Work Of Teachers Research Articles

Does school leadership affect teacher work engagement in Turkish schools? Investigating the mediating effect of teacher job satisfaction: A multilevel structural equation modelling analysis

Emerging research highlights the central role of leadership in the effectiveness of Turkish schools, particularly in influencing teacher engagement, a key factor in achieving better school outcomes. This study investigated how and under what conditions school leadership is beneficial for teachers’ work engagement using data collected from 368 public secondary school teachers in Turkey. A model was developed to explore the direct and indirect relationships among school leadership, teacher job satisfaction, and work engagement, and it was tested at both the teacher and school levels. A multilevel structural equation model analysis was used to test the developed model. The results indicated that school leadership has a significant impact on teachers’ job engagement, regardless of the school where they work. Furthermore, job satisfaction played a mediating role in the relationship between school leadership and work engagement at both levels. The effect of school leadership on teachers’ work engagement at both levels occurs on the condition that job satisfaction acts as a mediator. This result makes a valuable contribution to the existing literature. Based on the results of the study, we also offer some suggestions for policy makers and school leaders to increase teacher work engagement by emphasising teacher job satisfaction.

Mediating Effects of Work Values on The Roles and Qualities of School Leaders and Teachers Core Behavioral Competencies

The study investigates the mediating effects of work values on the roles and qualities of school leaders and teachers' core behavioral competencies. The research involved 100 public elementary school teachers from nine Del Remedio District, Division of San Pablo City schools, with the majority being female and married. The study used descriptive and correlational research methods to determine the relationship between leadership roles, qualities, and teacher performance. The questionnaire was divided into five parts: respondent profiles, perceptions about the mediating effects of work value in the roles and qualities of school leaders and teachers, and core behavioral competencies. The findings show a significant relationship between leadership roles and qualities and teacher performance and between teacher work values and performance in core behavioral competencies. Teachers' work values fully mediate this relationship. The study suggests that school leaders should be knowledgeable about their roles and qualities, provide necessary technical assistance, and prioritize professional growth for the benefit of the school. The Department of Education is actively working to develop these roles and qualities for better teacher performance.

Analysis of the relationship between high school teachers 21st century teaching and learning skills

In this study, it was aimed to examine the relationship between 21st century teaching and learning skills of high secondary school teachers. In line with this main purpose, firstly, the levels of high education teachers' use of 21st century teacher and learner skills were determined; then it was examined whether the levels of use of these skills differed according to the gender, years of professional seniority and the type of school they worked in. The research was designed according to correlational research design. The participants of the study consisted of a total of 282 high education teachers working in high schools affiliated to the MoNE within the borders of Altınordu district of Ordu province in the 2023-2024 academic year. In the data analysis process, total scores, mean, and standard deviation values were calculated to determine the levels at which high school teachers use 21st-century teaching and learning skills. To identify whether the levels of 21st-century teaching and learning skills vary by gender, years of experience, and type of school where teachers work, independent sample t-tests and one-way ANOVA tests were conducted. According to the results of the study, it was determined that high school teachers used affirmative skills with the highest score, then technopedagogical skills, administrative skills, generative skills and flexible teaching skills with the lowest score among 21st century teaching skills. Among the 21st century learning skills of high school teachers, it was determined that they used cognitive skills with the highest score, then innovativeness skills, collaboration and flexibility skills and autonomous skills with the lowest score. Within the scope of the other sub-problem of the research, there was no significant difference between the gender and professional seniority variables of the teachers and the level of use of 21st century teaching and learning skills of high school teachers. According to the school type, there was a significant difference between the levels of high education teachers' use of 21st century teaching and learning skills. According to the results obtained within the scope of the problem based on the research, it was concluded that there is a significant positive relationship between the levels of use of 21st century teaching skills and 21st century learning skills of high education teachers.

Teachers’ work and the marketisation of international schools: A quantitative analysis of teacher control, fulfilment, and buffering from business influences

This research investigates how marketised school contexts affect the work of teachers. In the growing sector of international schools, especially for-profit schools, the marketising influences in education may significantly impact how teachers experience their work. A questionnaire was administered to teachers in different types of schools including a large sample of teachers working in for-profit international schools. Rasch analysis and path analysis were used to construct scales and investigate the relationships between the scales. The scales were tested for fit, differential item functioning (DIF) and reliability. The main themes researched were teachers’ feelings of a lack of control over their work, the fulfilment they experience, and the buffering from business influences. These were analysed along with scales of business influences on teachers’ work and the extent to which their school was run as an EduBusiness. Teachers seem to experience a loss of control over their work as they experience more business influences on their work, especially those working in schools run as EduBusinesses. Buffering from those influences is an important aspect of teachers’ feelings of fulfilment, and more buffering and fulfilment are related to fewer feelings of a lack of control. The contribution this research makes is to understanding the patterns of the marketisation of schools and how teachers’ feelings of fulfilment and control are related to the extent that a school is run as a business and the business influences on their work.

