High School Teachers Research Articles

Teachers’ perceptions towards practical work in chemistry teaching: A case of selected high schools in South Africa

This study examines how physical sciences teachers in South African high schools perceive the use of practical work in chemistry instruction. The study is grounded in the framework of social constructivism. Qualitative research methods, including semi-structured interviews and classroom observations, were employed to gather insights from a purposively selected sample of four high school chemistry teachers, each from a different high school. The aim was to explore their perspectives on the incorporation of practical work in chemistry teaching. Thematic analysis of the data revealed a range of insights into teachers' perceptions. The findings indicate that teachers recognise the value of practical work in engaging students and reinforcing theoretical knowledge. However, they also face several challenges that hinder its effective implementation, such as inadequate laboratory facilities, limited access to resources, time constraints, and insufficient teacher training. Despite these obstacles, teachers demonstrate a strong commitment to integrating practical work into their teaching and employ innovative strategies to overcome these barriers. They highlight the need for increased support from educational authorities in terms of resource provision, professional development opportunities, and curriculum alignment. The study provides recommendations for educational policymakers, curriculum developers, and teacher training institutions to address these perceived challenges and enhance the quality of chemistry teaching and learning in South African high schools.

Relationship between transformational leadership, work engagement, and organisational citizenship behaviour: the moderating effect of work engagement

ABSTRACT We explored the relationship between teachers’ perceptions of transformational leadership and organisational citizenship behaviour (OCB) in Taiwan’s six-year high schools and whether work engagement moderated the relationship between the principal’s transformational leadership and teachers’ OCB. A total of 310 valid questionnaires were collected from teachers in Kaohsiung City, Taiwan. The six-year high school teachers’ perceptions of principals’ transformational leadership and work engagement were at the upper-middle level, with the sub-dimensions “inspiration and encouragement”, “focus”, and “dedication” ranking the highest. Their OCB was high and the sub-dimension, “active and helping behaviour”, ranked the highest. They felt that the principal’s transformational leadership, work engagement, and teachers’ OCB had a significant positive relationship and explanatory power. Their work engagement positively moderated principals’ transformational leadership and OCB. If the principal focused on transformational leadership and matched teachers with higher degrees of work engagement, a higher OCB of teachers would appear.

The Influence of Training Programs, Academic Qualifications, and School Principal Leadership on Improving the Competence of Junior High School Teachers in North Sangatta, East Kutai Regency

The quality of education needs to be improved, including the lack of facilities for learning and the professional abilities of teachers. Teachers can enhance their competence through training programs and by improving their academic qualifications, which are expected to have an impact on their competence. School principal leadership plays a role in enhancing teacher competence. The purpose of this research is to determine the influence of training programs, academic qualifications, and school principal leadership on teacher competence, as well as the combined effects of these factors. The research method used was quantitative research, with a population of 321 teachers and a sample size of 106 teachers. Simple random sampling was employed as the sampling technique, and data were collected through questionnaires and documentation, with regression analysis used for data analysis. The results of the research indicate that there is an influence of training programs, academic qualifications, school principal leadership, the combination of training programs and academic qualifications, the combination of academic qualifications and school principal leadership, the combination of training programs and school principal leadership, the combination of training programs, academic qualifications, and school principal leadership on teacher competence. This research concludes that teacher competence in North Sangatta District, East Kutai Regency, is influenced by the training programs attended, academic qualifications, and the leadership of the school principal, all of which contribute to improving teacher competence.

Needs Analysis of Cross Cultural Understanding-Based English Materials for Senior High School Students: Teachers’ Perception

The purpose of this study was to find out teachers’ perceptions toward the needs of Cross Cultural Understanding (CCU) based English materials for senior high schools students in South Sumatra, Indonesia. This needs analysis was conducted through survey with descriptive-analytical approach. Of 67 teachers were purposively selected to be the participants, only 6 teachers were given interviews. Questionnaire was distributed to all participants through Googleform on MGMP WA group. The percentages of teachers’ answer were automatically shown by Googleform results. Semi-structured interviews were given to 6 selected teachers by online and offline meetings. The results of interview were analyzed using Mile and Humberman’s steps of technique analysis namely data collection, data reduction, data presentation and conclusion. A triangulation technique was used to ensure the validity of the collected data. From the findings, it was recognized that lack of students’ knowledge of cultural diversity and inadequate CCU-based materials becomes the the biggest challenges faced by high school teachers in South sumatra. All teachers (100%) agree that CCU-based materials are needed in ELT, 66.7% of total respondents thought that the product could be used as media in promoting Indonesian culture to the next generation, while 33.3% thought that it could be used as media in increasing student’s reading interest. The findings lead to the conclusion that newly CCU-based material is highly needed for senior high schools. It can be the best alternative in increasing students’ knowledge of cultural diversity, reading interest and achiving the target of Indonesian cultural promotion.

