Master Teacher Research Articles

Total Quality Management Strategy for Improving the Quality of Education at Kolej Universiti Perguruan Ugama Seri Begawan (Empirical Study in the Arabic Language Education Master's Study Program)

This research aims to determine the Total Quality Management (TQM) strategy for improving the quality of education in the Arabic Language Education Master's Study Program at Kolej Universiti Perguruan Ugama Seri Begawan (KUPU SB). This research uses a qualitative descriptive analysis method with a case study approach. Data was collected through interviews, observation, and documentation. The research results show that KUPU SB implements TQM by involving all parties, both internal and external, in improving the quality of education. TQM at KUPU SB includes aspects of vision and mission, information, human resources, facilities, competence, and loyalty. The implementation of TQM at KUPU SB has had a positive impact on the university, personnel, and graduates. Universities can compete at a global level, personnel can improve their welfare, and graduates can meet labor market needs. This study is novelty in the field of education quality regarding how KUPU provides facilities and support for activities to develop student potential.

Mentors’ recommendations for work-life balance

New teachers benefit from mentoring from more experienced colleagues, and the Wyoming Teacher Mentor Corps (WTMC) provides high-quality training for master teachers to provide this mentoring support. As part of the program, mentors learn about assessment, communication, feedback, and work-life balance. Colby Gull and Leslie Rush describe how, as part of the training, mentors identified and prioritized critical principles for maintaining work-life balance. Strategies include shutting down and disconnecting from work, acknowledging one’s own humanity when making mistakes, and prioritizing and saying no when needed. The authors discuss these and other suggestions and how they might be used in school settings.

Developing Contextual Textbooks of Islamic Religious Education on Curriculum Development and Innovation Course

This research aimed to develop a textbook for the PAI (Islamic Education) Curriculum Development and Innovation course as a means of independent student learning. This is development research referring to the ADDIE development model. The subjects of this research were Islamic education Masters students at the Mamba'ul 'Ulum Islamic Institute (IIM) of Surakarta. The data were collected using textbook assessment instruments consisting of (1) tryout instruments by course content experts, (2) tryout instruments by learning design experts, (3) practitioner instruments, and (4) student assessment instruments. The data were analyzed using qualitative and quantitative descriptive methods. The research results showed that a score percentage of 89% was obtained for the expert assessment of course content, a score of 75% for the learning design expert assessment tryout, a score of 90% for the practitioner tryout results, and a score of 87.75% for the student assessment tryout. Based on the research results, it could be concluded that the textbook for the Islamic education curriculum development and innovation course belonged to the appropriate category and could be used for students taking the Islamic education curriculum development and innovation course at the IIM Surakarta Postgraduate School, especially Masters students in Islamic education.

Implentasi Motode Manhaji Dalam Memahami Kitab Kuning Di Pondok Pesantren Darul Arifin Jambi

Implementation of the Manhaji Method in understanding the yellow book at the Darul Arifin Muaro Islamic Boarding School, Jambi, Islamic Religious Education Master's Study Program, Sulthan Tthaha Saifuddin University, Jambi 2024.Methods for understanding the Yellow Book in learning activities, especially in the method of reading yellow words, educators must try to achieve the goals as much as possible. One way is to use appropriate teaching methods. Method is one of the tools to achieve learning goals. Therefore, educators should be smart in choosing and using the right methods so that they can support teaching and learning activities and can be used as efficient tools to achieve goals. The purpose of this research is to describe (1) To find out the background and purpose of implementing the Manhaji method in learning the Yellow Book for students at the Darul Arifin Islamic boarding school. (2) To find out the obstacles in the field to the application of the Manhaji method at the Darul Arifin Islamic boarding school. (3) To find out the application of the Manhaji method at the Darul Arifin Islamic boarding school. This research was conducted at Darul Arifin Muaro Jambi using qualitative research and a descriptive approach. Research data collection techniques use interviews, observation and documentation. Data analysis for this research was carried out using the steps of data collection, data reduction, drawing conclusions and verification. Meanwhile, diligent observation and triangulation as well as discussions were carried out as an effort to test the validity of the data. The results of this research show that: (1) The Manhaji learning concept is divided into several parts, starting from planning objectives, determining learning materials, determining methods, determining time allocation and use of media. (2) The implementation carried out during learning in madrasa classes is divided into three parts, namely preliminary activities, core learning activities, and closing activities. (3) Manhaji content/material, as follows: volume I (Mastering the ins and outs of Isim and fi'il which include, ma'rifat nakirah, Mabni, Mu'rob, Tasrif Fi'il patterns) volume II (Mastering the Tasrif Fi'il patterns il Mazid, and Mustaqqaat such as isim Fail. Maful, isim Zaman and Isim Makan), volume III (Mastering Umdah Sum, Mubtada, Khabar, Fi'il Fail, and Awamil. (Inna, Kaana and Dhzanna) volume IV (Mastering Takmilah Sum (Na'at taukid, Athf Badal Mafu'lat). (4) Evaluation of Manhaji material is carried out during the learning process and outside the learning process, in the form of written tests and oral tests.

