Teacher Enthusiasm Research Articles

ISTIKHDĀM TIKNŪLŪJĪ AL-TA'LĪM ATSNĀ INTIṮAR AL-WABĀ LI MAHĀRĀT AL-LUGAH AL-'ARABIYYAH

That learning technology has many benefits in its use during a pandemic in Arabic learning to improve Arabic language learning, both in its planning, implementation and evaluation. Therefore, for Arabic language teachers during a pandemic in utilizing learning technology, they must be varied in making the material, presenting it, and giving assignments to increase the Arabic language maharah. The purpose of this study is to find out the use of learning technology during a pandemic at MAN Banjarmasin in increasing the Arabic language teaching and the supporting and inhibiting factors in its use. The methodology in this study uses a descriptive qualitative approach with data collection used: Observation, Interview and Documentation. The results in this study indicate that: 1) The use of learning technology during the pandemic at MAN Banjarmasin in increasing the Arabic language maharah varied in its planning, implementation, and evaluation and was able to increase student values in learning Arabic. 2) factors that support and hinder the lack of provision of facilities and infrastructure, lack of IT mastery, enthusiasm and enthusiasm of teachers and students with online learning, professional language teachers, high student interest, provision of varied materials.

Teachers in Their Perceptions and Influences on LINU, Positive or Negative?

Changes and improvements for the progress of the current education sector are by encouraging the enthusiasm of teachers to continue to innovate and be creative. The current curriculum forces students to be more patient and painstaking when facing math problems that take longer to read and count in one race. The context is none other than literacy and numeracy. The purpose of this study was to find out how the perceptions and influences of teachers who teach at the senior high school (SMA) and vocational high school (SMK) levels as well as those who attend Madrasah Aliyah (MA) in mathematics on numeracy literacy. Survey research with a qualitative descriptive type is this type of research. The research flow, how the procedure, analysis, and techniques are discussed in detail in this article. The results showed that the teacher's response and influence showed a positive interpretation

UPAYA GURU DALAM MELATIH KEMANDIRIAN ANAK USIA DINI

The purpose of this research is to reveal about: Teachers' efforts in training early childhood independence, supporting and inhibiting factors in the process of early childhood independence education This research was conducted using a qualitative approach with descriptive research type. The data sources used were teachers, children and school principals. Data collection techniques by interview, observation and documentation. The results showed that the teacher can improve the child's overall independence so that students can become independent children, namely children who can carry out their own activities, are able to socialize, show empathy, and can make decisions with actions, prepare RPPH (Daily Learning Implementation Plan) , integrating independent learning with children's learning activities, creating a conducive and attractive learning atmosphere, and teachers always providing concrete examples in every activity. Supporting and inhibiting factors in the process of early childhood independence education, namely: a. Supporting factors Referring to the 2013 curriculum, PAUD teachers are very enthusiastic about indicators that are in accordance with the needs and development of children, very high enthusiasm and awareness of teachers, adequate facilities and infrastructure and b. The inhibiting factors for parents who are overprotective or spoil their children, and the lack of teachers in the classroom, the existing teachers do not match the ratio of the number of students.

Remembering Professional Commitments: Trusting in Teachers

In England statutory expectations for literacy education place little emphasis on contemporary modes and media of communication and, as such, are out of step with contemporary life. We explore how open-ended, collaborative pedagogies can provide rich contexts for authentic everyday communication even in the context of such reductionist curriculum and assessment frameworks. This leads us to claim that the success of such approaches depends on the enthusiasm, experience and creativity of teachers and that remembering longstanding professional commitments in language and literacy teaching is at least as important as rethinking the curriculum when advocating for literacy provision more suited to current times.

Emotionally and motivationally supportive classrooms: A state-trait analysis of lesson- and classroom-specific variation in teacher- and student-reported teacher enthusiasm and student engagement

Teacher enthusiasm and student engagement are often interrelated and have important implications for student learning and students' and teachers' well-being. However, results on the lesson-specific variation of teachers' and students' affective-motivational experiences and their interplay are scarce. This study investigated variation in teacher enthusiasm and student engagement, each rated by teachers (n = 70) and students (n = 1537), as indicators of a shared affective-motivational climate in ninth-grade math classrooms across five consecutive lessons. Multitrait-multistate analyses revealed substantial “trait-like” consistency in all four affective-motivational measures. However, there was also a substantial degree of “state-like” lesson-specific variance that was shared across the four measures. This indicates that teachers' and students’ affective-motivational experiences are shaped by situation-specific influences and person-by-context interactions, which are shared between teachers and students. Teacher gender, teaching experience, class-level achievement, and the availability of motivationally supportive instructional interventions failed to explain substantial variance in these associations.