Stress Reduction Program Design for High School Teachers in a Private School in Jiangsu Province

With the continuous development of the times, the reform of China's education system is deepening, and science and technology are gradually penetrating into education, which brings certain challenges to the teaching work of high school teachers. At the same time, since 1977, the college entrance examination has been given important significance by the society as a whole and is recognized as an important breakthrough point in life. Under the influence of the college entrance examination system, high school teachers have to bear more pressure compared to teachers in other basic education levels. Therefore, based on reviewing the literature, this study used the questionnaire survey method and interview method to investigate the stressors of high school teachers by taking high school teachers of a private school in Jiangsu Province as the research object, and designed a stress reduction program for high school teachers of this private school in response to the findings of the study. Through the study, it was found that high school teachers in this school mainly have the pressure of teaching work, the pressure of work other than teaching, the pressure of interpersonal communication, the pressure of school management, and the pressure of the society, and finally, the stress reduction program for teachers was designed to alleviate the pressure of teachers' work, so as to promote the physical and mental health development of teachers and serve the cause of education in a better way.

Desain Pembelajaran Matematika Topik Transformasi Geometri dengan Pendekatan Realistic Mathematics Education Berbasis Etnomatematika

The purpose of writing this article is to present a learning design using the Ethnomathematics-based Realistic Mathematics Education learning model to provide several learning design options that can be used by junior high school teachers in providing learning material on geometric transformations. This learning design is devoted to material on geometric transformations, reflection, rotation, dilation and translation which relate to regional culture. This learning design uses steps based on the characteristics of RME. As well as using needs analysis, student analysis, and task analysis.

Introducing wave-particle duality with low-cost quantitative experiments on light diffraction

We present a quantitative optical low-cost experiment aimed at introducing students to wave-particle duality from a phenomenological point of view. The experiment, focused on light diffraction, clearly shows the intermediate crossover regime which characterize the transition from geometric optics (in which light behaves like a stream of particles) to the Fraunhofer diffraction regime (where the wave aspects are most evident). It can also be considered for introducing students to the uncertainty relations through diffraction of light waves. The experiments do not require expensive materials or specific laboratory instruments and employ the sensors and camera of common mobile devices. The experiments were tested with master students in mathematics and physics, who aim at becoming high school teachers.

The Effect of Self-Efficacy and Knowledge on a Teacher’s Task Performance: A Case Study on Public Junior High School Teachers in South Bengkulu

The Effect of Self-Efficacy and Knowledge on a Teacher’s Task Performance: A Case Study on Public Junior High School Teachers in South Bengkulu

Narratives of high school teachers’ identity renewal through teaching a new intercultural curriculum subject

Narratives of high school teachers’ identity renewal through teaching a new intercultural curriculum subject

Enhanced learning: Designing bifocal modeling practicum tools with ESP32 for exploring kinetic theory of gases

This research was conducted to obtain an initial design for a laboratory practical tool based on bifocal modeling assisted by an ESP32 microcontroller for kinetic gas theory. This study was conducted to obtain an initial design for a practical laboratory tool based on bifocal modeling assisted by the ESP32 microcontroller on the kinetic theory of gases. This study was conducted descriptively through a literature review of various book articles and materials. Interviews were conducted with students and physics teachers in high schools (9 students and two teachers in Malang, 15 students and three teachers in Bandung) in Indonesia. Interviews were conducted to obtain an overview of the application of physics learning and reveal other potential problems students and teachers face. The design of the bifocal modeling tool developed has been consulted with physics and ICT learning experts. The results are that it needs to be further developed and maintained until the manufacturing stage. Bifocal modeling based on the design developed in this study has the potential to facilitate students to conduct scientific experiments related to the kinetic theory of gases. Based on the equipment to be developed, it is expected that students will be able to observe macroscopic gas phenomena through actual experiments, monitor microscopic phenomena visualized through computer models, collect data in actual experiments and computer simulations, and compare data. Students' understanding of the concept of the kinetic theory of gases has the potential to be improved by conducting practical work using bifocal modeling-based tools.