Effective Approaches to Teacher Professional Development in Thailand: Case Study

This research aimed to investigate effective approaches to teacher development as a meaningful form of professional development (PD). The objective was to assess the impact of teachers’ learning as an approach to PD and to summarize best practices. The study involved teachers from two primary schools who participated in the Healthy School Empowerment Project, a four-year collaborative learning initiative designed to support educators in improving classroom instruction and enhancing school performance. The findings revealed the most effective approaches for professional development and enhancing teachers’ learning include establishing the school as a professional learning community (PLC), implementing teacher-as-learner programs, providing coaching by master teachers, and fostering teacher networks. Bottom of Form

“Publish or not”: an output problem of higher education students

Publication is an important activity for students studying at university, especially for those who are completing their thesis or final project. The aim of this research is to know problems experienced by students during the publication process and students' perceptions about the output of article publications to obtain a master's degree in the English education master's department, is it better “publish or not”?. The researcher uses a descriptive qualitative method and interviews as a data collection technique for two students in Higher Education especially master’s students of English education. The results of this finding are there are several problems experienced by students during the article publication process: articles that were rejected by the journal, so they had to look for another journal and it would take a long time. It takes quite a long time to get to the publication stage because as said by participants, each journal has provisions for the publication stage how many times a year and wait for the article review stage which was quite long. And both participants chose "publish" because they thought that the English education master's department had made this policy for a reason and that reason would have a positive impact on students in the future, especially to support the careers of students who wanted to become lecturers and work in the world of education.

Professionally focused communicative competence of prospective foreign language university teachers as a modern trend in higher education

The article analyses the present condition of training foreign language teachers / university teachers using pertinent scientific sources. Its objective is to comprehend the scientific developments in cultivating intercultural communicative competence among prospective educators, which have been acknowledged in the scientific realm. This understanding is central to the creation of a theoretical structure for the establishment of professionally focused communicative competence (PFCC) in prospective English university teachers. Despite the progressions in artificial intelligence, teaching professions remain crucial, as automated systems cannot substitute them entirely. The study utilizes analysis, synthesis, comparison, and generalization to comprehensively examine scientific and methodological literature, as well as European and national higher education regulations. It presents a categorical evaluation of «professionally focused communicative competence», which is a subcategory of «intercultural communicative competence». The current state of methodological foundations and scientific support of the process of formation of prospective university specialists’ intercultural communicative competence outlines the following problems: incomplete detailing in the professionally focused foreign language training of bachelors and masters of education; lack of a state standard of higher language education for the training of future teachers / university teachers of English as a Foreign Language (EFL); limitations of textbooks and manuals for students of the second (master’s) level of higher education. For the successful implementation of the researched training in scientific theory and practice there is an understanding of the need to design: a holistic concept of intercultural foreign language teaching across various educational institutions, (proposed by S. Y. Nikolaieva), based on the principle of continuity; a foreign language training system for future educational specialists, taking into account the specifics of their specialty and further professional development, requirements for foreign language proficiency, needs of the rapidly changing labour market and, as a result, modernisation of professional training technologies, practical implementation of effective forms and methods of their training in the educational process of higher education institutions

