High School Teachers Research Articles

Investigating Students' Anxiety on the Use of Grammar in Vocational High Schools

This study aims to discover how students experienced their learning anxiety in using English grammar in vocational high schools. This study used a descriptive quantitative method with 36 vocational high students of the eleventh grade in the areas of West Java and Jakarta as the participants in which the data include the participants' perspectives on their learning anxiety of grammar use in English learning. Based on the results, as many as 15% of students experienced a lack of motivation, 49% experienced insecurity, and 37% of students did not understand English grammar. As a result, students experienced significant learning anxiety while using the English language in a discourse without having a strong command of the language. It is then recommended that this study enable vocational high school students and teachers to find solutions to anxiety about using English in order that students can learn English grammar without anxiety or having fears. Keywords: Anxiety; English Learning; Grammar Use; Vocational High School

THE EFFECTIVENESS OF THE IMPLEMENTATION PQ4R METHOD TO STUDENTS’ READING COMPREHENSION ELABORATED IN YOUTUBE

The role to teach reading of recount text material for junior high school is perceived unattractive and ineffective. The purpose of this current study was to figure out the effectiveness of the implementation Preview, Question, Read, Reflect, Recite, Review (PQ4R) Method to teach students' reading comprehension on YouTube. Using simple random sampling technique, 33 students were selected from VIII C grade students of SMPN 01 Siantan in academic year 2022/2023. The data analysis method of this study was pre-experimental research with pre-test and post-test one group design model which the experiment carried out only in one group without comparison group. The result of this study revealed that before treatment was given, the students’ mean score was 51.97, while in contrast, the mean score of after treatment was 80.76. In data analysis, the result of the effect size computation was 1.88 which was indicated as strong effect. It can be recommended that junior high school teachers to implement PQ4R learning method to enhance students’ reading comprehension.

Implementation of Expectation Value and Variance in Decision-Making with Risk in Economic Learning in High School

Learning outcomes in economics learning at SMA Phase E that are related to material on production activities are that students understand the economic system as a way of organizing various economic activities to meet the various needs of society. Decision-making is commonly found in production activities, and every decision-making process has risks. To overcome this, the concept of probability is needed. Decision-making needs to be taught to students so that they can understand economic activities, which are always dynamic in nature, and the impact of these economic dynamics. Therefore, in learning economics, especially in material on production activities related to decision-making with risk, teachers can start with the theory of expected value and variance so that production activities do not experience losses and can even increase profits. This research aims to explore the relationship between statistical material and economics learning in high school. The research method used is a literature study method and is descriptive-qualitative in nature. The results show that economics teachers in high schools can teach and implement opportunity theory in economics learning in Phase E high schools to equip students to manage various economic activities, especially production activities.

Computer-Assisted Language Learning: Pros and Cons from the Perspective of Moroccan EFL Instructors

The fast advancement of technology has profoundly impacted how we live, work, and even learn. In the education sector, technology plays a significant role as it has transformed the traditional methods of teaching and learning processes. Computer-assisted language learning and teaching is a concrete example of how technological development has revolutionised the field of education. Computers are incredibly powerful teaching instruments that can support many learning objectives. Therefore, the current study aims to investigate Moroccan high school teachers' perceptions about the potential pros and cons of computer technology in learning English as a foreign language (EFL). To attain the study's objective, the researchers employed a self-developed online questionnaire involving 112 participants. The research results indicate that EFL instructors in Fes-Meknes, Morocco, have positive perceptions regarding implementing CALL in their classrooms. The results suggest that the programs can motivate the learners, enhance their confidence, motivate them, and allow access to diversified educational material. Still, constraints related to financing, uneven access to technology, and scarcity of professional training for teachers are hindering the full implementation of CALL. The research recommends improving financial investment in the educational field, guaranteeing impartial access to technology and providing human resources with professional training to ensure the effective integration of CALL.

