Teacher Certification Research Articles

Does science teacher certification matter? A closer look at first‐year science teacher impacts on student outcomes in Texas

AbstractThis study examines the certification pathway of science teachers in Texas, how science teacher certification patterns have changed over time, and the association of certification pathway to student outcomes in science. This quantitative study uses administrative data from the Texas Statewide Longitudinal Data System (UH‐ERC). The UH‐ERC database includes data from the Texas Education Agency (TEA), The Higher Education Coordinating Boards (THECB), and the Texas Workforce Commission (TWC) which can be linked together to provide a cradle‐to‐workforce portrait of Texas residents. Cohorts were created of novice teachers to isolate teacher preparation rather than professional development associated with years of experience. Results indicated that teachers new to the labour market are increasingly being certified through alternative pathways, particularly in districts closer to metropolitan areas. Findings suggest that students who are taught by teachers who were prepared through an alternative pathway have lower test scores on the biology end‐of‐course State of Texas Assessment of Academic Readiness (STAAR) test than students who were taught by teachers prepared through a traditional certification pathway.

Under the Background of Teacher Professional Certification, A Study on The Practical Practice Handbook of Students Majoring in Preschool Education in Colleges and Universities: A Case Study of A Normal College in Inner Mongolia

In bachelor degree education, the practical handbook of teaching practicum is an important guide to providing the evaluation standard for the outcomes of students. Under the background of nationwide teacher certification, the new requirements are set for the teaching practicum courses for training teachers in universities and colleges. It is necessary for colleges and universities to examine the problems existing in the current educational practice courses and establish the handbook of teaching practicum to be the guidance and evaluation of the outcomes of students’ learning based on the teaching practicum courses, helping the students achieve the expectations of the learning outcomes. With the construction of the practical handbook, the curriculum design and implementation can be the feedback to the evaluation of the practicum courses and then promote the quality of practicum courses in preschool bachelor degrees. Students majoring in preschool education can improve their professional development level in the teaching practice of preschool education, which is very important to improve the quality of preschool education.

The Effect of Teacher's Certification on The Performance Results in SD Negeri 040446 Kabanjahe

This study aims to determine the effect between teacher certification on teacher performance in elementary school. This research was conducted at SD Negeri 040446 Kabanjahe in 2023. This research is a type of quantitative research using comparative causal methods or expost facto research. The population in this research is all teachers in SD Negeri 040446 Kabanjahe who have been certified. The sampling technique used is purposive sampling. The subjects in this study were 5 teachers who had passed certification. The object of research is in the form of Teacher Certification and Teacher Performance at SD Negeri 040446 Kabanjahe. The study was conducted from October to November 2023. Data analysis techniques use simple linear regression analysis and multiple linear regression analysis. Based on data analysis, r count 0.887 > r table 0.878, which means that there is a relationship between teacher certification on teacher performance and obtained t count value 2.065 > t table 1.672 and significance t count 0.043 < t table 0.05, which means that there is a significant effect of teacher certification on teacher performance in SD Negeri 040446 Kabanjahe. Based on the similarities in discussion, it can be concluded that there is a positive influence between teacher certification on teacher performance at SD Negeri 040446 Kabanjahe.

PERANAN FAKTOR-FAKTOR YANG DAPAT MEMPENGARUHI PRODUKTIVITAS KERJA KARYAWAN PADA PT. DAMAR RESOURCES

Employee work productivity is a very important factor to be developed in the company environment, because it has a big role in determining the success or failure of a company in achieving its goals. Comprehensive knowledge and understanding of the determinants that can affect work productivity must be studied in more detail. This research was conducted to determine the role of the factors that can affect employee productivity at PT. Damar Resources. This research method was carried out using a qualitative descriptive approach using a sample of ten company employees. The results of the study show that the variables of education, competence, discipline, motivation, age, compensation/wages, and work environment as a whole have an good role in influencing employee work productivity. The discipline variable is the main and most dominant factor that influences work productivity because it has been exemplified directly by the leadership which determines the level of employee discipline, a high sense of responsibility from employees for each job, as well as employee discipline by coming and going home on time according to working hours. create a more productive work environment. Providing bonuses/incentives for achieving company targets, increasing work competencies through education, training, or competency certification, as well as providing conducive working facilities and spaces and an atmosphere that is safe, calm, and away from noise should be carried out by companies in order to increase employee work productivity.

