Encouraging Teachers Research Articles

Challenges and Opportunities Implementation of Online Learning in the Pandemic Era

The World Health Organization (WHO) stated that COVID-19 was a pandemic that has spread worldwide. It has been on limited interaction activities and social group meetings. The policy of limiting community physical interaction directly affects the education sector so that the learning process is fully transformed into the form of online learning. The purpose of this research is to find out the challenges and opportunities in the online learning process that has been implemented during the covid-19 pandemic. This study uses a descriptive qualitative research method by describing the online learning process that has been implemented. The subjects in the study were students and teachers of Junior High School 01 Plantungan Kendal. Analysis of the data used in this study is to triangulate data consisting of data from observations, interviews, and field observations. The study's results showed that the online learning process had challenges regarding the availability of qualified technology such as electronic devices in the learning process, internet networks, and students' and teachers' readiness to face online learning. While the opportunities from the online learning process that have been implemented are directly familiarizing students to practice independently in the learning process, and from the teacher's side, encouraging teachers to master technology and innovate in the learning process so that it would be more varied and effective

Biology Gifted Students’ Perception towards Learning Strategies, Learning Preferences, and Information Stabilization

Biology is a natural science concerned with the study of life and living organisms. Biology makes a big contribution to our understanding of nature. Science, especially biology, has been reported to be one of the main interest areas for many gifted and talented students. Considering the increased interest and attention in the gifted and talented students, a discussion group was held with 25 Biology Gifted Students (BGS) with the aim of examining Perception towards learning strategies, learning styles, and information stabilities. The students pointed out 10 different learning strategies, which varied in importance. The top three strategies were the experiential learning strategy, open discussion strategy and thirdly self-learning strategy. Whereas flipped learning strategy, role-playing strategy, and brainstorming strategy ranked the least important respectively. The BGS’s answers regarding learning styles varied but they asserted the importance of group learning style, competitive learning style and one-to-one learning style. The best ways to install and retain information were also discussed with Biology Gifted Student. The BGS stated that the best ways to retain and stabilize the information were, paraphrasing the information, writing, repetition, drawing and explaining to others. From these results, the researcher presented a set of recommendations and proposals including encouraging teachers of gifted students to benefit from the results of this study.

Encouraging teacher participation in Professional Learning Communities: exploring the Facilitating or restricting factors that Influence collaborative activities.

With the ease of using information technology tools, the explosive growth of smartphone applications (apps), and the rise of learning communities on social media, the acceptance of learning communities has become one of the most significant challenges for higher education institutions in Taiwan. In order to better understand teachers' collaborative performance inlearning communities, this study employs the cognitive dimension (opportunism) andinternal tension dimension (e.g. rising expectation, relationship burden) as restrictive factors; on the other hand, it uses emotional support, sense of belonging, and interpersonal altruism as facilitating factors; and community interaction, relationship performance, and collaborative performance as endrogenous factors. With a cross-sectional survey method and a quantitative approach, this study further dives into the collaborative performance of professional learning communities. A total of 157 teachers (87 male and 70 female) were surveyed, and a structural equation modeling approach was used. It was found that social media learning communities have done better than previous courses of field learning in unrestraining learning styles and increasing the breadth of knowledge. Facilitating and restrictive factors led to the rearrangement of the entire knowledge contribution process, enabling new configurations of individuals, members, and community. Moreover, community interactions are important drivers of relationship and collaboration performance supported by empirical data. The findings offer guidelines for policymakers and educators who evaluate teachers' collaborative performance and relationship performance to promote teaching efficiency and effectiveness by incorporating cyberethics in educational activities.

Effect of Educational Intervention Based on Theory of Planned Behaviour on Physical Activity Intention among Secondary School Teachers of Nepal.