MOTIVES FOR CHOOSING A CAREER OF TEACHING ENGLISH

Professional qualification, subject matter knowledge, methodological teaching skills, dedication to teaching, enthusiasm and commitment in teaching are essential keys in determining teachers’ competency and teaching efficacy. The purpose of the article is to explore motives for choosing a career of teaching English. Research methods used: theoretical analysis and systematization of pedagogical works, which made it possible to identify conceptual considerations on main motives for choosing a career of teaching English; observations and practices of author’s teaching experience are also used and included to reveal the main aspects of the issue under analysis. The study findings suggest that for many teachers, the career of teaching is more than just a job. The «performance gap» that these teachers experience between their ideals and the reality of the classroom, suggests that teaching is a calling. Research indicates that one strong motivation for choosing teaching career is that women are influenced by their parents slightly more than by their teachers in their decisions to become teachers. The data suggest that parents encourage their daughters more to choose teaching as a perspective career than their sons. In fact, career choice usually involves a difference in motives. On the one hand, there are a lot of teachers without an initial vocation who find themselves enjoying the work and becoming very committed. On the other hand, there were teachers who had an initial vocation who found their enthusiasm and motivation waning over the years. So it was revealed that teachers in both these categories may in time have to deal with de-motivation.

Faktor Intrinsik dan Ekstrinsik Dimoderasi Motivasi Kerja Terhadap Kinerja Guru

Background – Competent teachers can produce quality education. The problem that exists is the number of teachers in schools who lack motivation, this is due to the low enthusiasm of teachers when teaching in several schools. In addition, teacher workloads that exceed the limit and lack of training to improve teacher skills also lead to a lack of teacher motivation. The solution is the need to increase work motivation from both extrinsic and intrinsic factors. Purpose – To find out the influence of instristic and extraneous factors moderated work motivation on teacher performance. Design/Methodology/Approach - This research method uses a causality research design. The population of the study was 86 junior high school teachers in Poncokusumo District. With the research sample 46 SMP teachers who have been certified. The approach used is quantitative with Moderated Regression Analysis (MRA). Result and Discussion - The results of data analysis state: (1) intrinsic factors affect teacher performance, (2) extrinsic factors affect teacher performance, and (3) moderated intrinsic and extrinsic factors affect teacher performance. Conclusion – The results of this study are the intrinsic and extrinsic factors which are moderated by motivation have a significant effect on performance. Motivation strengthens the relationship between intrinsic and external factors on teacher performance in junior high schools in Poncokusumo sub-district. Research Implications - This research has implications for the influence of intrinsic and extrinsic factors as well as motivation as moderation on teacher performance

Teacher enthusiasm and students’ social-behavioral learning engagement: The mediating role of student enjoyment and boredom in Chinese EFL classes

Teacher enthusiasm is attracting growing attention in educational and learner psychology research. There is evidence that teacher enthusiasm is contagious in class and positively affects student emotions. Their fundamental role in shaping student engagement has also been well documented. However, the links – between teacher enthusiasm and student emotions, and between student emotions and engagement – remain underexplored in instructed second language acquisition. The present study adopted a mixed-method approach to examine the complex relationships between perceived teacher enthusiasm, emotions (enjoyment and boredom), and social-behavioral learning engagement among 2,002 learners of English as a foreign language (EFL) from 11 universities in China. Quantitative analyses showed small to large correlations between perceived teacher enthusiasm, enjoyment, boredom, and social-behavioral learning engagement. In addition, student enjoyment and boredom were found to co-mediate the relationship between perceptions of teacher enthusiasm and student social-behavioral engagement in English classes. Qualitative interviews with nine students provided insights into the potential causes of the statistical patterns. Theoretical and pedagogical implications are discussed, followed by directions for future research.

