Middle School Teachers Research Articles

Education Financing Planning Strategy in the Field of Middle School Education Development, Maybrat Regency Education Office

This research aims to examine education financing planning strategies in the field of junior high school education development at the Maybrat District Education Office. This study was carried out using a bibliographic approach, which involved collecting secondary data from various relevant literature sources. The main findings of this research show that the main source of education financing in Maybrat Regency comes from the Regional Revenue and Expenditure Budget (APBD) and School Operational Assistance Funds (BOS). However, this funding allocation is often insufficient to meet school operational and development needs. In addition, some schools are trying to find alternative funding sources through collaboration with private institutions and non-governmental organizations, although these initiatives are still limited. This research also found that transparency and accountability in the management of education funds need to be improved through financial management training and the implementation of an integrated financial information system. In addition, annual budget planning carried out by schools in Maybrat Regency needs to be performance-based and more flexible in dealing with changing needs. Other challenges include limited facilities and infrastructure, as well as limited accessibility due to remote geographical conditions. Recommendations from this research include diversifying funding sources through developing partnerships with the private sector and non-governmental organizations, strengthening financial management capacity through regular training, optimizing the use of funds through performance-based budgeting, and increasing community involvement in planning and monitoring education financing. It is hoped that the implementation of these strategies can improve the quality of education and create a more conducive learning environment for students in Maybrat Regency.

Surveying the Perspectives of Middle and High School Educators Who Use Role-playing Games as Pedagogy

This qualitative study analyzes interviews from 11 educators who use TTRPGs as pedagogy to identify common perspectives about what benefits these games bring to their classrooms. Findings across settings include practitioner reports of increased engagement, new social connections, the development of affinity groups, and a lowering of perceived social stakes for students in the setting. Additionally, teachers described a change in student attitudes about success in the classroom from an individualistic to collectivist stance. These findings are then examined through Gary Alan Fine’s TTRPG Frame Theory. Also noted is the lack of connection between the current work of RPG scholars and the work of these practitioners.

Determining the Relationships Between Job Satisfaction, Motivation, and Demographic Factors: A Research on 5-Star Chain Hotels

The study aims to explore the correlation between employee motivation and job satisfaction within the context of the hotel industry. Additionally, it delves into the interplay between demographic factors and motivation/job satisfaction. Utilizing a survey technique, data was collected from 190 employees of a 5-star hotel chain in Turkey in 2013, and ethical approval was not required. Key findings reveal a statistically significant difference in intrinsic satisfaction based on gender. However, no age-related differences were observed in intrinsic, extrinsic, or overall satisfaction. In terms of education, individuals with middle school education exhibited the highest intrinsic satisfaction, while those with primary school education had the lowest. Notably, individuals with tourism-related education reported higher job satisfaction than their counterparts without such education. Furthermore, the study uncovered that married individuals displayed a higher economic motivation average than single individuals. A positive and significant relationship was identified between psychosocial motivation and intrinsic, extrinsic, and overall satisfaction.

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.

The Impact of Gamification on Student Engagement and Learning Outcomes in Mathematics Education

This study investigates the impact of gamification on student engagement, learning outcomes, and attitudes towards mathematics in middle school education. Utilizing a quasi-experimental design, 200 students were divided into an experimental group, which engaged with a gamified learning platform, and a control group, which followed a traditional curriculum. Pre-test and post-test measures of engagement, academic performance, and attitudes were collected using the Student Engagement Scale (SES), Mathematics Achievement Test (MAT), and Mathematics Attitude Inventory (MAI). The results indicated significant improvements in the experimental group's engagement levels, academic performance, and attitudes towards mathematics compared to the control group. These findings suggest that gamification can effectively enhance educational experiences and outcomes in mathematics by making learning more interactive and motivating. The study underscores the potential of gamification as a valuable pedagogical tool in mathematics education, though further research is recommended to explore its long-term effects and broader applicability.

