Public Elementary School Teachers Research Articles

Ability to Use Information and Communication Technology Media (TIK) in Physical Education Teachers at Pontianak City Elementary Schools

This study aims to determine the ability to use ICT media in Physical Education Teachers at Elementary Schools in East Pontianak District. This research was conducted at the Public Elementary School in the East Pontianak District. This research was conducted on March 10-24 2023. The research method used in this study was a survey method with a data collection tool in the form of a questionnaire (questionnaire). The population in this study were Physical Education Teachers at Elementary Schools in East Pontianak District, totaling 43 people and the sample in this study were Physical Education Teachers at Public Elementary Schools in East Pontianak District, totaling 31 people. The data collection technique used is the Non Probability Sampling technique with Purposive Sampling. The results of this study indicate that the level of ability to use ICT media for Physical Education Teachers in Public Elementary Schools in the East Pontianak District is in the very high category with a percentage of 55% where most of these teachers are able to use ICT media to obtain information, store information, process information display information, and convey information in the process of communication during learning.

Implementation of Blog-Based Learning Media: Community Service for Elementary School Teachers

Elementary schools in Driyorejo Gresiks consist of 11 private elementary schools and 26 public elementary schools. The location of the school is mostly located in rural areas and most teachers are rarely involved in scientific activities carried out by universities, so that the knowledge and understanding of teachers is still not related to learning media or other learning innovations. The results of interviews obtained from several teachers in public and private elementary schools at UPTD Driyorejo, Gresik Regency obtained information that some teachers almost never use blog-based learning media because the media does not exist and the ability of teachers to develop it is also lacking. This has an impact on the implementation of learning activities that take place less meaningfully and tend to be rote in nature. The use of blog-based learning is expected to increase teacher innovation, motivate, and increase student achievement optimally. Community service is carried out by conducting training on the implementation of blog-based learning media. The training implementation stage is carried out in two sessions. The first session explained the blog-based learning media material. Second session of training iimplementation of blog-based learning media for elementary school teachers in Driyorejo Gresik.

Strengths and Weaknesses of the Public Elementary School Teachers During Classroom Observation in the 3rd Congressional District of Quezon

Strengths and Weaknesses of the Public Elementary School Teachers During Classroom Observation in the 3rd Congressional District of Quezon

THE MEDIATING EFFECT OF ORGANIZATIONAL COMMITMENT ON THE RELATIONSHIP BETWEEN WORKPLACE RESILIENCE AND TEACHER PROFESSIONAL IDENTITY

The purpose of this study was to determine the mediating effect of organizational commitment on the relationship between workplace resilience and teacher professional identity. Utilizing quantitative, non-experimental design via correlational technique, data were obtained from 300 respondents who are public elementary school teachers of the three national high schools in the province of Davao Del Sur. The researcher utilized a stratified random sampling technique and an online survey mode of data collection. The researcher also utilized the statistical tools mean, Pearson r, and Medgraph using Sobel z-test. From the results of the study, it was found out that there is a very high level of mean score for workplace resilience, a very high level of mean score for teacher professional identity and a high level of organizational commitment. Also, results revealed that there is a significant relationship between workplace resilience and teacher professional identity, a significant relationship between workplace resilience and organizational commitment and a significant relationship between organizational commitment and teacher professional identity. Further, it was revealed that there was full mediation on the effect of organizational commitment on the relationship between workplace resilience and teacher professional identity.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0005/a.php" alt="Hit counter" /></p>

PENGARUH SERVANT LEADERSHIP, DISIPLIN KERJA DAN KEPUASAN KERJA TERHADAP KINERJA GURU SD NEGERI DI WILAYAH PEUSANGAN KABUPATEN BIREUEN