Assessing the entrepreneurial intention of female students in South Africa:The case of postgraduate certificate in education students

Globally, female entrepreneurship is acknowledged as a major force behind innovation, social progress, and economic success. But to launch and expand successful businesses, women in South Africa face many obstacles. Considering the significance of inclusive participation in the mainstream economy, it is necessary to understand the factors that may inspire or impede the intention of women in becoming entrepreneurial. The population consisted of students of a private higher education institution. Data was collected from female students of postgraduate certificate in education. An online system was designed for data collection using a questionnaire. This allowed for a wider audience to participate, but it also prevented the participants' identities from being revealed because they were not in contact with the researchers. IBM Statistical Package for the Social Sciences was used to analyze the data. Every student's response was examined, and the analysis was used to categorize the responses. Results reveal intriguing patterns in the participants’ perceptions of entrepreneurship. Doubt about oneself when starting a business is strongly correlated with pessimism about success, which implies a lack of faith in entrepreneurship. Furthermore, although there is a desire for entrepreneurial fulfilment, developing business concepts is difficult and presents a significant barrier. A major contribution of this paper is that it responds to the call by National Development Plan (NDP) (2030) of South Africa, which seeks ways to increase inclusivity, improve equity, and diversity in mainstream economy.

Parental Involvement in School Leadership and Influence on Pupils’ Performance in Kenya Certificate of Primary Education in Public Schools, Nyamira County

Parental involvement plays a significant role in the educational sector, as the involvement works to influence pupils’ academic success. Despite the role of parental involvement in School Leadership to ensure learners’ academic success, the existence of harmonious relationships between parents and teachers remains a challenge both internationally and locally. The purpose of this study was to find parental involvement in school leadership and its influence on performance in the Kenya Certificate of Primary Education in public schools in Nyamira County, Kenya. The study was guided by the objective Parental Involvement in School Leadership and Influence on Pupils’ Performance in Kenya Certificate of Primary Education in Nyamira County, Kenya. The study adopted a convergent parallel mixed-methods design and employed the Epstein theory of family, school, and community partnerships. The target population for the study consisted of 2364 respondents from 394 targeted schools. These consisted of 394 head teachers, 394 class eight teachers, 394 parents, and 1182 pupils. These were drawn from 394 public primary schools in Nyamira County. Stratified random sampling was used to stratify schools in their respective sub counties, and purposive sampling was used to select single-streamed schools. Then head teachers were sampled on the basis of schools. Parents were not only sampled on the basis of schools; but they were also sampled purposefully to select chairpersons for parents’ associations. Teachers were sampled purposefully, and pupils were sampled using simple random sampling, purposeful sampling techniques and stratified sampling. The sample size for the study consisted of 354 respondents. Interview schedules were used to collect data from head teachers and parents, while questionnaires were used for teachers and pupils. Qualitative data were captured, organised, and analysed into themes, thereby reporting the views of respondents thematically. Quantitative data were analysed statistically using frequency, means, percentages, and standard deviation. The Pearson product moment was used to relate independent variables to dependent variables. The study found that parents’ involvement in school leadership influences performance at a significant level (p = 0.0001). However, the study found that parental involvement in school leadership in Nyamira County was weak. The study concluded that parental involvement in pupils’ learning influences academic performance, but parents and schools have not embraced parents’ involvement in pupils’ learning. Therefore, parental involvement in pupils’ learning in Nyamira County was weak.