OPTIMALISASI KOMPETENSI PEDAGOGIK GURU SD MELALUI PEMBELAJARAN BERDIFERENSIASI BERBASIS ETHNO-RME

This community service is motivated by the importance of differentiated learning to facilitate students' learning needs, in addition to the need to use teaching materials that are close to students' daily lives through an approach based on Ethno-Realistic Mathematics Education. The purpose of this activity is to optimize the pedagogical and professional skills of elementary school teachers through training and mentoring in digital differentiated learning based on Ethno-Realistic Mathematics Education. This activity was carried out at SD Negeri Tunjung 1 involving 38 elementary school teachers who are members of the Teacher Working Group (KKG) Gugus 1 Korwil Kec. Tunjung Teja. Mentoring and training were carried out by three lecturers from La Tansa Mashiro University with presentations of materials related to differentiated learning, Ethno-RME materials and sharing good practices of differentiated learning based on Ethno-Realistic Mathematics Education. The activity procedure consists of observation and interviews with partner schools, training and mentoring in preparing learning designs, developing differentiated learning and implementing Ethno-RME. The results of this service were an increase of 59,6% in the pedagogical and professional competence of teachers in digital differentiated learning based on Ethno-Realistic Mathematics Education.

Creative Teaching Ability, Motivation, and Self-Efficacy Among Art And Design Teachers in Chinese Universities

This study explores the relationship between creative teaching ability, motivation, and self-efficacy among 425 art and design teachers in Chinese universities. A quantitative survey approach investigated these factors and their influence on teaching effectiveness. Most participants were female, aged 26-35, and held Master’s degrees or higher. The study identified “Evaluation and Reflection” as the most critical aspect for fostering creative teaching, while “Teacher Work Environment and Development” was the strongest motivator. Interestingly, self-development emerged as the most important factor for teacher self-efficacy. Age also played a significant role in the analysis. These findings highlight the interconnectedness of creative teaching ability, motivation, and self-efficacy for effective art and design education. The study proposes a comprehensive development plan for art and design schools based on these results. This plan encompasses strategies for educators, students, schools, and researchers. Educators would benefit from increased professional development opportunities, research support, and effective evaluation methods. Students would experience personalized education, practical training through industry collaboration, and mental health support. Schools could enhance interdisciplinary collaboration, implement international exchange programs, and cultivate an innovative college culture. Finally, researchers would be empowered by an improved research environment with grants, mentorship programs, and academic exchange opportunities. By implementing these recommendations, art and design schools can create an environment that fosters creative teaching, motivates educators, and ultimately enhances the overall learning experience for students.

Research on Competency Optimization Path of Physical Education Teachers in Primary and Secondary Schools under the Background of "Double Reduction" Policy

The competence of physical education teachers in primary and secondary schools is a comprehensive evaluation standard to measure whether physical education teachers in primary and secondary schools can complete their work efficiently and produce excellent performance. Under the background of the "double reduction" policy, physical education in primary and secondary schools puts forward new requirements on teachers' competency from the aspects of education service consciousness, work initiative, teacher continuing education, psychological state adjustment, etc. In order to cope with the changes brought about by the implementation of the "double reduction" policy, this study proposes a six-dimensional optimization path for physical education teachers in primary and secondary schools, including: Strengthening the professional knowledge training of physical education teachers in primary and secondary schools; Pay attention to the training of PE teachers' professional skills; Promoting the improvement of the teaching ability of PE teachers in primary and secondary schools; Strengthen the basic professional quality training of PE teachers in primary and secondary schools; Strengthen the construction of social adaptability of PE teachers in primary and secondary schools; Improving the sustainable innovation ability of PE teachers in primary and secondary schools. In order to provide reference for the personal development and better work of primary and secondary school physical education teachers.