Influence Leadership Head School to Performance High School Teacher in Minahasa Regency

This research was conducted to determine the influence of leadership School Principals on the Performance of Middle School Teachers in Minahasa Regency. There are 38 state junior high schools and private with a total of 581 teachers. These junior high schools are spread across 14 sub-districts. A study done including study quantitative causality with technique collection data use method libraries research ie assessment And analysis return to research previous Which related with influence Principal leadership on teacher performance. The research results show that the leadership Head School proved their connection positive And influential in a way significant to the Performance of the Teacher.

Math-LIGHT problem posing by three experts with different fields of expertise: Why? What? and How?

The Math-LIGHT program is directed at promoting literacy-rich mathematical instruction in middle school. A team of designers with different types of expertise pose Math-Light problems. We perform comparative analysis of problem-posing activities by experts with different types of expertise. We demonstrate that Activity Theory (Leontiev, 1978) is a powerful theoretical framework for the analysis of the structure of problem posing activity. Framed by activity theory we ask “Why?” questions to understand the main goals of posing problems; “What?” questions are directed at the characteristics of the PP process and PP products; and “How?” questions are aimed at identifying the tools used by the designers to fit the conditions in which the problems are implemented. We find that the three designers’ problem-posing activities are complimentary and suggest that the cooperative problem posing process is essential for posing problems that integrate different perspectives and thus allow more goals to be attained.

Unraveling the relationships among EFL teacher emotions, immunity, and teaching quality: A multilevel structural-equation modelling analysis

Underpinned by Positive Psychology, this study sought to unravel the relationships among teacher emotions (i.e., enjoyment, anxiety, and anger), teaching quality (i.e., cognitive activation, student support, and classroom management), and a novel concept − language teacher immunity − among 77 middle school teachers and their students (n = 1,861) in English-as-a-foreign-language (EFL) contexts. Multilevel structural-equation modelling was implemented to account for the nested structure of the data and to examine the interplay of the target constructs. The results showed that EFL teacher immunity and teaching quality were significantly influenced by teacher emotions. Both constructs were positively related to teacher enjoyment and negatively to teacher anxiety and anger. Additionally, teacher immunity partially mediated the association between teacher emotions and teaching quality. These findings indicated that happy and robustly immunised EFL teachers are more liable to offer quality teaching and improve students' learning experiences, thus highlighting the necessity of boosting language teachers’ positive emotional experiences and psychological well-being. Implications for EFL teacher education and future research were discussed.

Effects of the proportion of students with special educational needs on middle school teachers’ well-being

This study explores the impact of the proportion of students with special educational needs (SEN) on Chinese middle school teachers’ job stress, satisfaction, and exhaustion, amid increasing emphasis on inclusive education. The research hypothesizes that a higher proportion of SEN students may lead to increased job stress, decreased job satisfaction, and heightened job exhaustion. This study utilized data from the China Education Panel Survey, and Structural equation modeling was used for data analysis. The study found a significant negative association between the proportion of SEN students and teacher job satisfaction (β = −0.09, p < 0.05). No direct relationship was found between the proportion of SEN students and job stress (β = 0.00, p > 0.05) and job exhaustion (β = −0.08, p > 0.05). However, there was an indirect positive impact of the proportion of SEN students on job exhaustion via job satisfaction (β = 0.05, p < 0.05). This research provides valuable insights into potential strategies for enhancing job satisfaction and reducing job exhaustion among teachers with a high proportion of SEN students.