Teacher Qualification and Performance in Bomi and Margibi Counties, Liberia

This study sought to assess teacher qualification in public primary schools in Bomi and Margibi Counties, Liberia. Teacher Qualification in this study is considered as Academic Qualification and Teaching Experience. Participants were 133 teachers and 8 principals from 16 public primary schools in Bomi and Margibi Counties. A simple random sampling technique was used to select the teachers, while a purposive sampling technique was used to select the principals for the study. A cross-sectional survey design, documentary review, brief observations and mini-interview were used. A semi-structured self-administered questionnaire, in addition to the open ended questions for the mini-interview was mainly used to collect the data. Research findings revealed that nearly half of the teachers studied in Bomi and Margibi Counties have teaching certificates required to teach at the primary level. However, there is a considerable number of teachers teaching in public primary schools that don’t have the required certificates. This stresses the need for teacher training to still be prioritized. The study also revealed that most of the teachers with the academic qualification to teach, never had teaching experience besides the mandatory teaching practices (practicum) done during training. Findings suggest that although more teachers hold the minimum teaching certificate ( C Certificate), teacher training should still be prioritized as there are still more teachers in the classrooms without any formal teacher training. Continuous professional development (CPD) should also be carried out regularly to boost the competency level of teachers who already hold the teaching certificate, but have little teaching experience.

Influence of Principals’ Allocation of Teaching and Learning Resources on Learners’ Academic Performance in Kenya Certificate of Secondary Education in Kisii County, Kenya

Teaching and learning resources are needed for quality curriculum delivery. The purpose of this study was to investigate the Influence of Principals’ allocation of teaching and learning resources on learners’ academic performance in Kenya Certificate of Secondary Education (K.C.S.E.) in Public Schools. The objective of this study was to establish the influence of Principals’ allocation of teaching and learning resources on learners’ academic performance in K.C.S.E. This study was anchored on Karl Ludwig von Bertalanffy General Systems Theory. Mixed method research design of explanatory sequential type with a prioritized quantitative approach in phase one followed by qualitative approach in phase two was applied in the study. The target population was 4,691 participants which included: 340 Principals, 1360 Heads of Departments (H.O. Ds) and 2,991 teachers. A sample of 451 respondents participated in the study. The researcher used proportionate stratified random sampling technique to select 85 schools, 114 H.O. Ds and 252 teachers and census sampling to select national and special schools while 85 Principals of the selected schools were purposefully sampled. Questionnaires and interview guides were used to collect quantitative and qualitative data respectively. Content validity, Criterion validity, Construct validity and Face validity, of the research instruments were ensured through evaluation by the University supervisors and other experts while internal consistency reliability was estimated by using Cronbach’s alpha coefficient formula which yielded alpha coefficient of over 0.7 which was considered adequate. Quantitative data were analysed using Statistical Package of Social Sciences (SPSS) Version 29 while qualitative data were analysed thematically and presented using direct quotes from the respondents and integrated with the findings of phase one. Descriptive statistics were presented in tables and graphs while inferential statistics were presented in terms of Pearson’s correlation coefficients, Anova and Regression coefficients. The study found out a moderate positive relationship between allocation of teaching and learning resources (r=.072, p≤.05; 2 tailed) and learners’ academic performance in K.C.S.E. Therefore, the null hypothesis was upheld which indicated that teaching and learning resources are inadequate in the study locale. This result was supported by Principals’ interviews for they cited inadequate funding as a drawback towards providing teaching and learning resources. It is hoped that the findings of this study would provide information that would be a base for corrective measures towards the unexpected low academic performance in the study locale. The study recommended that further research should be done on influence of principals’ leadership skills development on academic performance in K.C.S.E.

Investigating Management and Teacher Professional Development Approaches to Enhance The Excellence of Postgraduate Certificate in Education: A Systematic Review

Investigating Management and Teacher Professional Development Approaches to Enhance The Excellence of Postgraduate Certificate in Education: A Systematic Review

Evaluating the Impact of Teachers’ Personal and Professional Resources in Elementary Education on School-Based Human Resource Management: A Case Study in Indonesia

Teachers are the key to the success of the learning process, so teacher perceptions are fundamental in supporting educational goals. This study aims to evaluate the impact of teachers’ personal and professional resources in elementary education on school-based human resource management. This research method is a cross-sectional study involving 474 elementary school teachers in Magetan Regency, East Java, Indonesia. The collected data was structured by PLS Structural Equation Modeling and analyzed by SmartPLS version 3.0 application. The study results found that all aspects of teachers’ personal resources (years of service, teachers’ online learning perception, and positive mental health) affect school-based management. Meanwhile, aspects of teacher certification status and literacy learning implementation affect school-based human resource management for teachers’ professional resources. Interestingly, the status of teachers, whether public or contracted, does not affect school-based management. This study benefits the government in formulating education policies, especially in implementing the teacher certification program and improving the competence of teachers and school principals. Further research is needed on strategies to improve the quality of school-based management especially in human resource.