Any bodily movement produced by skeletal muscle which requires energy expenditure is known as physical activity (PA). WHO has recommended that at least 150 minutes of moderate or 75 minutes of vigorous-intensity PA or a combination of both per week is required for health benefits. Physical inactivity is one of the strongest risk factors for noncommunicable diseases (NCDs) and other conditions and is attributable to 6% of global premature death. However, data on the PA of teachers are unavailable in Nepal. They are considered one of the risk groups for NCDs because of the less active nature of their job. So, we aimed to evaluate the effect of the educational intervention based on the theory of planned behaviour on PA intention among secondary school teachers in Bhaktapur district, Nepal. For this study, we recruited 126 teachers from 6 schools. Each intervention and control group contained three randomly selected secondary schools. All the teachers from the selected schools were enrolled in the respective groups. A quasiexperimental (pretest-posttest control group) study design was used to test the effectiveness of the intervention on attitude, behaviour control, subjective norms, and intention for engaging in regular PA. Both groups underwent baseline and follow-up assessments at four weeks using the self-administered questionnaire developed for this study. The intervention group delivered a one-hour lecture session supported by audio-video materials for PA promotion. The effect was analysed by comparing the changes in the theory of planned behaviour (TPB) constructs within and between intervention and control groups. The difference in scores between and within the groups was tested using Student's t-test. Adjusted difference-in-difference scores were calculated through linear regression. Data analysis was done using Statistical Package for Social Science version 26.0. The adjusted mean score increase in TPB constructs due to the interaction of time and intervention increased from 0.641 to 1.381. The highest gain (beta = 1.381) was seen in the intention score, while a minor improvement was seen in perceived behavioural control (beta = 0.641). After the intervention, the net increase in PA intention score was 9.35% compared to the control group. Thus, the promotion package was effective in increasing PA intention. The findings of this study and educational package could be helpful in encouraging teachers to engage in PA in other schools.

The Use of Gamification as a Vehicle for Pedagogic Sharing and Teachers’ Professional Development

Gamification introduces game mechanics into organizational contexts to improve impacts, outcomes, or staff engagement in an identified area of focus. This action research explores the potential of gamification as a system for the sharing of pedagogic practice in an international secondary school. The study investigates whether a gamified approach can address the identified drawbacks of more traditional out of workplace, leader driven continuing professional development (CPD) workshops by offering an alternative that spreads pedagogic practice through a school. The study uses a 6-week activity encouraging teachers to create, develop, and share their pedagogical practice through live demonstration with an observing peer for critical feedback. Each part of this process scored points to create the gamified elements. The study gained data through fourteen participants, all teachers at the school with a mixture of experience. Participant perceptions on the impact of the gamified process in its success in fostering the sharing of pedagogic practice, fostering collaboration, and acting as an alternative to traditional CPD were gained through the completion of pre-gamification and post-gamification surveys. The findings show positive support for the use of gamification in a school context for increasing pedagogical sharing, enhancing individual teacher’s confidence in their depth and use of different strategies, and that gamification can provide a positive professional development vehicle for schools. It identifies new avenues for further research in the use of gamification for school CPD, and whether gamification should be used to support or replace more traditional CPD practices in schools.

Indonesian English Teachers’ Work Engagement and Attitudes towards the Use of Instructional Technology: A Survey Study

The present study was conducted to investigate the level of work engagement of Indonesian high school teachers of English and its relationship with their attitudes towards the use of instructional technology (IT) during the Covid-19-driven online instruction. The study employed a survey method of distributing a Google Form questionnaire and a total of 114 teachers participated in the study. It was found that the participants generally reported a high level of work engagement in their English Language teaching (ELT) profession. Though at least 93% of the participants reported their engagement in the profession in all questionnaire items, they seemed to be less sure about their level of engagement in terms of striving for excellence in the profession seen from lower "strongly agree" responses. The present study further found a statistically significant positive relationship between the participants' level of work engagement and their attitudes towards the use of IT during the pandemic-driven online instruction. Their level of engagement could predict a 21.7% variance in their attitudes towards the use of IT. Pedagogical implications include encouraging teachers to use all the experiences they obtained during the pandemic to upgrade themselves as teachers rather than totally 'going back' to the old ways of teaching before the pandemic. Future studies could investigate English teaching as a job and can be conducted qualitatively to see the extent to which teachers’ reported engagement is manifested in everyday teaching.