Burnout among special education teachers: exploring the interplay between individual and contextual factors

ABSTRACT Special education teachers are among the professional figures in the educational sector who risk high levels of burnout. This study explores which variables among individual factors (i.e. socio-demographics, personal self-efficacy, computer self-efficacy) and contextual factors (i.e. collective self-efficacy and work organisation) can predict burnout among special education teachers. Participants included 3171 Italian special education teachers in primary, middle and high schools. They filled out the Copenhagen Burnout Inventory, the Perceived Personal and Collective Self-efficacy in the School Context Scale, the Intrapersonal Technology Integration Scale, and a questionnaire developed specifically to investigate socio-biographical characteristics and teaching organisation. A multivariate LASSO regression model was used to select the most significant predictors. The results identified multiple variables associated with burnout, both among individual factors (e.g. gender, self-efficacy) and contextual ones (e.g. lack of shared involvement in the Individualized Education Program). These results provide new perspectives for planning interventions for special education teachers taking into consideration both their individual characteristics and the context they work in. Limitations of the study and possible further research are discussed.

Online PBPD and Coaching for Teaching SRSD Argumentative Writing in Middle School Classrooms

Teachers report a need for professional development in order to feel more confident and be more effective in providing writing instruction and intensive intervention to support middle school students. This study investigates the impacts of online practice-based professional development (PBPD) and coaching for self-regulated strategy development (SRSD) argumentative writing instruction on teachers’ implementation of the instruction. Using a pre-test–post-test design, the study also examined the effects of the SRSD instruction on students’ argumentative writing from source texts. Five middle school teachers from three regions across the United States participated in the PBPD and implemented SRSD with 55 middle school students with high-incidence disabilities or below-proficient writing skills. Following PBPD, teachers implemented the SRSD argumentative writing instruction with high adherence to dosage, fidelity of implementation, and quality. Student writing was scored for argumentative genre elements, holistic quality, total words written, and transition words. Results demonstrate that students improved on all measures. In addition, students reported feeling confident in their argumentative writing abilities. Teachers and students reported high social validity for the intervention. The benefits found in this research study provide a strong foundation supporting the application of comprehensive online PBPD with follow-up coaching to support teacher implementation of SRSD.

Middle School Teacher Self-Efficacy in the Implementation of the Learning Process in Indonesia

In the school environment, all teachers have a good level of teacher efficacy. However, in reality, many teachers still find low levels of efficacy. This has an impact on students' knowledge, understanding, and achievement in the school environment. This is urgent to be researched because there are similarities between theory, hope, and reality. So the research aims to analyze the factors that influence teachers' self-effectiveness in implementing Environmental Education in schools. The method in this research is quantitative research with regression. The subjects consisted of 300 teachers from private secondary schools and state secondary schools spread across Indonesia. Data collection techniques using instruments. Instruments developed from indicators and measured based on a Likert scale. Data analysis techniques using Statistics version 25.0 with descriptive (mean, standard deviation, frequency, and percentage) and inferential statistics using the Multiple Linear Regression method. The results and research findings show that the level of teacher self-efficacy in implementing Environmental Education in schools is moderate. It was found that the factors that influence teacher self-efficacy in the implementation of education are teacher awareness of the environment and teacher perceptions of the principal's learning leadership.

Teacher resilience development in rural Chinese schools: Patterns and cultural influences

Teacher resilience is a professional capacity and process that involves teachers utilising resources to overcome teaching-related challenges for professional growth. This qualitative study explored the resilience development of twenty teachers in a rural Chinese middle school. Reflexive thematic analysis of interviews, documents, and observation fieldnotes illustrated that teacher resilience development is a long-term, culturally shaped process across career phases. Challenges to resilience development included work-life balance, title promotion, and school management. China's collaborative culture, such as collective teacher learning and family-support networks, protected teachers' resilience. Three paths of teacher resilience development were identified, indicating different response patterns to the challenges.

Learning through teaching: the development of pedagogical content knowledge among novice mathematics teachers

ABSTRACT Pedagogical content knowledge (PCK) has been widely recognised as an important aspect of the expertise for teaching. However, the extent to which teachers’ own teaching practice can be a learning resource for them to develop PCK has not been systematically explored. This empirical study aimed to explore the unique contribution of the work of teaching in teachers’ PCK growth by concurrently considering other external professional learning opportunities teachers may have on the job. Using longitudinal data from 207 elementary and middle school teachers in the United States, we found that teachers increased their PCK through teaching on their own, albeit at different rates. Our findings were robust when other external learning opportunities teachers had were taken into account. Our findings underscored the importance of teachers’ robust knowledge of school mathematics in the development of their PCK through teaching.

