Public High School Teachers Research Articles

Is there anybody out there? Insights into Teachers’ Emergency Remote Teaching Experiences

This study aims to explore the phenomenon of emergency remote teaching (ERT) during the Covid-19 pandemic in terms of teaching practices from the perspective of public high school teachers. This study, as a phenomenology design pattern in the qualitative paradigm, focused on the phenomenon of ERT as experienced by public high school teachers and as it appeared to the teachers from the first-person point of view. Data were collected from five secondary education public high school teachers who were selected through criterion and convenience sampling methods also using an individual semi-structured interview form, transcribed by dictation.io and analyzed through content analysis. This study yielded vivid descriptions through the themes of “shifting practices,” “pearls and pitfalls of ERT” and “most challenging aspects of ERT experiences.” Personal gains left aside, the study can provide decision-makers with insights for considering the effectiveness of the execution of ERT. The findings can be used to improve the status of ERT practices and learning at the time of crises.

Public High School Music Education in Maryland: Issues of Equity in Access and Uptake

The purpose of this study was to investigate issues of equity in access, uptake, and outcomes of high school music education in the context of an individual state, Maryland. I explored equity through four angles: (a) representation among music students and teachers, (b) factors associated with access to music courses, (c) student and school characteristics associated with music enrollment, and (d) postsecondary enrollment outcomes of students who did and did not enroll in music. Sample members included all students enrolled in a public high school in Maryland belonging to the 2015 to 2016 ninth-grade cohort ( N = 55,500) and public high school teachers ( N = 17,250) during the 2015 to 2016 school year. Approximately 22% of all students were enrolled in a music course their ninth-grade year, and there were substantive differences in demographic representation in band, chorus, orchestra, piano, and guitar classes compared to the student body. Logistic regression results showed that school size was the most salient predictor of access to a music course. Multilevel modeling revealed student-, school-, and teacher-level characteristics were all associated with student enrollment in an ensemble music course. Finally, students who enrolled in music courses did not suffer an opportunity cost regarding college enrollment.

Examining the Factors that Influence the School Leadership Practices in Senior High School Teachers at the Tano North District, Ghana

Leadership practices of school heads can positively or negatively affect learning outcomes and ultimately the educational goals of the country. Understanding the influence factors of leadership practices is fundamental to school improvement. The main aim of this article was to present factors that influence the leadership practices of heads of schools. Using public senior high school teachers and heads in the Tano North District in the Ahafo Region of Ghana as the target population, 158 of them including 154 teachers and 4 headmasters from all 4 schools in the District were selected through a multi-stage sampling technique. Data were collected using the authors’ self-developed questionnaire after pilot-testing for its refinement.The content and construct validity of the instruments were reviewed and validated by experts in the authors' institutions. Descriptive statistics (frequency and percentage) were used to analyse the data. The study found that communication, intelligence and inclusive approach are factors that influence school leadership practices. Based on the findings of the study, the researchers recommend the Ghana Education Service through the Ministry of Education organize periodic leadership training for heads of senior high schools to equip them with appropriate and innovative leadership practices.

The Influence of Principal’s Leadership and Internal Communication toward Teacher’s Performance of a Driving School

This study aims to determine the influence of principal leadership and internal communication on the performance of driving school teachers in public high schools in the Kayuagung district. This research was conducted at Kayuagung 1 Public High School, Kayuagung 2 Public High School and Kayuagung 3 Public High School. This research uses quantitative methods. The population in this study amounted to 137 people. The sample in this study amounted to 58 people. Data obtained through questionnaires and documentation techniques. To analyze the data, it was carried out through correlation tests, simple linear regression and multiple regression, which had previously been tested for data normality, linearity, multicollinearity and heteroscedasticity as prerequisite tests. The results of the study stated that there was a positive influence on the leadership of the principal and internal communication together on the performance of driving school teachers in public high schools in the Kayuagung district.

Profile of Post-Certification Public High School Teachers' Teaching Behavior

Realizing the 2045 golden generation for the millennial generation, it is more relevant to do this with an educational trilogy such as family, school and community. Therefore education has an important role through intellectual intelligence education as well as human abilities can be developed so that education is believed to be the best solution. Various efforts have been made by the government to improve the quality of education in Indonesia through increasing teacher professionalism, such as through upgrading, training, and teacher certification. The aims of this study is to analyzing teaching behavior of public high school teachers after teacher certification. This research is a quantitative descriptive study with the number of respondents being 3 certified high school model teachers and 80 students involved in filling out the Teacher Behavior Inventory (TBI) questionnaire which includes aspects of clarity, enthusiasm, interaction, organization, speed, disclosure, speaking ability, and interpersonal relationships. The data obtained were analyzed using statistical analysis. The results of the study showed that the teaching behavior of public high school teachers after certification was in the good category.