Adopting and Establishing Gifted Children Counselling and Guidance Programs

The study's overarching goals are to determine the nature of the skills taught in schools, the characteristics of the students who excel under those circumstances, the nature of the services available to gifted children, and the nature of the factors that either stifle or foster the development of students' talents. Quantitative study would not be complete without this aspect. Data is collected through in-person interviews, on-the-job observations, and detailed notes. The method utilized to analyse the data also meets the criteria set out by Miles and Huberman. The findings indicate that gifted children are those who excel in areas where their peers often struggle, who show exceptional skill in select areas, and who reach the greatest levels of accomplishment in those areas. Throughout the course of a typical counselling session, a minimum of five of the seven theoretical components of guidance and counselling will be used. The distinctiveness of the student, the encouragement of teachers and peers, the student's personal interests and drive, the resources available at the madrasa, and the community all play a role in offering aid. Constraints of time, location, and the availability of all required resources, as well as the impression of counselling and guidance instructors' lack of attention, all operate against pupils.

Workshop Peningkatan Kinerja Guru Pendidikan Anak Usia Dini di Desa Duren Kabupaten Karawang

The theme of this research is the Workshop on Improving the Performance of Early Childhood Education Teachers in Duren Village, Karawang Regency. Is a pre-school educational institution that prepares students to continue to the next level. The development of human resources, in this case educators, is a very decisive factor in encouraging teacher performance so that an increasingly urgent demand to make changes today's innovative performance becomes an increasingly urgent demand to be implemented by teachers. Educators have a very strategic role in the formation of knowledge, skills, and character of students. Therefore, professional educators will carry out their duties professionally so as to produce more qualified students. Becoming a professional educator will not just happen without efforts to improve their abilities. As for one way to realize the competence of educators is the party who has an important role including the principal, where the principal is a very important educational leader.

KONTRIBUSI KEPALA SEKOLAH DALAM PENGEMBANGAN PROFESIONALITAS TENAGA PENDIDIK DI MADRASAH ALIYAH PONDOK PESANTREN DARUSSALAM SUBANG, JAWA BARAT

The principal's leadership style can influence one professional teacher's performance. This research aims to determine the performance of school principals in improving the professionalism of education personnel, along with their leadership styles and managerial abilities. This study uses descriptive qualitative, observation data collection techniques, documentation studies, and interviews with the research subjects, the principal, and the teacher council. The study results indicate that the principal's policy program in improving teacher performance begins with equalizing the perception and vision of the principal with his staff and senior teachers. In addition, schools as leaders do many empowering teachers according to the ability and willingness of teachers, establishing cooperation, completing infrastructure, and encouraging teachers to be active in Teacher Working Groups (KKG). The principal's leadership style in fostering and guiding teachers is instructive, consultative, participatory, and delegative in directing and influencing teachers to achieve educational goals.

E-Learning Communities and Professional development of teachers in the Coronavirus Pandemic (COVID-19) - Experiences and Visions

The coronavirus pandemic or "COVID-19" crisis has caused concern about the future of education and the need to rethink educational practices and develop training methods and professional development for teachers, reflecting on the quality of educational outputs, requiring teachers to have the skills and skills needed to work in emergencies. The present paper addresses professional learning societies, the foundations of which are built, their objectives, philosophy and upbringing, the requirements for transforming schools from traditional to electronic professional learning societies: the role of professional learning societies in improving teachers' professional performance in emergencies, The paper also reviews the concept of e-professional learning societies, the advantages of e-professional learning societies, digital transformation and its impact on professional learning societies, the strengths and weaknesses associated with transforming schools into professional learning societies, and the experiences of some countries such as (Singapore, USA) in the applications of learning communities as an entry point for professional development and ways to make use of them to improve the professional performance of teachers in our Egyptian schools. The paper came up with a series of recommendations, including finding An effective system for implementing the idea of professional learning societies, the need to support school leadership of the idea of professional learning societies, encouraging teachers to join their own e-learning communities with a major role in the development of their professional performance, and the implementation of partnership projects between the Ministry of Education and university colleges of education to build e-learning communities in schools to improve and develop outstanding practices.