교사의 경력 전망에 대한 세대별 인식 분석

Purpose: This study aimed to investigate generational differences of teachers' perceptions on career prospects including promotion, turnover intention, and retirement age. Understanding these differences is essential for adapting educational practices to the evolving needs of the teaching society. Methods: A survey was conducted with 2,064 elementary, middle, and high school teachers affiliated with the Seoul Metropolitan Office of Education. The responses regarding promotion, turnover intention, and retirement age were analyzed across generations X, M, and Z using frequency analysis and chi-square tests. Interviews on career prospects were also performed with thirteen teachers to gain in-depth insights into the generational differences and policy improvement. Results: Findings revealed that while all generations found promotion unattractive, they shared different perspectives regarding the reasons. The younger generation showed a higher inclination towards turnover intention and a lower commitment to remaining in the profession until retirement age. The most common motivations for turnover intention were low wages and increased violations with respect to the rights of educational activities across generations. Generation X teachers expressed discomfort with the promotion system through the interviews while Generation M and Z teachers considered the cost-effectiveness aspect of promotion. Conclusion: Generational disparities in teachers' perceptions of career prospects call for considerations in teacher policies. Subdividing promotion positions and expanding career paths will guarantee continued exercise of teachers’ expertise in the era of change.

교사의 다문화교육과정 편성·운영·재구성을 제약하는 사항과 제약의 원인 연구

Objectives This study aims to investigate the types and causes of constraints that elementary, middle, and high school teachers experience while organizing, operating, and restructuring the multicultural curriculum. This study investigated trends of the constraints depending on each teacher’s approach to the multicultural curriculum, the opportunity to develop expertise, and the level of practice. this research analyzed the causes of major constraints by qualitative analysis. Methods Questions to be surveyed were developed based on the implications derived from the analysis of prior theories and previous studies. Afterward, a survey was conducted on 316 elementary, middle, and high school teachers for analysis. And then Written interviews were conducted with 11 teachers to examine the causes of the survey results. Results Regarding the first research question, the highest rate of responses was that all schools experienced re-strictions that limited other cultures to Korean style. And restrictions were different depending on the school level. Regarding the second research question, And restrictions were different depending on the teacher’s approach to the multicultural curriculum. Multicultural education experience and related work experience showed a positive correlation with the Education Support Office's guidelines. There was a negative correlation between the training time of the multicultural curriculum and the restriction that limited other cultures to the Korean style. About the third research question, it was examined that the constraints stemmed from school structural and contextual causes, respectively. Conclusions Through this study, first, it is necessary to provide training specialized in the multicultural curriculum but provide incentives for teachers to actively participate and provide practical content, practice cases, and teach-ing and learning materials to make the training more beneficial. Second, it was suggested that an institutional de-vice that can reflect the multicultural curriculum in the school education evaluation plan is needed.

Exploring Middle School Teachers’ Formative Assessment Literacy Types and Influencing Factors

Exploring Middle School Teachers’ Formative Assessment Literacy Types and Influencing Factors

Beyond Asset-Based Frameworks: Middle School Teachers Perpetuating Raciolinguistic Paradigms

This phenomenological study explored how middle school teachers experience teaching racially/ethnically minoritized newcomer adolescent students in Arizona. Through a Critical Race Theory framework, this qualitative study used semi-structured interviews to illustrate how even the best intentions and asset-based approaches of six white middle school teachers may still perpetuate existing systems of oppression. Though most teachers emphasized student strengths, they also unintentionally promoted harmful ideology and reported feeling limited in how they could support students given federal, state, and local policies that segregate students through identification, placement, and accountability policies. Arizona, as the only state with restrictive language policies requiring English-only instruction, presented a unique context in how racially/ethnically minoritized newcomer immigrant students were educated and ultimately (mis)treated. Implications and recommendations for school psychologists to combat systemic inequities and further support teachers will be discussed. Impact Statement This qualitative study used a Critical Race Theory framework to examine how middle school teachers can inadvertently disserve racially/ethnically minoritized newcomer immigrant adolescents in Arizona. Despite asset-based perspectives, teachers may perpetuate raciolinguistic injustices as a result of hegemonic policy positioning English and whiteness as norms.