Challenges in Instructional Supervision: A Phenomenological Study of Master Teachers in Cabuyao

This study explored the lived experiences of master teachers in the City Schools Division of Cabuyao, focusing on the challenges they encountered in instructional supervision. The research aimed to identify specific issues faced by master teachers and propose solutions to enhance teacher effectiveness and professional growth. A phenomenological qualitative research approach was employed, utilizing homogenous purposeful sampling. Ten master teachers who supervised schools with low National Achievement Test results in 2021-2022 participated in the study. Data were analyzed using Interpretative Phenomenological Analysis, generating key themes from the participants' experiences. The analysis revealed three major themes: Time Management and Issues with Lesson Exemplars, Incorrect Classroom Management Practices and Pedagogical Approaches, Addressing Negative Feedback from Teachers, and Lack of Awareness of New Strategies. These themes highlighted challenges such as time management, classroom procedures, pedagogical approaches, and managing teachers’ reactions to feedback. The study suggested that school heads and master teachers should focus on enhancing teacher effectiveness, fostering professional growth, and addressing strengths and shortcomings identified during supervision. Emphasis was placed on developing teaching skills through self-awareness and positive behavior reinforcement. The importance of fostering reflection and generating improvement ideas without judgment was also highlighted. Based on the findings, a program for master teachers and teachers was proposed to address the critical needs of effective supervision in educational settings, aiming to support consistent improvements and a more effective teaching approach.

TOWARDS A QUALITY FRAMEWORK FOR RESPONSIVE COACHING AND MENTORING PRACTICE OF MASTER TEACHERS FOR POLICY AMENDMENTS

This research aimed to develop a quality framework for responsive coaching and mentoring practices of 164 master teachers for policy amendments at the Schools Division of Zambales. Employing a quantitative descriptive research approach, the study utilized a validated and reliable researcher-made questionnaire for data collection and applied both descriptive and inferential statistics for data analysis. Findings revealed that master teachers exhibited the highest extent of responsive coaching practices in goal setting and clarity, as well as the highest extent of responsive mentoring practices in communication and collaboration. The relatively low standard deviation values indicated a strong consensus among master teachers, suggesting a high level of agreement about the effectiveness of these responsive coaching and mentoring practices. No significant difference was identified regarding the effect of demographic profiles particularly age, gender, length of service, and highest educational attainment of master teachers on the relationship between responsive coaching and mentoring practices. The regression analysis affirmed the significant findings on the impact of responsive coaching and mentoring practices of master teachers. A quality framework for policy amendments on responsive coaching and mentoring practices of master teachers plays a pivotal role in enhancing teaching performance by providing structured guidelines and systematic approaches.

Adversity Quotient, Leadership Resilience, and Mentoring and Coaching Strategies of Instructional Leaders

To improve the technical assistance strategy, this study evaluated the adversity quotient, leadership resilience, and mentoring and coaching techniques of instructional leaders. Respondents of this study were the 138 public secondary instructional leaders composed of department heads and master teachers chosen randomly from the 210 total population of department heads and master teachers in SDO, Iloilo City. Ethical factors were considered to achieve this overall goal. Respondents were informed of the study's objective, benefits, and risks before being requested for consent to participate as respondents in the survey. The 2012 Data Privacy Act maintained the confidentiality of the respondent’s identity. A descriptive research design with stratified random sampling examined demographic variables such as sex, designation, educational attainment, and length of service. The sample showed a notable sex disproportion, with most respondents being Master Teachers I, holding advanced degrees, and having over ten years of experience. Regarding sex, designation/position, and educational attainment of instructional leaders, there was no significant difference in the level of AQ® among respondents. However, there is a significant difference in the AQ® level of the respondents when grouped by their length of service. Additionally, AQ® analysis revealed "below average" levels for males and females, with significant differences across designations but not by educational attainment. Respondents with less experience showed "higher" resilience than those with longer tenures, while leadership resilience remained consistently high across all demographics. No significant differences were found in mentoring and coaching strategies based on the demographic profile. The findings suggest a need for targeted interventions to improve resilience among more experienced leaders and support more effective mentoring and coaching strategies. These insights inform the creation of a technical assistance plan to enhance instructional leadership.