This study aims to determine the effect of Servant Leadership, Teacher Work Discipline and Job Satisfaction both partially and simultaneously on teacher performance. The research was in the form of a survey of a sample of 226 public elementary school teachers in the Peusangan area of ​​Bireuen Regency. This type of quantitative research was carried out using descriptive and associative analysis, with a path analysis model approach. The results of the path analysis show, 1) the Servant Leadership factor has a direct effect of 0.472 on teacher performance, 2) the teacher discipline factor has a direct effect of 0.312 on teacher performance, 3) the job satisfaction factor has a direct effect of 0.214 on teacher performance, 4) The servant leadership factor through discipline and teacher job satisfaction have an effect of 46.75% on teacher performance, 5) Work discipline factors through servant leadership and job satisfaction have an effect of 32.6% on teacher performance, 6). The Job Satisfaction Factor through Servant Leadership and Work Discipline influences Teacher Performance by 26.56%. 7) Simultaneously servant leadership, work discipline and job satisfaction contribute to changes in teacher performance by 57.9%. While the remaining 42.1% is influenced by other factors not examined, researchers suspect from the aspects of work motivation, teacher competence, work environment and others.

Technology integration skills, technostress, and self-efficacy of selected public elementary teachers in District III of Batangas city

The learning preference of students nowadays has changed due to technology. According to Hartman et al (2019), students no longer prefer the passive dissemination of information being delivered by a teacher. Yango et al. (2019) posit that studies show the introduction of the computer and the use of information and communications technology (ICT) in interpersonal interactions have altered how people interact with one another. Hence, teachers must be skillful enough to integrate technology into the learning process. Akram et al .(2022) revealed in their study that teachers have favorable opinions of the use of technology in teaching and learning procedures. They believe that incorporating technology into their lessons helps them improve their teaching strategies, make learning engaging and interactive, and keep students motivated. However, Dong et al. (2019) posit that teachers are under pressure to keep up with new technologies and to develop pedagogical usage of technologies due to the rapid development of technologies and the gradually increasing requirements for technology integration into teaching. Technostress is understood to be the adverse psychological reaction to the stress that results from using technology (Llorens as cited in Penado et al, 2021). According to studies, using technology in the classroom not only improves learning but also has a negative impact on both the self-efficacy of teachers and their satisfaction with their jobs (Lee & Lim, 2020). This study determined the respondents’ technology integration skills; level of technostress in terms of techno-overload, techno-invasion, and techno- complexity; level of teachers’ self-efficacy; and the relationship between respondents’ level of technology integration skills and level of technostress; between respondents’ level of technology skills and level of self-efficacy; between the respondents’ level of technostress and level of self-efficacy; and how predictive are the level of technology integration skills and level of technostress taken singly or in combination, level of self-efficacy of teachers in public schools in Batangas City. The researcher utilized descriptive-correlational method of research with the help of survey questionnaire as the main source of data. Out of the total population of 153 teachers from District III in Batangas, 110 were selected as the respondents. Based on the findings, the following conclusions were drawn: the teachers’ level of technology integration skills is high; their level of technostress is low; the while their level of self -efficacy is high. Meanwhile, findings revealed that the higher the teachers’ level of technology integration skills, the higher their level of technostress; also the higher the level of teachers’ technology integration skills, the higher their level of self-efficacy, lastly the higher the teachers’ level of techno-invasion, the higher their level of self-efficacy. In addition, it was also found that the independent variables techno- overload and overall technostress are drivers of level of teacher self-efficacy among public elementary school teachers.

