Teacher Implementation Research Articles

Teachers’ Roles in Implementing Play-Based Learning for Teaching Vocabulary: Perspectives of Thai Primary School Teachers

Teachers may have different perspectives about their roles in implementing teaching methods. One of the examples is using play-based learning. This study explores the teacher's implementation of play-based learning and the roles of Thai primary school teachers in teaching vocabulary using a play-based learning strategy. The data were collected through a qualitative case study design. Two instruments were applied in this research, online observations and interviews: 50 minutes of classroom observations held through Facebook's live streaming feature and 3 hours of individual interviews with three Thai teachers from different primary schools through the Zoom meeting platform and LINE. The finding of the observation shows that all teachers have been following aspects of the observation. Meanwhile, the finding from the interview shows that teachers' roles in play-based learning: teachers act as facilitators and leaders in the context of engagement with the students; teachers act as observers, planners, and reflectors in a reflective pedagogues context; and teachers act as communicators, advisors, and connectors for the context of partnership with student's parents. This study is expected to serve as a resource and source of information for English teachers who teach young learners so they can set some useful strategies into practice in the classroom.Teachers may have different perspectives about their roles in implementing teaching methods. One of the examples is using play-based learning. This study explores the teacher's implementation of play-based learning and the roles of Thai primary school teachers in teaching vocabulary using a play-based learning strategy. The data were collected through a qualitative case study design. Two instruments were applied in this research, online observations and interviews: 50 minutes of classroom observations held through Facebook's live streaming feature and 3 hours of individual interviews with three Thai teachers from different primary schools through the Zoom meeting platform and LINE. The finding of the observation shows that all teachers have been following aspects of the observation. Meanwhile, the finding from the interview shows that teachers' roles in play-based learning: teachers act as facilitators and leaders in the context of engagement with the students; teachers act as observers, planners, and reflectors in a reflective pedagogues context; and teachers act as communicators, advisors, and connectors for the context of partnership with student's parents. This study is expected to serve as a resource and source of information for English teachers who teach young learners so they can set some useful strategies into practice in the classroom.

Forcing quality without substance: a critical analysis of evaluating teacher education programmes in South Korea

ABSTRACT In this study, the South Korean policy of evaluating the nation’s entire teacher education programmes regularly, which was introduced amid the globalization and rising popularity of neoliberal education reforms, was examined. Over the years, this policy has been criticized widely for its minimal impact on transforming teacher education. Employing the theoretical frameworks of teacher quality and teacher education accountability, a variety of relevant policy documents and teacher educators’ accounts were analysed to examine this problem. The results reveal that policymakers’ intention of quality assurance through this evaluation affirms an instrumental and neoliberal value, reflecting the global education reform discourse that associates teacher quality with the nation’s economic competitiveness. Aligned with this value, policymakers legitimize government control of teacher education and implement policies based on a narrow conception of teacher quality and the use of high-stake accountability mandates, thereby causing fear-based compliance with the programmes rather than genuine improvement in quality. The results suggest that any teacher education reforms that aim for meaningful teacher learning should reframe their conception of teacher quality based on a thoughtful and collective deliberation on what good teacher education is by actively engaging diverse stakeholders.

Penerapan Model Pembelajaran Discovery Learning untuk Meningkatkan Hasil Belajar Pendidikan Agama Islam Siswa di Sekolah Dasar

One of the reasons for the low learning outcomes of students in Islamic Religious Education (PAI) is that the learning model used by the teacher is not appropriate, the teacher implements conventional one-way learning, only transferring information from the teacher to the students. The purpose of this research is to improve Islamic education learning outcomes through the application of discovery learning models. This research is a Classroom Action Research (PTK) which is carried out in 2 cycles consisting of planning, implementation, observation and reflection. As the subject of this research are students of SD Miftahul Iman Pekanbaru. The subject of this research was the second grade students of SDIT Iftahul Iman, which consisted of 24 students. Data collection techniques use observation and giving assignments in the core activities, in order to get information about the activeness of children in participating in the teaching and learning process. The results of this study stated that the learning outcomes of class II students at SDIT Miftahul Iman Pekanabaru Islamic Education increased as expected. This success was caused by the application of the discovery learning learning model, this was evident from the student learning outcomes which continued to increase from the first cycle to 66.66% student learning outcomes which achieved completeness while in the second cycle 87.5%.