Teacher Enthusiasm, Supportive Instructional Practices, and Student Motivation in Mathematics Classrooms

This longitudinal study examined the relations between teacher enthusiasm, supportive instructional practices, and students’ mastery goal orientation and behavioral engagement in mathematics. All variables were assessed by means of student reports. A total of 751 9th and 10th grade secondary school students from 46 mathematics classrooms were presented with questionnaires at the beginning (Time 1) and the middle of the school year (Time 2). Structural equation analyses revealed that student-perceived teacher enthusiasm at Time 1 predicted student-perceived support for autonomy, competence, social relatedness, and subject matter relevance at Time 2. Student-perceived support for autonomy and social relatedness (Time 2) were related to students’ mastery goal orientation and their behavioral engagement (Time 2). Moreover, student-perceived teacher enthusiasm (Time 1) indirectly predicted students’ mastery goal orientation (Time 2) via student-perceived support for social relatedness and autonomy (Time 2). The findings contribute to research aimed at identifying teacher characteristics and instructional processes that promote student motivation.

MENINGKATKAN SEMANGAT MENULIS DAN PUBLIKASI KARYA ILMIAH BAGI GURU SE-KECAMATAN SUHAID, KAPUAS HULU

Scientific writing is now an important requirement for teachers in advancing their field of professional development. The general objective of this activity is to increase the enthusiasm of teachers in writing scientific papers and publish them in national journals as part of teacher professional development. Operationally, the objectives of this activity are: increasing knowledge of writing scientific papers for teachers in Suhaid District; improving the ability to write scientific papers for teachers; as well as the development of teachers in preparing research reports and articles until they are published in the mass media or accredited national scientific journals.The method used in this activity was performance and training in writing scientific papers. The expected outcome of this scientific paper writing workshop was that teachers could be motivated and understand how to write correct scientific papers. The results of the activities were proven by the participants’ sending the scientific papers by email to the instructor and the instructor reviewed the papers for revisions to achieve the output target of this activity.

SUPERVISI AKADEMIK KEPALA SEKOLAH SEBAGAI UPAYA MENINGKATKAN KINERJA GURU SDN 004 TOAPAYA DALAM PEMBELAJARAN DI KELAS

This study aimed at improving the performance of SDN 004 Toapaya teachers in classroom learning through academic supervision at the second semester of the 2019/2020 academic year. The research subjects were teachers of SDN 004 Toapaya. The research was conducted in two cycles; each cycle consisting of four stages, namely: Planning, Implementing, Observing and Reflecting. The performance indicator set was if the score was at least 12 (sufficiently active). In classroom learning, it can be said that the actions taken are successful.Aspects measured in the observation are class teacher enthusiasm, teacher interaction with school supervisors, teacher interaction in KKG, group cooperation, and activities in group discussions. In the analysis, it was found that there was an increase in the activity and competence of teachers who compiled lesson plans from cycle I to cycle II. The achievement of performance indicators was achieved in the second action. Thus, it can be assumed that thePrincipal's Academic Supervision is an Effort to Improve the Performance of SDN 004 Toapaya Teachers in Classroom Learning. It is recommended to other supervisors or researchers that this teacher’s improvement model is continued to be implemented on an ongoing basis.

Penguatan Literasi Alam Kampung Ilmu Purwakarta

The government's biggest homework now is how to improve remote areas, especially education issues. However, some groups have initiatives in building their own literacy centers in remote areas. It is a "Village of Science" in Cisarua Village, Tegalwaru District, Purwakarta Regency, West Java. located between Mount Bongkok and Mount Parang. The distance from the city center of Purwakarta is a 2 hour drive through the Jatiluhur toll gate in Purbaleunyi. This village mostly has junior high school graduates, but in the hands of a husband and wife couple, Imam B. Prasodjo and Gita Prasodjo the area is now one of the centers of literacy civilization in Purwakarta. Through the World Conscience Foundation, Together with the team of the Indonesian Writers Institute, Chairman Bambang Trim, the author was assigned to contribute to SDN students in Purwakarta to develop students in literacy, as well as to develop the ability of teachers to assist students in literacy. The activities carried out are providing assistance in terms of reading and writing, both for teachers and students. In this activity, it was seen that the enthusiasm of students and teachers was very high in improving their literacy skills.

The "Myth" about Teaching: What Motivates Pre-Service Teachers to Choose Teaching as a Career Choice?