Professional Commitment: Transformational Leadership, Perceived Organizational Support, and Achievement Motivation as the Mediator

The main objective of this study is to formulate practical ways in increasing professional commitment based on studies on the influence of transformational leadership, Perceived Organizational Support (POS), and achievement motivation as mediators, toward professional commitment. This research was conducted at an Elementary Public School in Klari District, Karawang Regency, using quantitative methods with a path analysis approach. The population in this study was all 278 PNS Elementary Public School Teachers in Klari, and the study sample was 165 people obtained by simple random sampling. The results of the survey at the significance level of 5% showed that: (1) transformational leadership has a direct positive effect on professional commitment (βy1= 0.190), (2) POS has a direct positive effect on professional commitment (βy2 = 0.251), (3) achievement motivation has a direct positive effect on professional commitment βy3= 0.094, (4) transformational leadership had a positive effect on achievement motivation (βy31 = 0.208), (5) POS had a direct positive effect on achievement motivation (βy32 = 0.276), (6) Achievement motivation effectively mediated the transformational leadership and POS on professional commitment. Based on the analysis, it can be recommended that the order of indicators that need to be improved immediately are: working conditions, supervisor support, and organizational rewards (from POS); Individualized consideration (from Transformational Leadership); responsibility and superior drive (from achievement motivation).

School Culture and Work Responsibility among Teachers in Public Elementary School

This study looked into the interplay between school culture and work responsibility among public elementary school teachers. Utilizing a survey approach, data were collected to explore the relationship between school culture indicators - including communication, collaboration, student-centeredness, equity, and inclusivity - and teachers' perceived work responsibilities. Findings reveal a significant positive correlation between school culture and work responsibility), indicating the influential role of a positive school culture in shaping teachers' perceptions. Moreover, stepwise multiple linear regression analysis identifies specific indicators - student-centeredness, equity and inclusivity, collaboration, and communication - that significantly influence work responsibility. This comprehensive understanding contributes to the enhancement of teacher well-being and job satisfaction, ultimately leading to improved educational outcomes. Recommendations are provided for educational stakeholders, such as the Department of Education, school principals, teachers, students, and future researchers, to promote a positive school culture that supports collaborative efforts, inclusivity, and student-centered approaches. This study's insights offer practical guidance for fostering a conducive and enriching school environment for both educators and learners.

SCHOOL HEADS LEADERSHIP COMPETENCE, WORK VALUES ON THE IMPLEMENTATION AND PERFORMANCE OF PUBLIC ELEMENTARY SCHOOLS IN IN-PERSON LEARNING

The study attempts to determine the SCHOOL HEADS LEADERSHIP COMPETENCE, WORK VALUES ON THE IMPLEMENTATION AND PERFORMANCE OF PUBLIC ELEMENTARY SCHOOLS IN IN-PERSON LEARNING The descriptive/quantitative methodology was utilized with the electronic questionnaires through Google Forms to gather data in the study. The subject of the study was one hundred (100) public elementary school teachers from the selected sub-offices in the Fourth District of Laguna. Weighted Mean and Standard Deviation were utilized as the statistical treatment to find out the SCHOOL HEADS LEADERSHIP COMPETENCE AND WORK VALUES ON THE IMPLEMENTATION AND PERFORMANCE OF PUBLIC ELEMENTARY SCHOOLS IN IN-PERSON LEARNING. To determine the relationship between School Heads Leadership Competence on the School Heads Work Values on the Implementation of in-Person Learning the Pearson-r Correlation/ Regression Analysis was used.

Technology Proficiency and School Culture as the Influence of Teaching Behavior among Public Elementary School Teacher

This study aimed to determine the technology proficiency and school culture influence of teaching behavior among public elementary school teachers. The study employed a descriptive-correlational research technique which is designed to gather data, ideas, and information. This assesses the levels of technology proficiency, school culture, and teaching behavior of 300 public elementary school teachers. Based on the results, only school culture was the predictor that best predicted the teacher behavior of the public elementary teacher. The results of the findings are discussed in relation to encouraging teachers to improve their technology proficiency and school culture which may affect their behavior where integrating technology to teach and manage school structures may have an impact on engaging relationships with their students.