School Leadership, Climate, and Professional Isolation as Predictors of Special Education Teachers’ Stress and Coping Profiles

Much recent literature has highlighted the stressful nature of teaching and its relations with teacher and student well-being. The present study extended this literature to focus on special education teachers. We first conducted a latent class analysis to characterize patterns of stress and coping among special education teachers ( N = 404). Consistent with several prior studies with general education teachers and principals, we found three profiles: normative (high stress/high coping), maladaptive (high stress/low coping), and adaptive (low stress/high coping). Next, we examined school contextual predictors of these profiles including leadership characteristics (collegial, instructional), density of special education teachers (an indicator of professional isolation), and climate factors (teacher affiliation, school structure and support, safety, expectations). The maladaptive class was distinguished by a lower proportion of special education teachers, worse perceptions of school disciplinary structure and school safety, and higher academic expectations. The findings have implications for improving the burnout model presented in the special series overview and for creating school contexts that improve special education teacher well-being, persistence, and implementation fidelity.

Exploration of the Challenges Facing In-service Training Operation in Public Secondary Schools in Tanzania

The study explored challenges that face operations of in-service training in public secondary schools in Mbeya district, Tanzania. Specifically it identified challenges facing the operation of in-service training and established possible strategies that are used to enhance effective implementation of in-services training. Methodologically, the study was guided by pragmatism paradigm that employed mixed research approach and convergent parallel research design. The data to respond this study were collected through questionnaire and interview methods. A total of 110 respondents were involved in this study as sample size. Descriptive and thematic analysis was used to analyse data from questionnaire and interview. The study findings revealed that in-service training were offered with intention of enhancing their professional competence and development, however, the operation of in-service training programme are continuous facing several challenges including poor planning of training programmes, lack of clear follow-up strategies and insufficient funding of programmes. Moreover, it was identified various strategies that could enhance effective implementation of teachers’ in-service which were allocating enough budget, providing enough time for in-service training and formulation of good education policies for the operation of in-service training in public secondary schools. The study concludes that in-service training is among the good programme for improving competencies of teachers however, it has been facing with varying challenges. Finally, the study recommends to the government, stakeholders and school administrators of public secondary school to pull up together and provide directly and indirectly adequate resources to enhance operation of in-service training by mitigating those unveiled challenges.

Development of E-modul Flipbook Buffer Solution Based On Discovery Learning Model

This research and development aim to produce a valid, practical, and effective e-module buffer solution flipbook. The development of this e-module refers to the ADDIE development model which includes the analysis stage, the design stage, the development stage, the implementation stage, and the evaluation stage. There are four subjects in this research, namely media experts and material experts as validity test subjects, chemistry teachers as the practicality test subject,ct, and 35 students in class XI MIPA 3 as the practicality and effectiveness tests subjects. The instruments used for validity are validation sheets by media experts and material experts, practicality, namely observation sheets on the implementation of e-module, teacher and student response questionnaires, and effectiveness, namely learning outcomes tests. The results of this study are: (1) the validity of the digital module from the material expert is 3,6 and the media expert is 3,5 which is in the very valid category with a consistency test between validators are 100% which is in very high criteria, (2) the average percentage of e-module practicality is 85,66%, where the percentage of practicality based on the questionnaire responses of students and teachers the to the digital issue is 85,33% and 86% in the very practical category, 3) e- module meet the effective criteria (≥85%) based on the achievement of class completeness with percentage 88,57%. Based on these data, it is concluded that the e-module flipbook buffer solution developed with the ADDIE model is valid, practical, and effective for use in learning.

Examining fidelity reporting within studies of foundational reading interventions for elementary students with or at risk for dyslexia.

Early access to evidence-based reading intervention improves outcomes for students with or at risk for reading difficulties. Additionally, teacher implementation of reading interventions plays a key role in the efficacy of reading interventions. Previous research suggests the influence of intervention implementation fidelity on student language and literacy outcomes is more significant for lower-performing students and students with disabilities, such as dyslexia. However, recent syntheses have suggested that less than half of reading intervention studies report treatment fidelity data. This meta-analysis examined fidelity reporting within reading intervention studies for students with or at risk for dyslexia in Grades K-5. We aimed to record the frequency and extent of fidelity reporting, explore associations between study or intervention features and fidelity reporting, and compare mean intervention effect sizes for studies reporting fidelity and those that did not. A total of 51 studies were included. Results indicated that 75% of studies reported fidelity data. Studies reporting fidelity primarily focused on adherence and dosage data with little to no information reported for other dimensions of fidelity (i.e., quality, responsiveness, differentiation). Suggestions for improving reporting of treatment fidelity data are discussed.

