling. Data collection using a 4-point Likert scale questionnaire consisting of 12 items was carried out at the beginning of the activity and after training—data analysis using descriptive and inferential statistics. The results showed that Science Teachers (Physics) in junior and senior high schools in Sabang City had a perception of the Quizizz application in learning 86.31%, which was classified as very good. Teacher perceptions of knowledge related to Quizizz applications in learning amounted to 84.82%, classified as good. Teacher perceptions of skills in using the Quizizz application in education amounted to 83.04%, classified as good. Teacher perceptions of attitudes towards using the Quzizz application in learning amounted to 91.07%, classified as very good. Teachers have a positive perception of being able to apply this Quizizz application in education because teachers have been equipped with the knowledge and skills gained in training activities, and teachers have a positive attitude towards using this application in the learning process.