This research was undertaken at an opportune time with an ongoing need to further strengthen teacher quality and increase teacher numbers to match supply with demand. Taking into account the significance and context of the research, the prime purpose of this research is to shed light on motivational factors influencing teaching as a career choice. This study found that participants’ decision to teach was made in the context of being aware of both positive and challenging aspects of the profession. Interestingly, respondents tend to rely on perceived intrinsic rewards of teaching (e.g. feelings of enjoyment and fulfilment) to resist any negative thoughts or remarks about teaching as a career. Thus, conclusions drawn from the analysis suggest that participants’ seemingly high motivation for teaching is likely to involve the feature of weighing or balancing the perceived positive and negative aspects of teaching. The findings have practical implications for helping future teachers fulfil their articulated professional goals and sustain their morale and enthusiasm for teaching; and, for assist teacher educators to make teacher education courses more effective and to adequately prepare students in transition to teacher status.

Pendampingan Implementasi Pembelajaran Guided Discovery Melalui Lesson Study for Learning Community (LSLC) untuk Peningkatan Kemampuan Berpikir Kritis Kimia Siswa SMA Zonasi Narmada Kabupaten Lombok Barat

The implementation of the learning process is always oriented towards the mastery of competence by students. One of the important competencies possessed by students is high order thinking skills (HOTS). Based on the results of observations in several high schools in the Narmada zoning, West Lombok district, it was obtained: (1) The ability of student’s critical thinking in chemistry on average was still low; (2) Students do not have the opportunity to develop the potential for critical thinking skills in learning due to the use of unsuitable learning models; (3) The ability of teachers to apply learning models that can improve students' critical thinking skills is still low; and (4) Teachers carry out learning individually so that it is difficult to evaluate the learning process as a result of continuous improvement of learning difficult to implement. The solution offered in this community service activity is in the form of teacher assistance in implementing zoning-based of lesson study for learning communities (LSLC) to improve students' critical thinking skills in chemistry. The targets of this community service activity are teachers of chemistry subjects from SMA Negeri 1 Narmada, SMA Negeri 2 Narmada, SMA Negeri 1 Lingsar, and SMA NW Narmada. This activity was carried out with a training approach, learning practice, and reflection. This activity was carried out in two stages: the first stage is socialization and workshop about LSLC, then in the second stage the lesson study (LS) practice. The results achieved from this activity are: (1) Students' critical thinking skills in chemistry subjects need to be continuously improved through various learning innovations, one of which is by implementing guided discovery learning; (2) Increased understanding of teachers regarding the principles, benefits, and scope of the lesson study and LSLC appropriately; and (3) The increased enthusiasm of teachers to implement lesson study-based learning improvements which consist of planning stages (plan), implementation of learning and observation (do), and reflection (see), and re-design.

“It Felt Like I Had Air Back in My Lungs”: Eleanor’s Journey Back From Burnout

The purpose of this narrative inquiry was to explore the story of a secondary ensemble teacher who experienced burnout and chose to remain in the profession. Eleanor and I met for three semistructured interviews and two observations. I used Clandinin and Connelly’s three-dimensional inquiry space as a framework for this study. Narrative analysis revealed that Eleanor experienced symptoms of burnout during a first teaching position that was a poor fit for her. Her passion and enthusiasm for teaching were reignited during a period of long-term music substitute teaching in a successful program surrounded by a supportive community. The importance of recognizing burnout, finding support systems, and identifying hegemonic assumptions about teaching emerged as critical points in Eleanor’s narrative. This arc became visible through narratively coding the field texts, and thoroughly reviewing data obtained from interviews and observations.

THỰC TRẠNG ĐÀO TẠO CỬ NHÂN CÔNG TÁC XÃ HỘI TẠI TRƯỜNG ĐẠI HỌC Y TẾ CÔNG CỘNG: MỘT SỐ KHUYẾN NGHỊ

Training a bachelor degree in hospital social work plays an important role in improving the quality of human resources on social work in the health sector. The objective of the study was to describe the status of training a bachelor degree in hospital social work at the Hanoi University of Public Health and to give a number of recommendations. This was a cross-sectional study, through collection of secondary data and qualitative research (09 in-depth interviews, 03 focus group discussions). The research results showed that the outcome standards and curriculum framework are logical and appropriate, clearly showing the training program of hospital social work. Faculty members have appropriate professional qualifications, diversified teaching methods, enthusiasm, fairness and equality with learners. The network of social work practice\internships is diversified in large-scale hospitals. The hospital social work materials\textbooks have been compiled for instruction in the training program. The study also pointed out some difficulties in the status of training a bachelor degree in hospital social work at the Hanoi University of Public Health and proposed some recommendations to improve the quality of the training program in the future.