Implementation of Teacher and Student Independent Curriculum in Mathematics Learning: Systematic Literature Review

Merdeka Belajar kebijakan Pemerintah Indonesia dalam kesiapan guru dan siswa pada implementasi kurikulum baru. Penelitian ini bertujuan untuk melakukan kajian literatur terkait implementasi kurikulum merdeka guru dan siswa dalam pembelajaran matematika. Metode penelitian yang dipilih dalam penelitian ini adalah metode Systematic Literature Review (SLR). Pengumpulan data dilakukan dengan mendokumentasikan dan mereview seluruh artikel terkait pendidikan matematika yang diterbitkan antara tahun 2020 sampai dengan tahun 2022. Artikel yang digunakan dalam penelitian ditemukan sebanyak 156 artikel dan setelah diseleksi terdapat 11 artikel yang memenuhi kriteria inklusi untuk dianalisis terakreditasi nasional. Berdasarkan hasil penelitian ini ditemukan bahwa kesiapan guru dan siswa serta implementasi kurikulum merdeka pada pembelajaran matematika di antaranya (1) guru dan siswa pada Merdeka Belajar siap mengikuti dan mempraktikkan pelaksanaannya; (2) implementasi Merdeka Belajar meningkatkan mutu pembelajaran; (3) pelaksanaan Merdeka Belajar mengikuti indikator, pedoman, regulasi ditetapkan Kemendikbud; (4) saran model pembelajaran digunakan Blended Learning, Discovery, Inquiry Learning, Problem Based Learning dan Project Based Learning; (5) strategi literasi dan numerasi Merdeka Belajar peningkatan hasil program berkualitas; (6) Kurikulum Merdeka Belajar masih dilakukan pengembangan dan pendampingan secara langsung melalui musyawarah satuan pendidikan tingkat Sekolah Dasar, Sekolah Menengah Pertama, Sekolah Menengah Atas serta Perguruan Tinggi.

TEACHER’S CONTINUOUS PROFESSIONAL DEVELOPMENT: ACTUALIZATION OF EDUCATIONAL ORGANIZATION RESOURCES

The article deals with the problem of the teacher’s professional development personalization in an educational establishment. The purpose of the article is to create and partially test the teacher’s individual educational route based on formal, non-formal and informal integration of education. The study gives the regulatory and legal aspects of creating the teacher’s individual educational route as a means of personalizing his/her professional development, describes the options of teachers’ formal, non-formal and informal education, develops the matrix of professional development organizational forms, including collective, group and individual forms of teacher development, describes three stages of development and implementation of teacher’s individual educational route in an educational establishment. The results of the study consist in updating the potential resources of an educational establishment and compensating scarce teachers’ professional skills by means of horizontal training, proving the compilation use of teachers’ formal, non-formal and informal education in creation of the individual educational route in an educational establishment.

Innovative School Climate, Teacher's Self-efficacy and Implementation of Cognitive Activation Strategies

Innovative School Climate, Teacher's Self-efficacy and Implementation of Cognitive Activation Strategies

TEACHERS’ TECHNOSTRESS AND THEIR 21ST CENTURY TECHNOLOGICAL PEDAGOGICAL AND CONTENT KNOWLEDGE (TPACK-21) IN THE POST-PANDEMIC EDUCATIONAL ENVIRONMENT