Impact of Exogenous Factors and Anesthetic Risk in Premature Birth during the Pandemic Period.

Premature birth remains a public health problem worldwide, involving a broader context and a multidisciplinary team aimed at combating this phenomenon as much as possible. The consumption of addictive substances by women who are pregnant can occur in different social contexts and at different stages of their lives, which modulate its extent. Obstetricians and anesthetists should consider the anesthetic maternal risks that may arise due to these addictive behaviors. The maternal anesthetic risk is higher in women who are pregnant with a medium-level of education, imbalanced nutrition, stress associated with physical or mental activity, affected sleep hygiene, and failed marriages. The objectives of the study refer to analyzing the impact of exogenous factors and the anesthetic risk on premature birth for women who were pregnant during the pandemic period and in women who were pregnant without COVID-19 infection. The authors studied a significant sample of 3588 women who were pregnant without COVID-19 infection, among whom 3291 gave birth at term and 297 gave birth prematurely. The methods analyzed consist of studying the specialized literature regarding the impact of exogenous factors and parturient's anesthetic risk on premature birth and identifying the regional risk profile of women who are pregnant in the southeast region of Romania compared to that identified in the specialized literature. In the analytical methods, we used a linear regression to study the incidence of exogenous risk factors on anesthetic risk in women who were pregnant with premature births compared to those with full-term births. The results confirm the significant impact of exogenous factors on anesthetic risk and the significant impact of anesthetic risk on premature births. The novelty of the study lies in highlighting the modification of the regional exogenous risk profile during the pandemic period in southeast Romania due to unfavorable socio-economic causes and the translation of grade I and II prematurity events to higher frequencies with an increased level of maternal anesthetic risk. The study findings show that the anesthetic risk is maximized in parturients with a middle school education. Additionally, the anesthetic risk of patients who are pregnant increases with the intensification of smoking adherence and its maintenance throughout the pregnancy at the same intensity. Our study aims to provide a basis for the diversification and development of community intervention programs in the post-COVID-19 era, considering the reshaping of social models and the repositioning of social principles and values. Obstetricians and anesthetists must know and promote family values to harmonize the lives of family members and provide a better life for the mother and child.

Pelatihan Microlearning Berbasis Gamification dengan Wordwall Bagi Guru SMP IT Ibnu Sina

Technological developments are taking place increasingly rapidly, thereby changing the order of life in various aspects. This can also be seen from one of the government's efforts to integrate the independent campus independent learning program which has the aim of bringing students to become competent learners in the 21st century. Therefore, Community Service activities are carried out which have the aim of equipping Ibnu Sina IT Middle School Teachers. in applying ICT to learning. The ICT applied in learning is in the form of gamification-based microlearning with word walls. The method used in this activity is training and was carried out from August to September 2023. This training was carried out in 5 activity stages including: (1) observation, analysis of the situation and conditions of partners; (2) planning, in the form of providing solutions to problems faced by partners and preparing activity guide modules; (3) socialization of activity plans, distribution of activity guide modules, and things that need to be prepared in implementing training; (4) training and mentoring, namely the implementation of training in the form of an overview of microlearning, gamification and wordwall, which is then provided with mentoring in the wordwall; (5) monitoring and evaluation, in the form of usefulness of training, effectiveness and efficiency in implementation. Based on all stages of activity, the results are that teachers are able to use and implement gamification-based microlearning with wordwalls in learning.