Validity Evidence of the HOPE Teacher Rating Scale-Arabic Version for Identifying Gifted Refugee Students

Exceptionally talented refugee students are often underrepresented in allocating to gifted programs because of inadequate identification methods in Arab countries. This study investigates the Arabic version of the Having Opportunities Promotes Excellence (HOPE) Scale for identifying gifted refugee students. Students ( n = 13,598) from refugee camp schools in Jordan were surveyed in the 2020/2021 academic year. Elementary, middle, and high school teachers ( n = 423) completed the translated Arabic version of the HOPE Scale, measuring 11 items on the academic and social construct of giftedness. Confirmatory factor analysis indicated an excellent fit; however, multigroup confirmatory factor analysis results revealed that the scale needed more invariance across groups. The results suggest that although the HOPE Scale-Arabic version has sufficient validation evidence, careful consideration is required when applying it to different subgroups of refugee students. Constructs of cultural relevance may need to be added to better assess the item’s validity.

Health in everyday teaching practice in Sweden: a social pedagogical analysis of high school teachers’ descriptions

This article aims to contribute a social pedagogical perspective of high school teachers’ descriptions of working with student health in their teaching practice in Sweden. Ten high school teachers were interviewed. The teachers considered their student health work as consisting of two main aspects: creating a good relationship and helping the students to succeed. These aspects are implicitly and explicitly described as comprising the recognition of the actors’ social and pedagogical identities. This study shows that social pedagogical recognition is significant for common success in school practice in relation to student health work. Clarifying the teachers’ responsibility and competence in student health work and strengthening teachers in their identity as health promoters could improve student health practice.

PERCEPTIONS, PRACTICES, AND ASSESSMENT LITERACY NEEDS OF EFL TEACHERS: ENHANCING READING LITERACY INSTRUCTION UNDER AKM POLICY

Since the discontinuation of national examinations (UN) in 2020, the Indonesian Government introduced the Minimum Competency Assessment (Asesmen Kompetensi Minimum-AKM) to assess students' fundamental abilities. Consequently, teachers are pivotal in integrating AKM-based reading literacy questions to enhance students' reading skills. This study aims to explore teachers' perceptions, practices, and assessment literacy needs concerning teaching and assessing students' reading literacy based on AKM. Ten EFL junior high school teachers participated in interviews. Findings revealed varying perceptions among teachers regarding AKM. While some supported the policy for its positive impact on students and learning, others doubted its effectiveness for certain reasons. In terms of teaching and assessment practices, most teachers partially integrate the three components of AKM reading literacy into their classrooms. They also utilize various stimuli and question types similar to those in AKM, yet complex multiple-choice assessments are underutilized. Lastly, teachers expressed diverse literacy assessment needs, including strategies for teaching reading, designing critical reading questions, creating stimulus materials, gaining AKM knowledge, enhancing student interest in reading, and identifying intended learning outcomes to improve their teaching and evaluation of students' literacy.

Empowering Internet of Educational Things (IoET) to Develop Digital Capabilities for Wahid Hasyim Junior High School Teachers

Empowering Internet of Educational Things (IoET) to Develop Digital Capabilities for Wahid Hasyim Junior High School Teachers

Strategy to Increase the Effectiveness of Differentiated Learning

Implementing differentiated learning is a challenge for schools that are not yet “Sekolah Penggerak”. This research aims to formulate a strategy to increase the effectiveness of differentiated learning, especially in private junior high schools that implement the "Independent Curriculum" independently. The strategy is formulated based on a structural model between the effectiveness of differentiated learning variables with academic supervision and exogenous organizational culture variables and achievement motivation as an intervening variable. This cross-sectional research was conducted on 182 private junior high school teachers in Cibinong District, Bogor, who were randomly selected proportionally. SmarPLS 3 software was used to help analyze the data. The results of this research conclude that academic supervision, organizational culture, and achievement motivation are important factors in increasing the effectiveness of differentiated learning. Achievement motivation mediates the influence of academic supervision and organizational culture on the effectiveness of differentiated learning. The effectiveness of differentiated learning can be increased by implementing academic supervision strategies and organizational culture that can increase teacher achievement motivation.

Motivation-Building to Provide Quality Teaching through ICT-Based Training and Mentoring Sessions: A Case of Junior High School Teachers

The community service programme was designed and conducted in response to the need of the school partner, SMP Negeri 2 Purwosari Gunungkidul, to improve the motivation of the teachers to provide quality teaching for the low-motivated students. The programme lasted from February 2023 until November 2023 and was carried out in the form of training sessions and mentoring sessions. In total, there were four main activities in the programme: a motivation-building session intended to remind the teachers of the altruistic purposes of the profession, the writing-up of a module on how to utilise technological tools to motivate students, a training session on how to effectively use technological tools in the class instruction, and team-teaching sessions where we team-taught classes with selected three teachers using technological tools to engage students in class. Though throughout the programme there were challenges on our part and the teachers, generally the programme was a success. The programme evaluation suggested that teachers were generally satisfied with the programme and were more confident in using technology in teaching. Future similar programmes can be conducted with school partners sharing similar characteristics with those of our present school partner, to allow a higher quality of class instruction and eventually students' learning.