Contingent and Actual: The Realistic Dilemma and Path Reconstruction of “Dual Tutoring System” in Master of Education

Abstract The dual tutorial system is a new educational model that involves two tutors, one from on-campus and one from off-campus, participating in the entire cultivation process of graduate students. Since the adoption of the dual tutor system in education to jointly cultivate professional degree students, it has achieved good results, but it has also created many problems. In this paper, we firstly clarified the reality of the dual tutor system of master of education through visiting and investigation, and then designed a questionnaire to investigate the understanding of master of education students about the dual tutor system, the guidance of internal and external tutors, and the communication between students and tutors, in order to understand the communication between master of education students and tutors. Then, we designed a questionnaire to understand the implementation status of the “dual tutoring system” of a master’s degree in education by investigating the understanding of the “dual tutoring system”, the guidance of internal and external tutors, and the communication between students and tutors. Finally, this paper puts forward the reform path of the “dual tutorial system” for masters of education. The results of the survey show that more than 70% of education master’s degree students support the “dual tutor system”, but nearly half of the students do not understand the specific content of the “dual tutor system”, internal and external tutors have basically accomplished their duties, and the student’s willingness to communicate with their tutors is not high overall. Suppose the reform path proposed in this paper can be realized in the actual operation of a “dual tutoring system” for a master of education. In that case, it can have a significant positive impact on the cultivation of a master of education.

Discussion on the Current Situation and Strategies for Academic Master's Education in Chemistr

Discussion on the Current Situation and Strategies for Academic Master's Education in Chemistr

Incorporating Chatgpt In Medical Informatics Master's Education: understanding student perceptions and guiding experiential integration

Incorporating Chatgpt In Medical Informatics Master's Education: understanding student perceptions and guiding experiential integration

Transformational Leadership of School Heads in Public Elementary Schools in Bacolod City, Philippines

Addressing the nation’s educational problems requires research on transformational leadership approaches in the Philippines. This study aims to provide information to help the education system develop efficient policies and interventions by recognizing context-specific variations among different schools. The focus is on measuring the extent of transformational leadership practices of school heads in public elementary schools in District V of the Division of Bacolod City. Using random sampling, 175 respondents were identified. The study employed descriptive and comparative research designs, utilizing an adapted, validated, and reliable survey questionnaire. Findings indicated that school heads were perceived to exhibit high level of transformational leadership, with Master Teachers and Grade 2 Teachers rating them very highly. The study concluded that there were no significant differences in leadership practices based on variables such as length of service, teaching position, marital status, and grade level taught. Generally, elementary school teachers assessed their school heads as transformational leaders. Supporting and developing transformational leadership among school heads is identified as a critical strategy for enhancing educational quality and overall school effectiveness. Transformational leaders are adept at identifying and meeting the unique needs of teachers, thereby increasing retention and job satisfaction. Such leadership fosters an environment conducive to learning and boosts teacher motivation. When school heads demonstrate transformational leadership qualities, they positively impact teacher morale and commitment. It is recommended to develop a training program and School Learning Action Cell (SLAC) sessions. These will guide school heads in implementing transformational leadership within their institutions, benefiting both teachers and students.

Charity Scott - A Masterful Teacher.

In 2006, the University of Maryland Carey School of Law had the privilege of co-hosting the annual Health Law Professors Conference with the American Society of Law, Medicine & Ethics (ASLME). Coincidentally, as director of the Law & Health Care Program at Maryland, I had the opportunity to announce the winner of the Jay Healey Health Law Teachers' Award at the conference. The award is given to "professors who have devoted a significant portion of their career to health law teaching and whose selection would honor Jay [Healey's] legacy through their passion for teaching health law, their mentoring of students and/or other faculty and by their being an inspiration to colleagues and students."1 Healey, a Professor in the Humanities Department at the University of Connecticut School of Medicine, was the youngest recipient of the Society's Health Law Teachers' Award, which he received in 1990. He was passionate about teaching and had the idea to devote a session each year at the annual conference to teaching health law. It was always a plenary session at which he challenged us to be better teachers. Jay died in 1993, at the age of 46, not long after the Health Law Teachers conference that year, which he attended and which also happened to be held in Baltimore at the University of Maryland School of Law. Thereafter, the award was given in his name.