Introduction: Law as Data, Data as Law

The datafication of law is requiring a reconsideration of approaches to legal research and education. The academy is in an uncomfortable place, with new disciplines claiming to have analytical tools to offer and to be able to replace some or all of the traditional work of lawyers and teachers. This symposium provides an opportunity for reflection and contains contributions that range from a call to action which embraces the new technologies, critical perspectives on the proper place of data in legal research or in governmental practices, and empirical explorations of the effectiveness of large language models. It highlights themes of diversity, rigour and engagement as key issues for lawtech scholars to bear in mind in their future work and recommends that we embrace the discomfort so that we can mature with the field.

Transformaciones productivas y cotidianeidad escolar en escuelas rurales de la pampa húmeda (Santa Fe, Argentina)

In this paper we analyze the effects of the agricultural productive transformations of the last decades on the daily life of rural schools in the central-western area of the province of Santa Fe (Argentina). This is an anthropological research based on ethnographic fieldwork carried out in three rural schools. These institutions are located in a region of the Argentine humid pampas traditionally oriented to dairy cattle production and cattle fattening, but which is nowadays mainly devoted to the cultivation of transgenic soybean and corn. These transformations have brought about profound changes in the world of work, residence and rural social life in general, which in turn have given particular characteristics to rural schools. Phenomena such as the decline in enrollment, the transformation of the origin of enrollment, the redefinitions in the ways of attending school and/or living in school spaces or the changes in the forms of work and residence of teachers account for these transformations. Analyzing them allows us to document the concrete social contexts in which rural schools are located and how these are linked to the daily life of rural schools.

Manajemen Pondok Pesantren dalam Meningkatkan Kompetensi Santri di Madrasah Bertaraf Internasional Amanatul Ummah Pacet Mojokerto

The results of the research show that 1) Islamic boarding school management planning in improving the competency of students, namely starting from the planning, implementation and management evaluation stages which started from the beginning of the year activities to the end of year activities, namely teacher work meeting activities which included all the elements in MBI Amanatul The ummah of functionary teachers, security guards, sweepers and so on are involved. 2) Implementation of Islamic Boarding Schools in improving the competency of santri, there are daily programs, various extracurricular and organizational activities are handled seriously so that many santri graduates become leaders at universities (such as the President of BEM, head of UKM) and there are reminders of the 7 keys to success that are always upheld. 3) Obstacles and solutions in improving the competency of students, namely the presence of teachers and asatidz, not all of whom live in Islamic boarding schools or in the surrounding area. The solution provided by the institution is the existence of adequate transportation facilities to pick up and pick up teachers and their Asatidz.

Considerations for Physical Education Teachers Working With Children and Adolescents During Their Cancer Treatment

The aim of this article is to improve physical education (PE) teachers’ knowledge about working with children diagnosed with cancer. Physical activity (PA) in this population is extremely important. Not only do these children have an increased risk of co-morbidities compared to healthy peers, but cancer treatment has negative effects on fitness (e.g., loss of muscle mass, impaired balance, cardiac dysfunction). A cancer diagnosis can delay motor-skill development and hinder the development of self-efficacy in sport and activity. PA can be used to attenuate treatment side effects and help children to build fitness, stamina, and confidence, enabling them to (re)join sport or group PA. Using data from a feasibility study, frequency, intensity, time, and type (FITT) recommendations are provided for children undergoing cancer treatment that provide a framework for educators to design action plans.

Policy Framing, Social Networks, and Teacher Perspectives in a Technology Rollout

Drawing on theories of framing and social networks, we examine how educators define policy goals in a technology rollout, and how this framing process shapes teacher attitudes for technology. We analyzed social network data and 37 interviews with district leaders, digital learning coaches, and school staff from six elementary schools in a mid-sized district in California. These data suggest that school leaders and teachers re-framed district reform messages in different ways depending on the density of dialogue in their networks and who had social influence. These framings supported teacher motivation for using technology in ways that aligned to or built upon the district's instructional goals, or prompted teachers to resist change and/or make compliance-oriented and superficial shifts in their practice. We argue that district leaders should attend to school context when implementing technology rollouts and proactively engage school actors to define the goals of technology. We caution that technology rollouts demand sudden and intensive shifts in teacher work roles and can foster resistance to change without adequate time and support.