Study Regarding the Policy of Non-Educating School Principals

This research aims to find out the reasons for the emergence of the non-educating school principal policy and find solutions for the appointment of non-educating school principals, as well as finding out the results of the non-educating school principal policy. This research is qualitative research, data collection uses interviews and documentation. The results of this research show that the policies of non-educating school principals have been regulated in legislation, one of which is Permendikbun No. 40 of 2021. Then the solution for non-educating school principals is a Letter from the Director General of Teachers and Education Personnel Number 8963/B.B1.1/ PR/2019 Regarding the PPG Program for School Principals Who Do Not Have an Educator Certificate. This policy can provide opportunities for non-educating school principals to obtain an educator certificate.

An Assessment of the Appropriateness of Kenyan Sign Language Examination for Hearing Students

Kenyan Sign Language is a vital language for the Deaf community in Kenya and plays a pivotal role in their communication and education. This study investigates the appropriateness of including hearing students in the Kenyan Certificate of Secondary Education (KCSE) Kenyan Sign Language (KSL) examination, originally designed and adapted for deaf students. The research employed a qualitative approach, exploratory design and drawn upon the foundation of Critical Pedagogy. Purposive sampling was used to select seven(7) participants who are teachers of KSL and have experience in teaching both the hearing and deaf learners. Data was collected through interviews and analyzed thematically. The study findings underscore the need for a comprehensive reassessment of the KSL examination, considering the linguistic diversity and cognitive abilities of both deaf and hearing learners. The suggested strategies aim to create a more inclusive and equitable assessment system that respects the unique needs of each group, fostering a fair and accurate evaluation of their proficiency in Kenyan Sign Language. The researcher firmly recommends the exclusion of regular learners from KSL, KCSE examinations administered by the Kenya National Examination Council. Citing the tailored nature of the current 8-4-4 system’s Kenyan Sign Language (KSL) curriculum and exams for deaf students, the proposal emphasizes that regular students desiring to acquire KSL skills could opt for extracurricular KSL club participation.

Influence of Principals’ Instructional Supervisory Practices on Learners’ Academic Performance in Kenya Certificate of Secondary Education in Kisii County, Kenya

Influence of Principals’ Instructional Supervisory Practices on Learners’ Academic Performance in Kenya Certificate of Secondary Education in Kisii County, Kenya

Research on the Training Mode of Food Biotechnology Specialty Integrated with Post Course Contest and Certificate in Higher Vocational Education

Research on the Training Mode of Food Biotechnology Specialty Integrated with Post Course Contest and Certificate in Higher Vocational Education

Teacher Perceptions on the Possibility of Integrating History and Citizenship in the Lesotho Curriculum: A Case of Three Secondary Schools

One of the key contemporary needs in education is to promote nationalism and national cohesion. Challenges confronting most developing countries include political instability, violence, voter apathy, and youth disintegration. Many regard the teaching of citizenship as a possible panacea to remedy these problems. Scholars have applauded the role of citizenship education in inculcating crucial values such as active citizenship, tolerance, and social cohesion. The Lesotho curriculum uses social science subjects, especially history, to address these challenges. Pursuant to repeated calls for the integration of history with citizenship in Lesotho schools in order to enhance history's thrust in achieving the task, this qualitative study adopted the case study design to purposively sample six history teachers, two from each of three secondary schools in the Maseru district. Semi-structured interviews and document analysis of the Education Sector Plan 2005-2015 and Education Sector Strategic Plan 2016-2026, Curriculum and Assessment Policy (CAP) 2009, Lesotho General Certificate of Secondary Education (LGCSE), and the Grade 8 Social Science Syllabus were relied upon for the collection of data. Our findings from this study show that teachers believe that the integration of history and citizenship can instil values of active citizenship, patriotism, political stability, and economic development to mention but a few. We therefore concluded that there are possibilities of integrating history with citizenship instead of leaving them as subjects independent from each other. We recommend that the Ministry of Education and Training (MoET) should consider the integration ofhistory and citizenship into the curriculum.