Implementation of E-learning in EFL Context during COVID-19: Teachers' and Students' Views at One School

The present study reports the implementation of e-learning in English language teaching during the COVID-19 pandemic at one of the private high schools in Indonesia viewed from teachers' and students' perspectives. Using a qualitative study, the data were garnered through semi-structured interviews with an English teacher, a principal who also teaches English, and students. The result reveals that both teachers and students have the same responses to e-learning practices. There were three stages in implementing e-learning: preparation, implementation, and evaluation. In terms of preparation, the English teacher designed lesson plans as a guideline for learning. In the implementation stage, the English teacher used learning materials from various sources, including textbooks, videos, articles, and other sources on the internet. On the other hand, students reported that English teaching and learning activities in e-learning classes were usually carried out through WhatsApp, Google Classroom, and Zoom meetings. Apart from the advantages of e-learning in English language teaching, some challenges in its practice include the difficulties of operating technical devices for specific teachers, the problems of controlling students during distance learning, etc. Finally, the study's findings promote integrating technology and encouraging teachers' professional development in English language teaching.

Child Perceptions Of A Home-based, Virtual, Instructor-led, Physical Activity Program

BACKGROUND: How children feel after exercise can have important implications for their long-term adherence to an exercise program. Currently, child affective responses to instructor-led physical activity videos performed virtually at home are unknown. PURPOSE: To assess child perceptions and mood after participating in a series of instructor-led physical activity videos virtually at home. METHODS: Children participated in 4x8-minute instructor-led physical activity videos varying in type (i.e., strength; cardio; mindfulness; sports skill). Children accessed the videos via an online survey and were instructed to complete them at their own convenience. To measure post-activity mood children were asked an open-ended question, “In one or two words, please describe how participating in physical activity makes you feel.” To measure perceptions of the videos, children were asked two open-ended questions, “What is your favorite part of the videos?” and “What could make the program better?” Mood was assessed after each video and perceptions were assessed after the completion of all four videos. Data were analyzed by identifying the top responses to each question. RESULTS: Sixty-nine children in grades K-12 (52% girls; 38% non-white; 55% in grades K-5; 17% in grades 6-8; 28% in grades 9-12) participated in this study. Overall, the top five words for how children felt after the videos were 1) tired, 2) happy, 3) energized, 4) good, and 5) sore. Children reported accessibility of the videos, specific movements (e.g., push-up, lunge), and encouraging instructors as their favorite parts. Children recommended adapting the intensity of videos to individual fitness levels, providing more modifications, and video specifics (e.g., more colors and children in videos, provide a warm-up and cool-down, music) as ways to improve the program. CONCLUSIONS: Findings from this study demonstrate that children reported exercise-related fatigue (e.g., tired, sore) and positive affect (e.g., happy, energized) after participating in instructor-led physical activity videos at home. These findings can be utilized to create tailored adaptations and implementation supports for virtual, instructor-led programs to better promote child physical activity participation in the home.

The Effect of Using Direct and Indirect Vocabulary Teaching Methods on the Acquisition and Retention of the Vocabulary of the Holy Qur’an Among Sixth-Grade Students

The study aimed to investigate the effect of using direct and indirect vocabulary teaching methods in acquiring and retaining the vocabulary of the Holy Qur’an. The study sample consisted of (70) sixth-grade male students, in Marka District in the Capital Governorate, Amman, and this was done during the first semester of the 2021 academic year, and a quasi-experimental design with two groups were used. The results showed the presence of statistically significant differences. In learning the vocabulary of the Holy Qur’an between the averages of the group on the post test, and the difference was in favor of the group that learned the vocabulary of the Holy Qur’an by direct methods, and it was of great practical significance, and that there were statistically significant differences in learning the vocabulary of the Holy Qur’an between the two groups on the vocabulary retention test, and the differences were for the benefit of the group that learned the vocabulary of the Holy Qur’an directly, and it was of great practical significance. The study indicated a set of recommendations, including encouraging teachers to employ multiple methods in teaching the vocabulary of the Holy Qur’an.