Exploring and comparing teachers' X/Twitter use in three countries: Purposes, benefits, challenges and changes

AbstractIn recent years, social media platforms have become key elements in many teachers' professional lives. In particular, teacher professional activities on X (formerly Twitter) have received attention from scholars. However, research has rarely explored X/Twitter use with attention to the diverse national contexts in which teachers work. To address this literature gap, this qualitative study collected data via individual and focus group interviews with teachers (N = 29) in three countries: England, Norway and the United States of America. Inductive analysis yielded findings related to purposes for, changes in and benefits and challenges of K‐12 teachers' X/Twitter use. Participants from all three contexts described professional learning activities that included sharing and/or acquiring knowledge and resources, and building professional networks and/or communities via X/Twitter. Multiple participants across contexts also referred to similar challenges such as avoiding negativity from other users. However, differences in X/Twitter use were also noted across teachers from the three national settings, such as only Norwegian participants speaking about using X/Twitter to find collaboration partners for teaching and learning projects. We discuss our findings in relation to literature, theory and practice around teacher professional learning in an era of widespread social media. Practitioner notesWhat is already known about this topic Many K‐12 teachers use X/Twitter and other social media platforms for professional learning purposes. Teachers can use X/Twitter for various purposes and in multiple ways. Contextual factors influence teachers' use of X/Twitter. Social media platform use varies to some extent across cultures and nations. What this paper adds Identification of similarities and differences in X/Twitter use among teachers. International comparative analysis based on individual and focus group interviews of participants from England, Norway and the United States of America. Evidence related to the evolving and dynamic nature of teachers' use of X/Twitter. Implications for practice and/or policy Teachers who use social media may benefit from understanding diverse potential uses of platforms. Policies and guidance regarding K‐12 teacher social media use should accommodate various contextual factors, including national context. Diversity and changes in teacher professional social media use warrant more international comparative research in relation to wider policy contexts in education.

The Effect of Personal Competence, Emotional Stability, and Intrinsic Motivation on Teacher Work Commitment

The issue of work commitment is the basis of this study, examined through the lens of emotional stability, intrinsic motivation, and self-competence. The main purpose of this study is to explain the interaction between a person's emotional stability and their intrinsic motivation, as well as the teacher's competence towards the teacher's work commitment. This study uses a quantitative approach using ex post facto methodology. The research population was one hundred and ninety-one teachers from three different Madrasah Aliyah in Medan City. A questionnaire with a Likert scale was used to collect data. Using route analysis tools, research hypotheses are evaluated. The research results show: "(1) personal competence has a direct effect on intrinsic motivation by 36.20%, (2) emotional stability has a direct effect on intrinsic motivation by 34.70%, (3) personal competence has a direct effect on work commitment by 33, 90%, (4) emotional stability has a direct effect on work commitment of 37.20%, (5) intrinsic motivation has a direct effect on work commitment of 53.00%, (6) personal competence has an indirect effect on work commitment through intrinsic motivation of "81.40%, (7) emotional stability has an indirect effect on work commitment through intrinsic motivation of 79.70%, and (8) personal competence, emotional stability and intrinsic motivation simultaneously have an effect on work commitment of 78.00%."

영아반 교사의 행복감에 영향을 미치는 어린이집 조직문화, 일과 삶의 균형, 직무만족도 간의 구조적 관계 분석

Objectives The purpose of this study was The structural impact relationship between the variables of daycare center organizational culture, work-life balance, and job satisfaction that affect the happiness of infant teacher was analyzed, and through this, a plan to increase the happiness of infant class teachers was suggested, and important basic data to improve the professionalism of infant teacher and their relationship with infants were provided. Methods As the subject of the study, a survey was conducted on 400 infant teacher working in daycare centers, and structural model analysis and mediating effect analysis using phantom variables were conducted. Results According to the main findings, first, work-life balance, job satisfaction, and happiness were all significantly positively correlated with group culture, development culture, hierarchical culture, and rational culture. This means that the higher the group culture, development culture, hierarchical culture, and rational culture of daycare centers, the higher the work-life balance, the higher the job satisfaction, and the higher the happiness of infant teacher. Second, as a result of analyzing the structural relationship between work-life balance and job satisfaction in the impact of each type of organizational culture on happiness, it was found that group culture, development culture, hierarchical culture, and rational culture affect happiness by mediating the work-life balance of infant teacher. Additionally, it was discovered that work-life balance and job satisfaction were twofold influenced by the relationship between the four types of organizational culture and happiness. However, it was discovered that hierarchical culture did not directly affect happiness, whereas group culture, development culture, and rational culture had a direct impact on happiness. Conclusions The study found that work-life balance and job satisfaction are important variables in the relationship between the type of organizational culture and happiness of infant teacher. In particular, hierarchical culture does not directly affect the happiness of infant teacher, but it indirectly increases happiness through work-life balance and job satisfaction, indicating that work-life balance and job satisfaction are particularly important for infant teachers' happiness.