This study generally investigated the technostress and demographic variables among high school teachers in the southern districts of the Department of Education- Division of Bukidnon and the whole of the Division of Valencia City, Bukidnon, Mindanao, Philippines. A total of 169 teachers were the participants of the study. The Technostress survey questionnaire adapted from Chen (2018) was utilized for the purpose of this investigation. Further, the TPACK-21 survey questionnaire of Valtonen et al. (2017) was also utilized. The statistical tools used in treating the data for analysis were the descriptive statistics (frequency, mean and percentile), correlation and regression. The results of the study revealed an overall mean of teachers’ technostress on techno-overload is 3.07; on technocomplexity 2.61; on techno-insecurity 2.33; and techno-uncertainty 3.51. The average mean of the teachers’ technostress is 2.89 which corresponds to “moderately affected by stress”. A “High level of knowledge” in the overall TPACK-21 efficacy among the high school teachers of the Divisions of Bukidnon and Valencia City has been very evident in the study as shown in the grand mean of 3.97. Likewise, “High level of knowledge” was also obtained among all of the seven (7) knowledge domains: PCK has the highest mean score of 4.20; followed by CK (4.18); TCK (4.15); PK (3.99); TPK (3.92); TPACK (3.69); and TK has the lowest mean score of 3.63. The data exposed high significant relationship with 21st Century Technological Pedagogical and Content Knowledge (TPACK-21) r = -0.58 (p<0.038). Its measured variables like Technological Knowledge (TK-21) r = -0.10 (p<0.043); Pedagogical Knowledge (PK – 21) r = 0.82 (p<0.025); and Technological Pedagogical Knowledge r = -0.78 (p<0.047). The study indicated that as the TPACK-21 variables increase, the level of technostress decreases. Pedagogical Content Knowledge, Technological Content Knowledge, and the Technological Pedagogical and Content Knowledge are the three (3) predictor variables that were derived from the data that was made available as an outcome of the inquiry. Given that the overall influence of the three variables on the teachers' technostress was 69% (R2 = 0.069), this study provides a window for the DepEd Divisions of Bukidnon and Valencia City administrators to revisit and examine the implementation and training of teachers to boost their teaching efficacy based on the status on technostress as related to their 21st Century Technological Pedagogical and Content Knowledge.

Building a Collective School Culture to Achieve Education for Sustainability: The Contribution of Teachers’ Perceptions

Our current educational reality is often devoid of an encompassing vision of Education for Sustainability (EfS) that involves all stakeholders and invites them to take coordinated action towards an equalizing goal. Many educators in their schools take a lonely trajectory; they are limited in their classes or within perceived disciplinarian confinements of their cognitive expertise. In their attempt to explain how an all-encompassing vision of “sustainable education” can be promoted, nine in-service teachers involved in European environmental protection programmes were asked to reflect on their experience, explain possible reasons behind each challenge and make recommendations for improvement. Based on empirical studies and participants’ responses, we argued that sustainable education policies and innovative scholarships should not be standing alone, isolated from other programmes, policies, institutions or even education theories. EfS researchers and practitioners should establish clear links between EfS teacher education theory, approaches, curricula and implementation before policies are formulated or pursued.

Science Teachers’ Uptake of Heuristic Educative Curriculum Materials to Develop Students’ Habit of Questioning and Posing Problem

Science teachers lack the pedagogical knowledge and skills to develop students’ habit of questioning and posing problems (HQP), which is vital for scientific inquiry. Prescriptive curriculum materials do not promote professional growth and development in teachers. In contrast, heuristic educative curriculum materials allow teachers to choose and learn as and when is more feasible. Heuristic design curriculum materials contain educative features that provide suggestions and rationales for instructional activities, empowering teachers to enact more flexibly. In a larger study, a heuristic curriculum material called Skilful Thinking Educative Pedagogical Support (STEPS) was prepared and encompassed three components – specific thinking strategies, habits of mind, and metacognition. STEPS was prepared using findings from needs analysis, a review of additional curriculum materials and the Malaysian Year 4 science syllabus. This paper focuses HQP which is one of the sixteen components of habits of mind. The research objective was to investigate how three Year 4 science teachers up-took educative features in STEPS to develop students’ HQP. The study utilised a qualitative exploratory research design. Classroom observations, open-ended interviews, and document analysis were the data sources. We used tracers in the educative features, such as teachers’ uttered phrases, cues, and suggested tools to indicate HQP implementation. The findings showed fidelity between STEPS and teacher implementation as teachers had used the suggested tools, encouraged students’ HQP skills by using cues, and gave justifications on why HQP is important. The teachers also gave space and scaffolded their students’ question generation and problem-posing. Moreover, teachers adapted the educative features most relevant to their teaching context. Implications for teachers, school leaders, researchers and teacher educators were discussed.

Promoting Higher-Order Thinking Skills (HOTS) for Young Learners in A Bilingual Classroom

Adopting Bloom's Taxonomy of higher-order thinking skills (HOTS) in a bilingual classroom, especially for young learners, needs creativity and extra effort from teachers since it deals with involving students with complex activities and difficult tasks. This present study reveals how to implement HOTS in a bilingual classroom and the challenges during the learning-teaching activities. This study involved 21 second-grade students of Al – Azhar 55 Islamic Primary School in Yogyakarta, two homeroom teachers, and a native speaker. The data were collected from the interview, document analysis, and classroom observation. The result of the study shows that to promote HOTS during the learning-teaching activities, the teacher implements hands-on learning teaching strategies and involves ICT to help students understand the topic discussed easily in a fun way. Meanwhile, the challenges occurring lie in students' motivation to learn and lack of skill in writing. This study yields interesting results which can give another option to implement HOTS for young learners in the context of the bilingual classroom.