Supporting prospective mathematics teachers’ planning and teaching technology-based tasks in the context of a practicum course

The introduction of digital technologies into mathematics classrooms requires the creation of suitable technology-based mathematics resources, as well as educating and encouraging teachers to use these resources. This study examines four prospective secondary mathematics teachers' planning and teaching of technology-based mathematical tasks in the scope of a 14-week practicum course within a four-year mathematics education programme in Türkiye. Dynamic Geometry Task Analysis and Instrumental Orchestration frameworks have been chosen as the conceptual basis of the study. Action research towards a cyclical process is used to analyse how the incorporation of two frameworks in the process guide or support the development of the prospective teachers' classroom practices with the use of technology. The findings of the study indicate that using the technology specific frameworks in a practicum course was helpful to improve prospective teachers’ designing and teaching technology-based tasks. They showed different development, change and evaluation in their tasks based on their teaching experiences through the process.

Quality of life among teachers in special education centers in Riyadh City

This study aimed at measuring the quality of life among teachers in special education centers in Riyadh city in the light of two variables: Teacher’s gender and experience (less than 5 years, from 5-10 years, and more than 10 years). The study sample consisted of (201) teachers from both genders that were chosen in random sampling method. To achieve the objective of the study, the researchers developed a tool to measure the quality of life, which consisted of (36) items. The results of the study indicated that the quality of life in the study sample was average. The results also indicated that there are differences in the quality of life level according to the variable of the teacher’s gender which came in favor of male teachers, and that there are no differences in the quality of life level according to the experience variable. The study recommended encouraging teachers to share necessary experiences with their colleagues ate work and other individuals in surrounding community which shall contribute towards enhancing the quality of life, as well as trying to reduce the teachers' burdens through social support, and improving the level of school community to satisfy the teachers’ needs.

Hubungan Stimulasi Guru terhadap Perkembangan Motorik Halus Anak di TK Islam Nurul Falah Kota Payakumbuh

The aim of this study was to determine the relationship of teacher encouragement with the development of fine motor skills of children in Nurul Falah Payakumbuh City Islamic Kindergarten during two terms of the 2021- academic year- 2022. Infants are childhood. At this age, all aspects of a child's development are developing very quickly. Various factors contribute to the development of children's fine motor skills. One of them is the ability of the teacher to suggest appropriate stimuli to the child to support the development of the child's fine motor skills. This study aims to reveal the relationship of teacher stimulation with fine motor development of children in Nurul Falah Pyakumbuh City Islamic Kindergarten. This research method is a quantitative method with a kind of relational research. The composition of this study included all teachers and students of Nurul Falah Payakumbuh Municipal Islamic Kindergarten. Set the total sample size to 7 for a research sample that includes the entire universe: 7 teachers and group B1 12 people, B2 11 people, B3 11 people, B4 10 people, B5 11 people, B6 12 people, B7 11 people. teachers and 78 Students, so 85 people participate in Nurul Falah Islamic Kindergarten, a technique to collect data from children in the town of Payakumbuh with questionnaires and documents, correlated test results . It can be said that there is no significant relationship between learning stimulation and fine motor development of children in Nurul Falah Payakumbuh City Islamic Kindergarten

ASSESSING INSTRUCTIONAL LEADERSHIP BEHAVIORS OF THE HEADS OF SECONDARY SCHOOLS

Instructional leaders are effective principals and these leaders can lead their team towards achievement of assigned targets. Instructional leadership is directly linked to supporting and helping student learning and classroom teaching. This study intends to evaluate how principals’ instructional leadership behavior make a difference in the instructional process of public secondary school, as perceived by a sample of 185 teachers of Sargodha district. A questionnaire called PIMRS (Hallinger, 1982) was adopted for collection of data. Data analysis made it clear that teachers rated their heads high on all sub scales of instructional leadership and also identified some ignored dimensions in this regard. The results revealed significant gender differences in the perception of teachers about heads’ instructional supervision, their being highly visible, encouraging teachers to develop professionally, and the heads efforts in providing incentives to students for their effective learning and better achievement. Findings also suggest that the opinion of experienced teachers about different dimensions of instructional leadership was more positive as compared to the newly inducted teachers. It was suggested that heads may be trained to be effective instructional leaders for improving students’ achievement and performance.