Analisis Kesiapan Guru Dalam Menerapkan Kurikulum Merdeka Belajar (Studi Kasus di Sekolah Dasar Negeri 2 Batujai)

This study aims to describe and analyze the readiness of Batujai 2 Public Elementary School teachers in implementing the independent learning curriculum. The type of research used is descriptive qualitative research. Data collection techniques were carried out by interviewing, observing, and documenting school principals and teachers. Data were analyzed with an interactive model consisting of data reduction, data presentation, and drawing conclusions. The results of the study showed that on the whole the teachers at SDN 2 Batujai were ready to implement the independent curriculum. This can be seen from:(1) The teacher has attended the training several times. Including strengthening training from clusters and sub-districts so that teachers have a comprehensive understanding of the independent curriculum. (2) The teacher can design an independent curriculum learning implementation plan or what is called a 1 sheet RPP. (3) The learning process at SDN 2 Batujai grade 1 and grade 4 has reflected the main characteristics of the independent curriculum, namely providing teaching materials that focus on essential material (deep learning on the development of literacy and numeracy). (4) facilities and infrastructure that are fairly complete starting from the teaching materials or books used, namely using a subject approach. (5) Science and Social Studies lessons at SDN 2 Batujai have been merged into a science subject, learning English at SDN 2 Batujai has become an elective subject no longer an extracurricular subject, while teachers who teach English subjects at SDN 2 Batujai are not a class teacher but a special teacher who has qualifications in the field or department of English, the SBDP subject at SDN 2 Batujai has been changed to art education and PPKN subjects to Pancasila education. Keywords: Teacher readiness, independent curriculum

THE MEDIATING EFFECT OF TEAMWORK ON THE RELATIONSHIP BETWEEN WORK ATTITUDE AND JOB SATISFACTION OF TEACHERS

The purpose of this study was to determine the mediating effect of teamwork on the relationship between work attitude and job satisfaction of teachers. Utilizing quantitative, non-experimental design via correlational technique, data were obtained from 300 elementary public school teachers who belong to the 3 districts, Magsaysay, Bansalan and Matan-ao under the Division of Davao Del Sur. Davao Del Sur. The researcher utilized a stratified random sampling technique and an online survey mode of data collection. The researcher also utilized the statistical tools mean, Pearson r and Medgraph using Sobel z-test. From the results of the study, it was found out that the overall mean scores of teamwork, work attitude and job satisfaction of teachers are very high. Also, results revealed that there are significant relationships between work attitude and job satisfaction, between work attitude and teamwork and between teamwork and job satisfaction of teachers. Further, it was revealed that there was a partial mediation effect of teamwork on the relationship between work attitude and job satisfaction of teachers.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0087/a.php" alt="Hit counter" /></p>

WORKLOAD OF ELEMENTARY TEACHERS: A MEDIATING EFFECT IN EMOTIONAL INTELLIGENCE AND WORK PERFORMANCE AS BASIS FOR STRESS MANAGEMENT PROGRAM

In order to build a stress management program, this study aims to determine the workload of elementary teachers as a mediating effect on emotional intelligence and work performance. Descriptive-correlational research is used in this studys quantitative methodology to examine the relationship between the variables being studied. The investigations focus on the connections between teachers workloads, emotional intelligence, and work performance made this methodology appropriate. During the academic year 2021–2022, the respondents worked as public elementary school teachers at Bagong Silang Elementary School, Estrella Elementary School, and Langgam Elementary School, all located in the City of San Pedro Area 5. Results indicate that the workload level of teachers is interpreted as moderately high to very high in terms of ancillary functions, classroom procedures, professional growth, counselling and mentoring, coordination activities, and community social services. It may imply that some teachers are overworked and given excessive workloads, whereas other educators may not feel this way and be able to effectively manage their workload. When it comes to self-awareness, self-management, social awareness, and relationship management, the teacher has very high emotional intelligence. It suggests that they foster resiliency, is emotionally intelligent, and balance their personal and professional lives. Then, it appears that teacher work performance is very satisfactory in terms of individual performance commitment and review form rating. The following conclusion was reached in light of the aforementioned findings. A teachers emotional intelligence and workload in various areas are significantly correlated. According to the findings, there is a link between a teachers emotional intelligence and workload related to things like classroom procedures, professional development, counselling and mentoring, and coordination tasks. Therefore, as the amount of work in these areas increases, a teacher might become more emotionally intelligent. Its crucial to remember that the correlation shown in this table does not necessarily imply causation and that other factors may have an impact on a teachers emotional intelligence. However, these results offer crucial insight into how workload and emotional intelligence relate to the teaching profession. School administrators and heads should monitor all teachers to ensure workloads are sufficient, balance and divide workloads, provide support and programs for professional development, be resilient and emotionally intelligent, screen applicants, assign roles and responsibilities consistent with the course, and focus research on teachers ancillary functions.