An instructional model text mapping with poetry text description

The Indonesian language learning method at Junior High School (SMP) Negeri Padangpanjang was generally boring and traditional. A solution is required to create products that are successful, efficient and enjoyable to use in classroom learning activities. A solution is required to make goods that are effective, efficient and entertaining to use in classroom learning activities. The product trial took place at SMP Negeri 3 Padangpanjang. The 4-D development phase was done in this study. During the conceptualization and development phases of this study, junior high school teachers and students were involved. In addition, experts participate in the process of evaluating products. A variety of methods are used including tests, questionnaires, observations and interviews. The main syntax of OMEMPAT is created by the descriptive text mapping learning model with the help of poetry text such as (1) orientation (2) reading and listening to poetry (3) mapping the contents of the descriptive text (4) presenting the results of the descriptive text mapping and (5) reflecting on the learning process. The three criteria of validity, practicability and efficacy were used to assess the quality of the learning model. The descriptive text mapping learning model which is supported by poetry texts needs to be put into practice. Teachers must create learning models that enable students to engage in educational activities while enjoying.

English Competence of Conversational Interaction between Teachers and Students in Classrooms

The main goal of this study is to improve the ability of teachers and students to converse in English in high schools in the province of Dong Nai. The study framework is based on the sociocultural theory of Vygotsky, with additional contributions from Long's interaction theory and Brown's communicative English teaching methodology. The research findings show that the four factors including belonging, expectation, relationship, and motivation have a positive and statistically significant impact on the conversational English-language interactions between teachers and students in this educational context. These findings were obtained through a survey of 148 English teachers in high schools located in Dong Nai and subsequent data analysis using SPSS 20 software. The study's findings led the researchers to suggest a number of workable methods for improving teachers' ability to converse with learners in English. These kinds of initiatives are expected to have a major role in improving the quality of education as a whole, bringing it into compliance with international norms, and encouraging increased competition with industrialized countries in the area. The aforementioned undertaking signifies a deliberate attempt to further progress language learning in Vietnam.

Proposing an SDGs education model: integrating design thinking and behavioral science “nudges” for high school students

AbstractThis study focuses on the development of a creative model of SDGs education that promotes behavior change in upper secondary schools using an approach that combines design thinking and behavioral science nudge methods. The SDGs education for high school students, which utilized design thinking, was used as a case study. Questionnaire surveys of high school students and teachers who participated in the project were conducted. Based on the survey results, a new education model was proposed that can effectively improve SDGs education at the high school level and support educators in this field.

Exploring Indonesian senior high school teachers’ perceptions of first language use in teaching English

This study aims to investigate Indonesian senior high school teachers’ perceptions of using the first language (L1) when teaching English because Indonesian teachers tend to have negative perceptions toward the application of the L1, while the L1 is needed in a situation where Indonesian students have limited skills in English. The semi-structured interview was applied to collect data, while thematic analysis was used to analyse it. The result showed that the teachers have three different positions in perceiving the use of the L1: the virtual position, maximal, and optimal positions. Although they have different perceptions toward the application of the L1, a major insight can be concluded about the limited use of the L1 for specific reasons, such as considering teachers’ and students’ English abilities, learners’ needs, and the type and the difficulty of the given task or assignment. The L1 can be functioned as scaffolding in three aspects: when teaching grammar, vocabulary, and when giving instructions. Teachers may consider this study’s results as the information to use the L1 in classrooms. This may also be beneficial for Indonesian educational stakeholders and the government to specifically define what type of scaffolding that teachers can use the L1 to teach English.