Strategi Guru PAI Dalam Meningkatkan Kreativitas Siswa pada Pembelajaran di MTSN 3 Pasaman Barat

This research is motivated by the fact that a teacher in carrying out teaching only carries out his obligations and duties as an educator, and does not have the skills and professionals in carrying out his duties as a teacher, to further enhance student creativity, so that goals are achieved, both National Education goals and school goals. The problem in this study is how the PAI teacher's strategy in increasing student creativity in learning at MTS N 3 Pasaman Barat and what are the inhibiting and supporting factors of the teacher's efforts in developing student creativity. There are two objectives in thisstudy, namely: (1) To produce methods, ways, ideas, and strategies to increase students' creativity in learning, so that the learning situation is more lively and enjoyable. (2). Increasing student effectiveness so that student achievement can be improved. The method used is the descriptive qualitative method. The results of this study explain that increasing student creativity in learning at MTS N 3 Pasaman Barat is carried out using lecture, discussion, question and answer, assignment, and demonstration methods. Themedia used are infocus and PowerPoint. While the models used by PAI teachers are jigsaw learning, the power of two, and practice. The school environment strongly supports the implementation of PAI teachers' creative learning by providing complete facilities and infrastructure. The skills possessed by students include reading the Qur'an well and holding other religious activities. This is evident from the results of observations on the level of student creativity that has increased after the strategies carried outby the PAI teacher, by using methods, media, and practicing several learning models so that the level of student creativity is much-increased learning.

Extensions beyond program impacts: Conceptual and methodological considerations in studying the implementation of a preschool social emotional learning program

Social–emotional learning (SEL) programs are frequently evaluated using randomized controlled trial (RCT) methodology as a means to assess program impacts. What is often missing in RCT studies is a robust parallel investigation of the multi-level implementation of the program. The field of implementation science bridges the gap between the RCT framework and understanding program impacts through the systematic data collection of program implementation components (e.g., adherence, quality, responsiveness). Data collected for these purposes can be used to answer questions regarding program impacts that matter to policy makers and practitioners in the field (e.g., Will the program work in practice? Under what conditions? For whom and why?). As such, the primary goal of this paper is to highlight the importance of studying implementation in the context of education RCTs, by sharing one example of a conceptualization and related set of implementation measures we created for a current study of ours testing the impacts of a SEL program for preschool children. Specifically, we describe the process we used to develop an implementation conceptual framework that highlights the importance of studying implementation at two levels: (1) the program implementation supports for teachers, and (2) teacher implementation of the curriculum in the classroom with students. We then discuss how we can use such multi-level implementation data to extend our understanding of program impacts to answer questions such as: “Why did the program work (or not work) to produce impacts?”; “What are the core components of the program?”; and “How can we improve the program in future implementations?”

Pattern of Kyai Parenting In Building Characterat Daarel Qolam 2 Islamic Boarding School Tangerang And La Tansa Mashiro Lebak Islamic Boarding School

Kyai Parenting Patterns in Building Character Daar El Qolam 2 Tangerang and La Tansa Mashiro Lebak. Both Daar El Qolam 2 and La Tansa Mashiro are Islamic Education Institutions with special characteristics. In implementing the kyai's upbringing, many things determine the formation of the character of the santri. Therefore, institutions try several ways to overcome ideal parenting to develop student character. This research tries to investigate; 1) Purpose of Kyai Parenting, 2) Kyai Parenting Program, 3) Implementation of Kyai Parenting, 4) Evaluation of Kyai Parenting, 5) Strengths and Weaknesses of Kyai Parenting, 6) Impact of Kyai Parenting. Educator or teacher theory, parenting style, and implementation of Kyai to build character. This research uses descriptive qualitative method with data analysis. Collecting data through observation, interviews and documentation studies. The research results show; 1) the upbringing of the kyai at the Daar el Qolam 2 Islamic boarding school and the La Tansa Mashiro Islamic boarding school is classified as good in terms of the system aspect, well-structured management, and the rules that exist in the Islamic boarding school 2) The kyai parenting program at Daarel Qolam 2 Islamic Boarding School and La Tansa Islamic Boarding School is to build character who masters various sciences 3) The implementation of the character development program for students at Daar el Qolam and La Tansa Mashiro Islamic Boarding Schools is going well in the aspect of mastering various sciences 4) Evaluation of kyai parenting patterns at Islamic Boarding Schools Qolam 2 and Islamic Boarding School La Tansa Mashiro is very good 5) The superiority factor at Daar el Qolam 2 Islamic Boarding School and La Tansa Mashiro Islamic Boarding School is in human resources, plus the teachers at both Islamic boarding schools live in the same environment or dormitory 6) The upbringing of the kyai of Daarel Qolam Islamic boarding school has an impact positive for character building.