The Implementation Practices of the Teacher Induction Program in the Secondary Schools of Department of Education Davao City Division: A Case Study

Boarding on the transfor mative journey of a teaching career, educators encounter a myriad of challenges that shape their early experiences in the classroom. Recognizing the pivotal nature of these initial years in a teacher’s career, there arises a critical need to explore avenues that provide systematic support and enhance the professional development of educators. This research delved into the exploration of the implementation practices of the Teacher Induction Program (TIP) in public secondary schools in Davao City. Employing a qualitative case study design, the study utilized purposive sampling to select seven Master Teachers actively involved in TIP implementation. The research instrument, a researcher-made interview guide, was validated and enhanced by three Master Teachers, and results were based on key themes and core ideas derived from the discussions. The major themes identified for the implementation practices were structured learning, expert guidance and support, immersion and integration, knowledge and orientation, practice and feedback, and implementation gaps. Additionally, major themes for strategies that can be implemented to enhance the effectiveness of the teacher induction program were personalization and individualization, open communication and collaboration, and continuous improvement and adaptability. These themes were defined, discussed thoroughly, enriched with core ideas, and supported by existing studies and literature. The implications for theory revealed a strong connection between the identified themes and the Human Capital Theory and the Employee Engagement Theory, suggesting that integrating these theories into teacher induction programs enhances their effectiveness. The implications for practice highlighted the importance of structured learning, prioritizing mentoring activities, focus on continuing support, emphasizing practice and feedback, and addressing implementation gaps. Recommendations include designing comprehensive induction schedules, prioritizing mentorship programs, integrating new teachers into the broader educational environment, providing essential information through modules, establishing regular mechanisms for feedback, and addressing implementation gaps through active leadership support. By incorporating these implications into practice, educational institutions can create a more supportive and engaging environment for new teachers, contributing to their professional development and success.

Challenges of Ta Providers in Lac Implemention: Basis for Localized Lac Framework

Learning Action Cell (LAC) is a session conducted by group of teachers who engage in collaborative learning sessions to solve shared challenges encountered in school. Though LAC projects a promising result for teachers in improving Teaching and Learning Strategies, it is somehow, not being maximized in the school. This challenge of maximizing (LAC) brings life to Continuous Improvement CI Project BILLS, Boosting and Improving LAC Leaders and Strategies. And this, proposed research is anchored to the on going CI Project BILLS. This study in particular, tried to determine the challenges encountered by TA providers or LAC leaders in LAC implementation. This study aimed to analyze the experiences and challenges, most especially, of the TA providers, 8 Head Teachers, and 18 Master Teachers towards LAC implemantation. This action research was plainly qualitative in nature and made used of interview as the research instrument. Consequently, coding and theming were used for data analysis. This research revealed that TA providers 1. have difficulty in crafting the proposals and securing necessary attachments, 2. due to challenges encountered in LAC implementation by LAC leaders, the monitoring of teachers’ performance was taken for granted, 3. the absence of monitoring and evaluation team was found as another reason on the low success rate of LAC implementation. TA providers also observed that 4. teacher-participants demonstrated less motivation and participation in the LAC session, 5. through the TA’s initiative, they have found out that teachers’ schedule have conflict with the LAC activity and the LAC topics are no longer new to the teacher-participants. Meanwhile, the newly introduced LAC process through CI Project, was observed to have a more detailed, organized and systematic conduct of LAC. The most evident improvements are the following: 1. Presence of Monitoring and Evaluation (M&E) all throughout the process, 2. Intervention of Learning and Development (L&D) Coordinator, 3. Posting of QATAME flow chart, 4. Proper conduct of LAC, 5. Presentation of LAC outputs and outcomes.