Leader-Member Exchange Relationship, School Culture, And Job Satisfaction: Their Implication to Senior High School Teachers’ Work Performance

Teaching might not be the most popular profession in the world, but it is undoubtedly the most populated. With the change in the Department of Education in the Philippines, school leaders and teachers are challenged to maintain work performance under stressful conditions. The aim of this study is to investigate the implication of leader-member exchange relationship, school culture, job satisfaction on teachers’ work performance. This study utilized descriptive correlational design and stratified random sampling on the selection of the 157 senior high school teachers from two private universities in Cagayan de Oro City, Academic Year 2023-2024. Data revealed that teachers and principals have a very strong leader-member exchange relationship and shows no significant difference on their relationship. Teachers’ meets their expectations in their overall school culture, has an overall moderate job satisfaction, and exhibits strength on their overall work performance. The study also reveals no significant difference of the teachers’ overall work performance in terms of profile. However, contribution on LMX, teachers’ collaboration on school culture, and job responsibilities and community attachments/linkages have contributed teachers’ work performance. Thus, the theory of Maslow confirms teachers’ needs based on the study’s results. Therefore, this study recommends teachers to possibly show sense of openness to their principal, foster collaboration with colleagues, enroll in graduates studies, engage in community services and teachers serving 5 years above to possibly improve their personal attributes and engagement in community activities. Principals, on the other hand, to provide equal opportunities and minimize the work of the teachers. School administrators to possibly meet the needs of the teaching staff in improving job satisfaction and future research to consider other variables as part of the study’s limitations.

High School Teachers' Opinions on Homework

The research aims to examine the opinions of high school teachers about homework. The researchers designed the study as a phenomenology design, a qualitative research method. The researchers developed a semi-structured interview form as a data collection tool in the study. Six branch teachers working in three different types of high schools, namely Vocational High School, Anatolian High School, and Project-Based Science High School in Erzurum city centre during the 2021-2022 academic year, voluntarily participated. They were included in the research using the maximum diversity sampling method. The researchers examined the data obtained using the thematic analysis method. As a result of the analysis, while there were general differences in our teachers' opinions about homework, similarities were seen in using homework as a measurement-evaluation tool. Notably, homework, which serves as an essential method in the educational process, exhibits profound differences among teachers and students. These differences encompass a broad spectrum, spanning from the type of school to the type of course, encompassing how homework is implemented and the approaches students take towards it. Furthermore, the researchers have identified that the primary motivation for completing homework in high school either stems from anxiety about receiving grades or arises from the preference of senior students for a single type of homework (question-solving) as they strive to prepare for university exams.

Examining the Relationship Between Teachers' Organizational Spirituality and Their Perceptions of Job Performance

This study aims to examine the relationship between teachers' perceptions of organizational spirituality and their job performance. The sample of the study consisted of 728 teachers working in high schools in the central districts of Erzurum province, who were selected by stratified proportional sampling method. The data of the research were collected by the "Workplace Spirituality Scale" and the "Teacher Job Performance Scale”. Descriptive statistics, correlation and multiple regression analysis were used in the analysis of the research data. In the study, it was determined that there was a moderate positive and significant relationship between teachers' perceptions of organizational spirituality and their job performance. It was determined that organizational spirituality sub-dimensions (job passion, mysterious experience, sense of community) significantly predicted job performance. In the study, it was determined that female teachers performed more task performance than males. It was found that married teachers have a higher perception of organizational spirituality compared to single teachers. It has been found that experienced teachers show more adaptive performance compared to teachers with lower seniority. Finally, it was determined that teachers in Anatolian and science-social sciences high schools showed more 'adaptive performance' than teachers in religious vocational and vocational technical high schools.

Vietnamese EFL high school teachers' perceptions of difficulties when implementing competency-based English teaching curriculum and their proposed solutions

This study aims to examine the perceptions of Vietnamese English as a foreign language (EFL) high school teachers regarding the implementation of the competency-based English teaching curriculum (CETC) in the Mekong Delta region of Vietnam. Utilizing a qualitative approach, this study sought to delve into the challenges high school EFL teachers faced while implementing the CETC in Vietnam. Semi-structured interviews with 10 teachers were conducted to gain insights into their experiences, specifically targeting their perceptions of difficulties and their suggestions for potential solutions derived from these experiences. The findings reveal teachers' perceptions of their perceived difficulties related to student-related factors (low English proficiency, and limited self-directed learning abilities), teacher-related factors (traditional teaching methods, inadequate language and pedagogical skills, and insufficient training), and institution-related factors (large class sizes, limited teaching time, and inadequate facilities). In addition, the teachers recommended strategic solutions for a better implementation of the CETC including providing constructive feedback, promoting collaborative learning, enhancing teachers’ language and pedagogical proficiency, reducing class sizes, and improving facilities. Accordingly, the study contributes to the understanding of CETC implementation and provides practical implications for teachers, students, and policymakers in Vietnam and other similar contexts.