Building Research Skills of Students: Setback of Senior High School Teachers

This study uncovered the difficulties of teachers in building the research skills of senior high school students. There were ten (10) participants in this study and they were senior high school teachers from cluster 5 of the Division of Davao City. The information data gathered from this phenomenological inquiry were obtained through in-depth interviews. Using thematic analysis, the theme on the difficulties of teachers in building the research skills of students were as follows: Lack of research competence and Lack of writing skills. The findings indicated that in building the research skills of the students, the lack of competence of the students and the lack of writing skills were the roadblocks that prevent the teachers. Meanwhile, on the coping strategies senior high school teachers in building the research skills of students, this study had developed the following themes: strengthen the assistance of research advisers and Making use of instructional videos. The findings indicate that, as a way to cope with the challenges of senior high school teachers in building the research skills of the students, the teachers make use of their time providing technical assistance to the students. From the difficulties and coping strategies of teachers. this study has developed insights that may help enrich the competence of senior high school students in writing practical research. The insights drawn from the findings of the study were as follows: reinforced composition writing in the school curriculum and reinforced composition writing in the school curriculum. This study provided in-depth knowledge and propositions to strengthen the research competence of students.

How Cultural Intelligence-Based Principal Leadership Affects Teacher Task Performance: The Mediating Role of Organizational Culture and School Governance

The effective significance of leadership for school organizations focuses on several elements, such as collaboration motivation and educational environment establishment. Therefore, this study aimed to explore the effects of cultural intelligence-based principal leadership (CI-BPL) on organizational culture, school governance, and teacher task performance, accompanied by the analysis of a new empirical model prioritizing the mediation mechanism. A survey-based causal design approach was subsequently implemented by distributing questionnaires to 450 Indonesian teachers in junior high schools. The results of data analysis using structural equation modeling (SEM) found a new empirical model of the influence of CI-BPL on teacher task performance through the mediating mechanism of organizational culture and school governance. The conclusion is that organizational culture and school governance mediate the effect of CI-BPL on teacher task performance. As an implication, educational practitioners can adopt the model as a strategy to improve teacher task performance, while researchers can adapt or modify the model in their future research work.

Innovating with etandem language learning in a Quebec high school class: an activity theory perspective

ABSTRACT Purpose Most research on tandem language learning (TLL) has involved university contexts . To contribute to the paucity of research in school settings, this study focuses on a high school teacher’s attempt at setting up an ESL-FSL exchange in a Canadian intranational context. To better understand the complexity of innovation, the process is analyzed through the lens of Activity Theory (AT). Methodology The study was designed as an action research project. To facilitate triangulation, three types of data were collected: 1. student questionnaires, 2. interviews with the teacher and six case study students, and 3. texts written by the case study students. The teacher reviewed the manuscript. Findings In line with AT, findings focused on how the teacher oriented to the TLL project and the tensions which arose during its implementation. Tensions were located both within the ESL activity system and between the ESL-FSL activity systems. Originality/Value To our knowledge, this study is the first to analyze the complexity of implementing TLL exchanges from an AT perspective. The study highlights how competing discourses within language teaching (multivocality) inhibited the implementation of the TLL project and foregrounds the role of transformative agency in regard to the teacher.

Millî Eğitim Bakanlığına Bağlı Ortaöğretim Kurumlarında Görevli Öğretmenlerin Mesleki Doyumlarının Araştırma Bulgularının Değerlendirilmesi

In this study, the research findings were evaluated in order to determine the perceptions of teachers working in secondary education institutions towards professional (job) satisfaction. The working group of the research conducted in the screening model was composed of high school teachers working in the 2023-2024 academic year. In the research, 88 teachers who voluntarily participated in the study were selected using the simple random sampling method. The Occupational Satisfaction Scale developed by Kuzgun, Sevim and Hamamcı (2005) was used in the study. In the analysis of the data, descriptive statistics were made in order to determine the averages of the responses given by teachers to their opinions about their professional satisfaction. T-test and one-way Anova analysis were performed to examine the answers given to the expressions that correspond to the normal distribution according to the determined variables. There was a significant difference according to gender in the sub-dimensions of job satisfaction, suitability for qualifications and development opportunity of the participants. It has been found that job satisfaction levels show a significant difference in the dimension of suitability for qualifications according to the age variable. According to their educational status, the job satisfaction of undergraduate graduate employees showed significant differences in the dimension of compliance with qualifications. Key Words: Secondary Education Institutions, Teachers, Professional Satisfaction, Evaluation of Findings