THE MEDIATING EFFECT OF GENERAL SELF-EFFICACY ON THE RELATIONSHIP BETWEEN TRANSFORMATIONAL LEADERSHIP OF SCHOOL HEADS AND ORGANIZATIONAL COMMITMENT OF TEACHERS

The purpose of this study was to determine the mediating effect of general self-efficacy on the relationship between the transformational leadership of school heads and the organizational commitment of teachers. Utilizing quantitative, non-experimental design via correlational technique, data were obtained from 300 elementary public-school teachers who belong to the 3 districts, Magsaysay, Bansalan and Matan-ao under the Division of Davao Del Sur in the province of Davao Del Sur. The researcher utilized a stratified random sampling technique and an online survey mode of data collection. The researcher also utilized the statistical tools mean, Pearson r and Medgraph using Sobel z-test. From the results of the study, it was found out that there is a very high level of mean scores for transformational leadership of school heads, a very high level of the mean score for the organizational commitment of teachers and a high level of general self-efficacy for teachers. Also, results revealed that there are significant relationships between the transformational leadership of school heads and the organizational commitment of teachers, between the transformational leadership of school heads and general self-efficacy of teachers, and between general self-efficacy and organizational commitment of teachers. Further, it was revealed that there was a full mediation effect of general self-efficacy on the relationship between the transformation leadership of school heads and the organizational commitment of teachers.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0025/a.php" alt="Hit counter" /></p>

PENGARUH KOMITMEN KERJA DAN KEPUASAN KERJA TERHADAP KINERJA GURU SD NEGERI DI BANDA ACEH

This study aims to reveal (1) the effect of a work commitment on teacher performance; (2) the effect of job satisfaction on teacher performance. This research was conducted at public elementary schools in the city of Banda Aceh. The study population was all public elementary school teachers in the city of Banda Aceh totaling 481 people. Determination of the sample using the Slovin formula, with a total sample of 218 people. Data was collected using a questionnaire which was filled in by respondents who came from teachers. Research analysis using descriptive analysis and inferential analysis with path analysis (path analysis). The research results show that:; (1) Work commitment has a significant influence on teacher performance, it is shown that ρ31 = 0.334; (2) Job satisfaction has a significant influence on teacher performance and it is shown that ρ32 = 0.268. The teacher performance model found in this study explains that improving teacher performance can be done through work commitment and job satisfaction which will directly lead to better teacher performance.

Pelaksanaan Pembelajaran Pendidikan Jasmani Olahraga Dan Kesehatan Di SD Negeri Se-Kecamatan Tanjung Kemuning Kabupaten Kaur

Abstract This study aims to determine the implementation of PJOK learning in State Elementary Schools throughout the Tanjung Kemuning Kaur District. This research is a type of field research using descriptive qualitative methods. The informants in this study were 11 PJOK teachers and several representatives of class V students as many as 3 people from each State Elementary School in Tanjung Kemuning District. Data collection techniques with observation, questionnaires and documentation. The results showed that the overall ability of physical education teachers in public elementary schools throughout the Tanjung Kemuning district was included in the good criteria with a percentage of 69.82%. Overall, the condition of students in physical education learning at public elementary schools throughout the Tanjung Kemuning sub-district has entered the good criteria with a percentage of 69.44%. However, there are some schools with very good and good scores. The highest score was obtained by SD Negeri 44 with a score of 35 and the lowest score was obtained by SD Negeri 37 with a score of 22. Keywords: Implementation, Learning, Physical Education, Sports and Healt