Perspectives of Vocational High School English Teachers Regarding Kurikulum Merdeka

Abstract: This article explores the perspectives of English teachers in a vocational high school regarding the implementation of Kurikulum Merdeka. This study investigates various aspects of Kurikulum Merdeka through questionnaires and interviews, including its basic concept, teaching modules, learning processes, and assessment methods. The findings reveal that teachers perceived Kurikulum Merdeka positively. They considered it an improvement over the previous curriculum. Moreover, teachers appreciated the flexibility of Kurikulum Merdeka, although they also emphasized the importance of adequate training and collaboration among teachers for successful implementation. Regarding the learning process, teachers recognized the potential of Kurikulum Merdeka to foster student creativity and social responsibility, mainly through integrating the Pancasila Student Profile Enhancement Project (P5). In terms of assessment, teachers emphasized the importance of diagnostic, formative, and summative assessments in providing continuous feedback. This study provides valuable insights into English teachers' perceptions of Kurikulum Merdeka regarding educational practice in Indonesia's vocational high schools.Keywords: English teachers’ perspectives; Kurikulum Merdeka; vocational high school.

Teachers’ professional development for inclusion of experimental mathematics and interactive resources in the classroom

Information technology enhances the nature of mathematics as an empirical discipline, leading to an approach called “experimental mathematics” (EM). It fosters the use of technology-based interactive resources (IRs) in mathematics education, giving mathematics an experimental dimension and reflecting a tension between the empirical-inductive nature of IRs and formal mathematics (FM). Our qualitative research focused on professional development (PD) for IR-based teaching of EM intertwined with FM based on a threefold theoretical framework that combines the mathematical knowledge required by EM, the pedagogical functionality of IRs, and instrumental orchestration. The research analyzed 14 high school teachers’ documents generated in the course of a PD program, revealing the evolution of their orientation. We argue that teachers’ evolving orientation toward IR-based EM inclusion in school mathematics is the result of meticulous dynamic PD design implementing three key aspects framed by the threefold theoretical framework: teachers playing various roles during the PD, teacher-researcher collaboration, and theoretical support. The beginning of the evolution of the teachers’ orientation toward IR-based EM inclusion in school mathematics was made possible by a design grounded in the above theoretical framework and observed through its lens.

Investigating the Pedagogic Competence of Pre-Service High School Teachers in Terms of Learning Planning Abilities

Investigating the Pedagogic Competence of Pre-Service High School Teachers in Terms of Learning Planning Abilities

PENGARUH KEPEMIMPINAN KEPALA SEKOLAH, KOMUNIKASI DAN BUDAYA ORGANISASI TERHADAP KINERJA GURU SMA NEGERI SE-KECAMATAN PEUSANGAN KABUPATEN BIREUEN

This study aims to determine the effect of Principal Leadership, Communication and Organizational Culture on Teacher Performance, both partially and simultaneously. The object of research were 139 public high school teachers in Peusangan District, Bireuen Regency. In the form of quantitative research with associative type, and problem analysis through path analysis approach. The results of the study show that there is an influence of (1) the leadership of the principal on teacher performance by 31.16%. (2). The communication factor on teacher performance is 43.22%. (3). Organizational culture on teacher performance is 35.94%. (4). Simultaneously the principal's leadership, communication and organizational culture have a significant effect and contribute to teacher performance by 40.3%.