Reconceptualizing Teachers as First Responders

This conceptual paper builds upon prior ideas of teacher work in the United States to include the role of “first responder” and highlights how this idea can change the current approach to understanding their work experience. We answer the following questions: 1. Why should we include first-responders as part of our conceptualization of teachers and the work that they do? 2. How would this reconceptualization change how we currently understand the nature of the teacher work experience? This paper expands upon existing literature of teachers, especially those who work with vulnerable populations.

Implementation of the Trilingual Handbook and Anti-Bullying Action for Teacher Working Group in Enrekang City

Implementation of the Trilingual Handbook and Anti-Bullying Action for Teacher Working Group in Enrekang City

The Influence of Organizational Climate on The Quality of Work of Employees At State 1 Batudaa Vocational High School Gorontalo District

Abstract This research aims to determine the magnitude of the influence of organizational climate on the quality of employee work at State Vocational School (SMK) 1 Batudaa, Gorontalo Regency. In the educational context, organizational climate is an important factor that can influence employee performance and productivity. Using a quantitative approach and survey methods, this research involved 37 people as a sample represented from various backgrounds at the institution. The use of simple regression analysis as a data analysis method allows researchers to determine the extent to which the relationship between organizational climate variables and employee work quality can be measured statistically. The results of the research show that organizational climate influences the quality of work of employees at State Vocational School (SMK) 1 Batudaa, Gorontalo Regency, with a coefficient value of 0.713 or 71.3%. This figure shows that more than two-thirds of employee work quality can be explained by organizational climate factors, which include aspects such as communication, managerial support, and work culture. These results indicate that organizational climate makes a significant contribution to the quality of work of teachers and education personnel, which in turn has an impact on the effectiveness of learning in schools. Thus, it is important for school management to create and maintain a positive organizational climate so that employees can work optimally and achieve the expected educational goals. This research also opens up opportunities for further research regarding interventions that can be carried out to improve the organizational climate, so that the quality of employee work can continue to be improved in order to create a better learning environment.

Desiminasi Teknologi Capasitiv Sensor dan Arduino Uno dalam Pembuatan Voicing Poster untuk Peningkatan Pemahaman Sex Education bagi Anak Sekolah Dasar

In the current millennial era, cases of sexual violence in Indonesia continue to increase, making it necessary to provide sex education to children. The partner school in this research is the teacher working group (KKG) of Dabin IV SD Nakula Sadewa cluster in Bangsri sub-district, Jepara district, which consists of 9 elementary schools. They face issues with some elementary school children making jokes that lead to pornographic remarks or engaging in verbal and physical bullying. The aim of this community service program (PKM) is to enhance students' understanding of sex education, improve teachers' ability to master sex education material, and increase teachers' ability to innovate in creating learning media based on Capacitive Sensor technology and Arduino Uno. This research method is carried out in 5 stages: socialization, training, technology application, mentoring, and sustainability. As a result, the partners can improve their competence in developing innovative capacitive sensor technology learning media for elementary school children. From the implementation of this community service activity, the use of capacitive sensor technology-based learning media with Arduino Uno successfully addressed the problems faced by the partners.

Pengaruh Evaluasi Kinerja dan Motivasi Kerja Guru Terhadap Mutu Pendidikan di SMA Negeri 1 Bawolato

This study aims to analyze the impact of teacher performance evaluation and work motivation on the quality of education at SMA Negeri 1 Bawolato. The research employs a quantitative method with a multiple linear regression approach. The sample consists of 39 respondents, namely teachers at SMA Negeri 1 Bawolato. Data were collected through validated and reliable questionnaires and processed using SPSS version 26. The results indicate that both performance evaluation (X1) and teacher work motivation (X2) partially have a significant impact on the quality of education (Y). Partial regression tests yielded a t-value of 2.302 for the performance evaluation variable with a significance of 0.027, and a t-value of 2.959 for work motivation with a significance of 0.058. Additionally, both variables simultaneously showed a significant influence on education quality, with an F-value of 26.192, greater than the F table value (3.25), and a significance of 0.000. The determination coefficient (R Square) of 0.593 indicates that 59.3% of the variance in education quality is influenced by performance evaluation and work motivation, while the remaining 40.7% is influenced by other unexamined factors. This suggests that improving teacher performance evaluation and work motivation significantly contributes to enhancing the quality of education at SMA Negeri 1 Bawolato. The study concludes that teacher performance evaluation and work motivation are crucial factors in improving education quality. Therefore, schools are advised to continuously develop effective performance evaluation mechanisms and strategies to enhance teacher motivation to achieve better educational quality.