SCHOOL LEADERSHIP PRACTICES TO THE SCOOL-BASED MANAGEMENT PERFORMANCE

This study determined if the school leadership practices are significantly related to School-based Management Level of Performance. The respondents were public elementary school teachers and school heads in the Division of Laguna. Descriptive-correlational design was utilized. A survey questionnaire was used to gather data. The data gathered were treated using descriptive statistics (weighted mean and standard deviation). The T-test was used to determine significant difference between perception of the school leadership practices on the school-based management performance and Spearman Rho to test the significant relationship of practices with School-Based Management focus on performance. Multiple regression analysis was likewise applied to determine which among the independent variables singly or in combination predicts the dependent variables. The school leadership practices along leading strategically, managing school operations and resources, focusing on teaching and learning, developing self and others, and building connections were all rated highly evident. Therefore, based on these findings it is concluded that the level of school leadership practices has no significant difference in the SBM Level of Performance as perceived by the respondents. While there is significant relationship between school leadership practices as to leading strategically, curriculum and instruction, accountability, and continuous improvement, and building connections and SBM performance as to access, efficiency, and quality. Established educational leadership practices is needed to increase the school performance that affects the SBM level of practice thus, it is recommended that school heads and learning leaders may undergo training seminar courses focus on managing school operations, leading strategically and other leadership practices.

The Effect of Transformational Leadership, Motivation, Work Ethic with Teacher Performance at Public Elementary School in Kertak Hanyar District, Banjar Regency

This study aims to analyze the influence of transformational leadership, motivation and work ethic on the performance of public elementary school teachers in Kertak Hanyar District, Banjar Regency. This research uses a quantitative approach with a path analysis model. The population of this study was 150 teachers from 17 public elementary schools with a sample of 110 people taken using proportional random sampling techniques. Each questionnaire of each variable is tested for validity using Correlation Product Moment, as well as reliability using the Cronbach Alpha formula. Data collection using questionnaire instruments consisting of transformational leadership variables of principals (41 items), work motivation (32 items), work ethic instruments (34 items) and teacher performance instruments (24 items). Before the hypothesis test is carried out, the data is tested with prerequisite tests in the form of normality tests, linearity tests, then analyzed by path analysis or Path Analysis. The results showed that there is a direct influence of transformational leadership, motivation and work ethic on teacher performance, there is an indirect influence of transformational leadership, work ethic on teacher performance through motivation.

The Influence of Professional Identity and Teamwork Skills on the Teacher Behavior of Public Elementary School Teachers

The Influence of Professional Identity and Teamwork Skills on the Teacher Behavior of Public Elementary School Teachers

Influence of School Climate and Leadership Style of Principals on the Performance of Public Elementary Teachers During the Covid-19 Pandemic

This study assessed the influence of school climate and the leadership style of the principals on the performance of public elementary school teachers during the COVID-19 pandemic. A descriptive correlation design was utilized in the study. A regression analysis was also employed in the study. The survey utilized an adapted questionnaire to measure the influence of school climate and the principals’ leadership style on the performance of public elementary school teachers during the COVID-19 pandemic. A questionnaire was distributed to 306 public elementary school teachers via an online survey using google Forms. The data were treated using the mean, person r, and regression. The findings are as follows: the level of school climate, the leadership style of principals, and teachers performance of public elementary teachers during the COVID-19 pandemic is high. During the COVID-19 pandemic, school climate and principal leadership style significantly influence the performance of public elementary school teachers. Between the two schools, the school climate best influence teacher performance.