РОССИЙСКАЯ КОМПОЗИТОРСКАЯ ПЕДАГОГИКА И ВКЛАД Е. К. ГОЛУБЕВА

The article reveals for the first time the main historical stages in the formation of Russian composer’s pedagogy. The contribution of the first Russian conservatories in Saint Petersburg and Moscow to the development of music education is highlighted. A systematic analysis of Russian composition textbooks by M. F. Gnesin, O. A. Evlakhov, E. I. Messner, S. M. Slonimsky is carried out, and comparisons are made with Arnold Schoenberg’s Fundamentals of Musical Composition. The contribution to the education of creative youth made by one of the leading master teachers, Professor of the Moscow Conservatory Evgeny Kirillovich Golubev (1910–1988), a student and follower of N. Ya. Myaskovsky, is considered. Golubev’s recollections from his diary Alogisms are presented, revealing the composer’s aesthetic views and the essence of his pedagogical method. The article analyses the stylistic features of Golubev’s students, including G. Shantyr, T. Nikolaeva, A. Kholminov, A. Eshpai, T. Kuliev, G. Grigoryan, A. Schnittke, A. Isakova, K. Batashov, I. Krasilnikov, A. Golovin, A. Koblyakov, Y. Vorontsov and many others. E. K. Golubev, developing the traditions of his great predecessors — N. A. Rimsky-Korsakov, N. Ya. Myaskovsky, S. I. Taneyev, S. S. Prokofiev and others, created one of the most significant schools of composition in Russia. The traditions of his school are being developed by new generations of musicians.

AN ANALYSIS OF MORPHOSYNTACTIC CONSTRUCTION OF ENGLISH WRITING TEXT PRODUCED BY THE POSTGRADUATE STUDENTS AT UNISMUH MAKASSAR

This research aimed to find out the most frequent types of inflectional suffixes, derivational suffixes, noun phrases and verb phrases produced by the Postgraduate Students in writing argumentative text. This research used Descriptive Quantitative Research. The data were obtained by using writing test. The samples of this research were 16 Postgraduate Students of English Education Master Program in Academic Year 2023 selected by using Total Sampling Technique. The results of data analysis from 16 samples found that 1) The inflectional suffixes of plurality {-s} were 46,06%, 3rd person singular {s/es} were 8.33%, past tense/passive {-ed} were 14.58%, participle {-ing} were 17.59 %, possessive {-s} were 3,93%, and comparative/ superlative degrees {er/est} were 3.47%. 2) The derivational suffixes forming noun were 52.4%, forming verb were 3.2%, forming adjective were 23.92%, and forming adverb were 19.28%. 3) The constructions of simple noun phrases were 18.86%, rather complex noun phrases were 23.58 %, and very complex noun phrases were 56.83%. 4) The constructions of simple verb phrases were 82.5% and rather complex verb phrases were 16.87%. Thus, it can be concluded that the most frequent types of inflectional suffixes used by the students were plurality {-s}, the type of derivational suffixes was noun formation, the type of noun phrases was very complex noun phrases, and the type of verb phrases was simple verb phrases.

Technical and Vocational Education Master's Course Curriculum: Presentation of suggested course titles for teacher training universities of technical and vocational education in Iran

This article was carried out to present the subjects and titles of the technical and vocational education master's courses in Iran with a qualitative approach and using a descriptive-analytical method. The studied population included 10 curriculum titles of the Master's course in the education field of Farhangian University and 25 curriculum titles available in the Master's course of the technical and vocational education of other countries' universities. The results of the analysis and comparison of the differences and similarities of the courses showed that although there are differences and diversity in the number, type, and subject titles of this field in the universities, the titles of the courses in different universities share the following general titles. Based on the findings of the research, Compensatory lessons "Philosophy of Islamic education and training in the Islamic Republic; Teacher ethics from the perspective of Islam", compulsory courses "management, principles of teaching, technology, evaluation, research, philosophy and curriculum" and elective courses "psychology and counseling; Adult Education; Issues and challenges in technical and vocational education; Internship and seminar" and thesis are suggested for the master's course in the field of technical and vocational education of Iranian universities.