Satisfying Aspects of Serving as Chair, Part 1: Concrete Benefits

Satisfying Aspects of Serving as Chair, Part 1: Concrete Benefits

Displayed enthusiasm attracts attention and improves recall.

Instructor enthusiasm has been shown to enhance a range of positive student outcomes including recall, but the underlying mechanisms for the favourable effects of teacher enthusiasm are still largely unknown. We hypothesized that attention paid to the instructor is one mechanism and that the positive effects of enthusiasm will disappear when attention is captured by another task. In a series of three studies, we involved fourth and fifth graders in listening to texts read aloud with high or low levels of displayed enthusiasm. In Study 1, we obtained self-reported and observed behavioural indicators of attention while students were read texts with high versus low enthusiasm. In Study 2, we additionally manipulated attention by comparing a group who performed a concurrent attentional task while listening to the texts read with high or low enthusiasm to a group who only listened to the texts. In Study 3, we compared the attention-catching concurrent task used in Study 2 to a non-attention-catching dual task. Our results confirm that displayed enthusiasm captures attention and that attention partially explains the positive effect of displayed enthusiasm on recall.

Physician‐faculty perceptions towards teaching incentives: A case study at a children’s hospital

PurposeThis exploratory study examines affiliate physician‐faculty perceptions and attitudes regarding a teaching incentive programme at a free‐standing children's hospital in the United States. We describe the compensation model and present faculty interpretations of its influence on the institutional culture.MethodsA case study methodology was applied to understand the sociological aspects of academic productivity interventions. In‐depth interviews, direct observation of leadership meetings, teaching activity logs, organisational theoretical lens and survey results were used for methodological triangulation. Data from these multiple sources were coded and discussed between investigators iteratively to identify core themes.ResultsOf the faculty eligible for the incentive, 32 engaged in in‐depth interviews (N = 32/107; 30%) and 88 (interviewees included) in the survey (N = 88/107; 82%). Findings suggest that while the implementation made some strides in mitigating barriers for some, for others gaps were identified that suggest further exploration within this domain of study is warranted. The incentive implementation was perceived as strategic, intending to encourage the academic culture of the hospital, though participants commonly expressed confusion about the rationale behind the omission of teaching allocations in formal contracts. However, high satisfaction levels for the programme as a conduit to change were evident. There was a perception of a shift in the collective faculty morale that reflected an evolving institutional culture that increased enthusiasm for teaching. Finally, faculty noted their perception that institutions that employ teaching incentives could positively influence faculty recruitment.ConclusionWe found a modest incentive‐based reward for teaching activity was successful in informing the perceptions of faculty regarding their institution's academic prestige goals and teaching recognition. Such programmes, while requiring a small investment of time and resources by institutional leadership, can convey that the educational mission remains a priority in this era of increasing clinical and administrative pressure and an institutional culture that may positively influence faculty morale and dedication to teaching.

Motivating English Language Learners and Teachers in Indonesia

Motivation has been long believed to be an essential contributor to students’ success in learning English. Many studies (e.g., Gbollie & Keamu, 2017; Wang, 2008; Zhang & Xiao, 2006) have been dedicated to investigating the relationship between motivation and success in learning English. While these studies have contributed to shedding light on the importance of motivation on students’ achievement in learning English, insufficient research has been conducted to address the concept of motivation itself, how the concept has evolved since the first time it was developed, and to what extent motivation affects both teachers and students’ performances at school. Owing to this fact, the present article seeks to discuss the notion and conceptualization of motivation by following several steps. First, the present paper took on arguments from prominent figures on the field of motivation to explore the essence of motivation and why it is essential for English as second or foreign language (ESL/EFL) learning. The conversation then built on the current theoretical framework of types and factors influencing student and teacher motivation. Following that, a plethora of discussions on the possible ways to increase student and teacher enthusiasm and motivation inside EFL classrooms were elaborated.