TEACHERS’ PERSPECTIVES ON THE USE OF MOBILE APPLICATIONS FOR LEARNING ENGLISH

TEACHERS’ PERSPECTIVES ON THE USE OF MOBILE APPLICATIONS FOR LEARNING ENGLISH

Flexible Work Arrangements, Stress, Work-Life Balance, and Motivation: their Implications on Junior High School Teachers in the Depok Region

This study aims to analyse Flexible Work Arrangements, Stress, Work-Life Balance, and Motivation and Their Implications on Junior High School Teachers in the Depok Region. The research provides both theoretical and managerial implications as inputs for Work-Life Balance influenced by Flexible Work Arrangements and Stress as exogenous variables through Motivation as a moderating variable. The population in this study comprises Junior High School Teachers in the Depok Region, utilizing Snowball Sampling technique in an effort to gather respondents numbering more than 100. Data from these respondents are then analysed for their fit with the research model developed from the theoretical framework using SmartPLS SEM analysis. The results of this study are expected to: (1) Analyse and test all factors influencing Motivation and Work-Life Balance, namely Flexible Work Arrangements and stress, (2) Provide additional information for the Depok City Government for policy formulation regarding assessment and enhancement of motivation as well as efforts to improve teachers' work-life balance for the better, (3) Provide additional information and knowledge for Human Resource Management, especially its implications for enhancing Motivation and Work-Life Balance in schools. The hypothesis testing results prove that: 1) Flexible Work Arrangements have a positive and significant effect on work motivation. 2) Stress has a positive and significant effect on work motivation. 3) Motivation has a positive and significant effect on work-life balance. 4) Flexible Work Arrangements have a positive and significant effect on work-life balance. 5) Stress does not affect work-life balance. 6) Flexible Work Arrangements indirectly have a positive and significant effect on work-life balance through motivation. 7) Stress indirectly has a positive and significant effect on work-life balance through motivation.

Influence of Financial Incentives Provided on Teachers’ Productivity

The Government of the Philippines has remained faithful to its promise that education will be a top priority, and the Department of Education (DepEd) also ensures that the rights and welfare of teachers will be protected. This study sought to determine the influence of financial incentives on teachers’ productivity in Lapu-Lapu City. The study adopted the descriptive survey method, which used the survey questionnaire as the main instrument for gathering the data. The study’s respondents were the preschool, elementary, junior, and senior high school teachers of the Department of Education Lapu-Lapu City Division. The sampling technique used for this research was stratified and convenience sampling. A total sample of five hundred ninety-six (596) teachers were selected from a total population of two thousand nine hundred seventy-eight (2,978). The survey tool had undergone content validation. For data analysis, frequency percentage and weighted mean were applied. For the performance-based bonus, 8 out of 10 statements were highly agreed upon by the respondents, while the remaining two were moderately agreed upon. Performance-based- bonuses were effective across all demographics. The majority of teachers highly decided in terms of mid-year bonuses that would affect their performance and help them grow professionally. Overall, the concept of the mid-year bonus was considered adequate across demographics. Deloading of subjects was the most effective motivator across all teacher demographics, as teachers responded to it as highly agreeable. Keywords: Education, teachers’ productivity, financial incentives, descriptive-quantitative, Lapu-Lapu, Cebu, Philippines

The Influence of Discipline, Motivation, and Compensation on Teachers' Self-Perception of Performance

This study aims to determine the effect of the variables of discipline, work motivation and compensation on the performance of state junior high school teachers in the Koja area of North Jakarta. The research was conducted at SMP Negeri 30, SMP Negeri 277 and SMP Negeri 151. The sampling technique in this study used a saturated sampling technique. Saturated sampling technique is a sampling technique when all members of the population are sampled and are relatively small. The results of the study show that the variable of discipline has an effect on teacher performance, motivation has an effect on teacher performance and compensation has had an effect on teacher performance. The results of hypothesis testing show that the variables of discipline, motivation and compensation together have a significant effect on teacher performance.