Enhancing Students’ Attitudes in Learning 3-Dimension Geometry using GeoGebra

Using technology for learning geometry has been found to have a positive impact on students’ skills and attitudes. GeoGebra software is effective in encouraging teachers to employ technology as a supporting tool to improve student potential in their learning of mathematics. However, GeoGebra software has not yet been formally introduced into the teaching and learning of mathematics in Rwanda. This research aimed to ascertain Rwandan upper secondary school students’ attitudes when learning geometry with GeoGebra. A total of 84 participants from four schools were purposively sampled and categorized into two quasi-experimental design groups. A group of 44 students was the control group, and 40 students formed an experimental group. Attitude scales were administered to both groups pre and post intervention. Students in the control group were taught geometry in the traditional way, and students in the experimental group studied 3D geometry using GeoGebra software as a supporting tool. To collect data, we used a standardized attitude scale. The results reveal a statistically significant difference between the groups and, therefore, confirm the effectiveness of GeoGebra in improving students' attitudes when learning 3-D geometry. However, a correlation analysis did not find a high correlation between students' performance and attitude. Based on the results, the researchers recommended integrating GeoGebra software at different levels of education in Rwanda, in mathematics curricula generally, and in geometry in particular.

School Administration and Its Role in Spreading the Culture of using Information Technology in Secondary Schools in the Al-Karak Education Directorate from the Teachers’ Point of View

The current study aimed to investigate the impact of school administration and its role in spreading the culture of using information technology in secondary schools in the al-Karak Education Directorate from the teachers’ point of view themselves. In the vicinity of the school, the school principal, information and communication technology, provision of technical support and maintenance, provision of appropriate infrastructure, and encouragement of teachers to use information and communication technology, its validity and reliability have been confirmed. The study sample consisted of (1000) male and female teachers. The study revealed the following results: The role of the school administration in spreading the use of information and communication technology was average at the total level and in all fields except for the domain of the school principal and information and communication technology, which was high, and the results showed the presence of significant differences. Statistics attributable to the gender variable at the total level and at the level of each domain, with the exception of the field of providing technical support and maintenance Keywords: school administration, information technology, school community. DOI: 10.7176/JEP/13-17-18 Publication date: June 30 th 2022

Teachers' Perception of Instructional Technology Application and Integration Competence to the Teaching-Learning Process

Teachers' instructional technology competence is necessary for this information age. With this, teachers need to equip themselves with the knowledge, skills, and competence to apply instructional technologies to deliver the teaching-learning process. This study investigated the teachers’ perception of instructional technology application and integration competence in the teaching-learning process of a selected high school in Candaba, Pampanga, Philippines. This study used descriptive survey research wherein 19 high school teachers participated voluntarily. The researchers also prepared and validated a questionnaire specifically for this study. Data analysis includes the following statistical treatments like frequency, percentage, mean, and Chi-Square. Results of the study showed that the ICT competence of the teachers is on the average level. All the selected teachers integrated technology into teaching. They were highly competent in using MS Word and MS PowerPoint and, on average competent in MS Excel and the Internet. In addition, teachers also encountered problems in using ICT in teaching. Furthermore, teachers perceived that technology in teaching significantly impacts students' learning. It made the students interested and focused, enhanced their teaching activities, and helped them deliver the lesson/s effectively. The study recommended that teachers have training on ICT to equip them with the knowledge and skills to use new programs/applications. The administration should also design a long-term plan for ICT and continue encouraging and training teachers to integrate ICT into teaching.