Identification of Teacher Ability and Implementation of Dental and Oral Health Practices in Mental Retarded Children: Pilot Study

Introduction: Empowerment of teachers in maintaining oral hygiene is urgently needed to increase the value of mentally retarded dental and oral hygiene. Objective: This study aims to identify teacher abilities and implementation of dental and oral health practices in mentally retarded children. Materials and Method. The design of this study is an observational descriptive pilot study in the context of developing a learning model for dental and oral health in mentally retarded children. The research population was teachers and mentally retarded children at Special Schools in Jambi City. The research was conducted on teachers in 4 (four) special schools (SLB). Data are presented as numbers and percentages for categorical variables. Results: Before giving the Learning Model for maintaining oral health for mentally retarded children, the respondents had medium-high level knowledge. After the intervention, their knowledge increased to a high level. The dental and oral health learning model is routinely taught in schools. The teacher routinely teaches how to brush teeth; the teacher routinely guides tooth brushing practices; the teacher routinely practices tooth brushing in children. The frequency of carrying out tooth brushing at school is at most once a week. Conclusion: Most of the teachers' knowledge of mentally retarded children in SS is Poor, and implementation of dental and mouth health practices in Mentally Impaired Children is still low. Keywords: mentally retarded, dental and oral health, teacher

CÁC VẤN ĐỀ LÍ LUẬN VỀ BỒI DƯỠNG CHUYÊN MÔN, NGHIỆP VỤ CHO GIÁO VIÊN Ở CÁC TRƯỜNG PHỔ THÔNG CÓ HỌC SINH KHUYẾT TẬT HỌC HÒA NHẬP THÔNG QUA HÌNH THỨC HỌC TẬP CỘNG ĐỒNG TRONG NHÀ TRƯỜNG VÀ MẠNG LƯỚI TRƯỜNG HỌC KẾT NỐI

Professional training development for teachers in general schools including students with disabilities has been carried out in recent years. In addition to the traditional forms of in-service training, a number of new forms have been used and shown to be advantageous and effective in meeting the requirements of teachers' professional development and implementation of the current general education program 2018. The content of the article focuses on studying some theoretical issues of the research topic, on that basis, giving instructions for the implementation of professional development for teachers through the forms of community learning and blended network schools for teachers in general schools including students with disabilities in order to effectively and qualitatively meet current practical requirements in schools of the country.

The Managerial Role of The Principal in Improving Teacher Performance in the Pandemic Era (Study at Yos Sudarso Dobo Catholic High School)

The purpose of this research was to determine the Managerial Role of School Principals in Improving Teacher Performance in the Pandemic Era (Study at Yos Sudarso Dobo Catholic High School). Learning at Yosudarso Dobo High School since the pandemic has been conducted online, learning has been done from home, but has encountered problems in learning such as students who do not have Android phones, poor networks, no data credit, etc. Besides that, online learning has not been carried out optimally because there are several obstacles, namely teacher performance that has not been optimal in carrying out online learning. Thus the problem of teacher performance needs serious attention from the principal. The type of research used is qualitative descriptive research, the subjects in this study were 10 teachers from a total of 23 teachers, plus the vice principal of curriculum, and the principal as an informant. The results of the research found were the role of the principal in planning teacher performance that the managerial role of the principal in improving teacher performance, namely planning, implementation and evaluation of planning was needed by the principal of Yos Sudarso Dobo Catholic High School in playing the managerial role of the school by focusing on every aspect which are the basic needs of schools, namely school needs, school programs, teacher needs. The Managerial Role of the Principal in Implementing Teacher Performance that the principal conducts monitoring related to teacher performance, monitoring is carried out using WhatsApp, zoom, or via telephone in controlling the implementation of the learning process. The Managerial Role of the Principal In evaluating teacher performance that the teacher performance evaluation process carried out at Yos Sudarso Dobo Catholic High School during the pandemic period after the end of the semester and evaluation