Eric Wearne, editor, New Pathways in Teacher Preparation and Certification

Eric Wearne, editor, New Pathways in Teacher Preparation and Certification

Legal Guidance For Leaders in the Aerospace Industry

Aerospace continues to garner a leading role in economies, employment, and advanced studies across the United States, from California to Florida (BLS, Industry Week, 2023). Universities prepare students in aerospace engineering programs to learn the science of flight, both for aircraft and spacecraft. As the aerospace industry grows in the private and public sectors, universities and industry leaders assist aerospace professionals in improving their knowledge and honing their leadership skills with continued professional development courses and certificates focused on leadership acuity. Multiple organizations offer continued education programs and certificate programs in this area; however, these courses do not include any risk management training to help a leader prevent legal entanglements, whether on an international basis or a fundamental liability issue. This article will outline a professional development course of studies for aerospace students, undergraduate or graduate, or professionals in the industry. The article will review vital international treaties upon which space exploration has been based since the 1960s and provide an overview of legal concepts, from contracts to negligence to insurance claims, that a leader in the aerospace industry can use to prevent problems and litigation. Leaders in the aerospace industry will also help shape needed changes to the existing regulatory environments, and an understanding of the basics of space law will prepare them for that role.

Organisational Commitment as a Mediator on the Correlation between the Leadership Attributes, Organisational Culture and Organisational Effectiveneness in Niger State Primary Schools

Studies reveal that, leadership and organizational culture have an indirect relationship with organizational effectiveness. However, when some variables mediate the relationship, it expresses an insignificant and negative relationship. Mediation effects of organisational commitment on the relationship between leadership attribute, organisational culture, and organisational effectiveness was determined using partial correlation in this study. The survey was carried out in Niger state primary schools, and the respondents were teachers. The study has 1,572 participants and 340 make up the sample size. The findings revealed that, with the mediation of organizational commitment; Organizational effectiveness, organisational culture, and leadership attributes all had a strong and positive relationship (r =.987, p =.01) and (r =.813, p =.01), respectively. As a result of these findings, it was recommended that headmasters be encouraged to become acquainted with those leadership attributes and understand their schools’ organizational culture in order to encourage teachers to be committed to the task at hand. This could have a positive impact on organizational effectiveness. These leadership attributes can be acquired through a variety of learning programs, such as mentoring, educational leadership certification, and many others.

Team science competencies for clinical research professionals: A multileveled Delphi approach

Abstract Background: The knowledge, skills, and abilities needed for clinical research professionals (CRPs) are described in the Joint Task Force (JTF) for Clinical Trial Competencies Framework as a basis for leveled educational programs, training curricula, and certification. There is a paucity of literature addressing team science competencies tailored to CRPs. Gaps in training, research, and education can restrict their capability to effectively contribute to team science. Materials/Methods: The CRP Team Science team consisted of 18 members from 7 clinical and translational science awarded institutions. We employed a multi-stage, modified Delphi approach to define “Smart Skills” and leveled team science skills examples using individual and team science competencies identified by Lotrecchiano et al. Results: Overall, 59 team science Smart Skills were identified resulting in 177 skills examples across three levels: fundamental, skilled, and advanced. Two examples of the leveled skillsets for individual and team competencies are illustrated. Two vignettes were created to illustrate application for training. Discussion: This work provides a first-ever application of team science for CRPs by defining specific individual and team science competencies for each level of the CRP career life course. This work will enhance the JTF Domains 7 (Leadership and Professionalism) and 8 (Communication and Teamwork) which are often lacking in CRP training programs. The supplement provides a full set of skills and examples from this work. Conclusion: Developing team science skills for CRPs may contribute to more effective collaborations across interdisciplinary clinical research teams. These skills may also improve research outcomes and stabilize the CRP workforce.

Research on the Problems and Solutions of “Three Practices” for Normal University Students in the Context of Teacher Certification

Research on the Problems and Solutions of “Three Practices” for Normal University Students in the Context of Teacher Certification