The Influence of Principal Leadership and Organizational Culture on The Work Commitment of Public High School Teachers

This research is motivated by the author's observations regarding the influence of the principal's leadership and organizational culture on the work commitment of teachers at SMA Negeri Pasaman Barat which shows that the principal's leadership and organizational culture are still not good and teacher work commitment is still low. The purpose of this study was to obtain data and information about (1) the positive influence of the principal's leadership on the work commitment of teachers of West Pasaman District Senior High School, (2) the positive influence of organizational culture on the work commitment of teachers of West Pasaman District Senior High School, and (3) The influence of positive leadership of the principal and organizational culture on the work commitment of West Pasaman Regency State Senior High School teachers. This research is a correlational quantitative research with associative type. The results of the data analysis show that there is a significant influence between the principal's leadership on teacher work commitment with tcount>ttable (2.578>1.660). There is a significant influence between organizational culture and teacher work commitment with tcount>ttable (6.937>1.660). There is a significant influence between the principal's leadership and organizational culture on teacher performance with a value of Fcount>Ftable (40.629 > 3.09), so there is a significant influence between the principal's leadership and organizational culture together on teacher work commitment. The regression table shows a constant value of 32.864 and a regression coefficient of the X1 variable of 0.263 and a regression coefficient of the X2 variable of 0.646

How Do Teachers Mindsets Impact Students Learning Motivation in Chinese Public Schools and International Schools?

This research will develop the relationship between teachers mindsets and students learning motivation. It also makes the comparison between both Chinese public high schools and international high schools. The qualitative method, the semi-structured interview will be adapted as the main research method. The results concluded that Chinese public high school teachers tend to have fixed mindsets, and international school teachers presented close to growth mindsets. Additionally, both two types of mindsets of teachers could stimulate students learning motivation. While fixed mindset teachers will lead students to have the extrinsic motivation and other students will be intrinsically motivated by growth mindsets teachers.

The Contribution of Principal Leadership and School Climate to the Performance of Padang City Public Middle School Teachers

Based on the pre-survey in the field, it was illustrated that the performance of Padang City Public Middle School teachers was not optimal. This is thought to have something to do with the leadership of the school principal who is not yet good and the school climate is not conducive. Therefore it is necessary to do research to test the truth. This study aims to reveal the contribution of the principal's leadership and school climate to the performance of Padang City Public Middle School teachers. The hypotheses put forward in this study are: (1) principal leadership contributes to teacher performance, (2) school climate contributes to teacher performance, (3) principal leadership and school climate jointly contribute to teacher performance. The population in this study were all 1,099 public junior high school teachers in the city of Padang. The research sample was 220 people who were taken by the Cluster Random Sampling technique. The research instrument used is the rating scale and the Likert Scale model questionnaire which has been tested for its validity and reliability. The research data were analyzed using correlation and regression techniques.The r esults of the data analysis show that: (1) principal leadership contributes to teacher performance by 24.4%, (2) school climate contributes to teacher performance by 36.9%, (3) principal leadership and school climate together contribute to teacher performance by 51.6 %. The achievement level of the teacher performance score is 85.53% in the good category, and for school principal leadership is 87.65% in the good category while for the school climate 86.83 of the ideal score is in the conducive category. The findings above imply that the principal's leadership and school climate are two factors that can improve teacher performance, apart from other factors.

The Effect of Transformational Leadership and Organizational Commitment on Intentions to Move Elementary School Administrative Staff in Bukittinggi City

Based on the pre-survey in the field, it was illustrated that the performance of Padang City Public Middle School teachers was not optimal. This is thought to have something to do with the leadership of the school principal who is not yet good and the school climate is not conducive. Therefore it is necessary to do research to test the truth. This study aims to reveal the contribution of the principal's leadership and school climate to the performance of Padang City Public Middle School teachers. The hypotheses put forward in this study are: (1) principal leadership contributes to teacher performance, (2) school climate contributes to teacher performance, (3) principal leadership and school climate jointly contribute to teacher performance. The population in this study were all 1,099 public junior high school teachers in the city of Padang. The research sample was 220 people who were taken by the Cluster Random Sampling technique. The research instrument used is the rating scale and the Likert Scale model questionnaire which has been tested for its validity and reliability. The research data were analyzed using correlation and regression techniques.The r esults of the data analysis show that: (1) principal leadership contributes to teacher performance by 24.4%, (2) school climate contributes to teacher performance by 36.9%, (3) principal leadership and school climate together contribute to teacher performance by 51.6 %. The achievement level of the teacher performance score is 85.53% in the good category, and for school principal leadership is 87.65% in the good category while for the school climate 86.83 of the ideal score is in the conducive category. The findings above imply that the principal's leadership and school climate are two factors that can improve teacher performance, apart from other factors.

Pengaruh Kepemimpinan Kepala Sekolah dan Peran Komite Sekolah terhadap Kinerja Guru SMP Negeri di Kecamatan Pangkalan Lampam

The purpose of the researchers in conducting this study was to find out and describe the influence of the leadership of the school principal and the role of the school committee together on the performance of teachers of public junior high schools in the District of Pangkalan Lampam. The time for conducting this research was from August to October 2022, and it was carried out at the public middle school in Pangkalan Lampam District, Ogan Komering Ilir Regency. This study employed correlational quantitative research, employing the method after the fact. The sample in this research is made up of 81 participants. From the results of the research, it was found that the influence of the principal's leadership on the performance of state junior high school teachers in Pangkalan Lampam District amounted to 16.1%. The size of the contribution of the influence of the school committee on the performance of state junior high school teachers in Pangkalan Lampam Subdistrict was 8.5%. And the size of the contribution of the influence of the principal's leadership and the role of the school committee together on the performance of state junior high school teachers in Pangkalan Lampam Subdistrict was 21.5%. while the remaining 78.5% is influenced by other factors that are not included in this research.

Awareness and Practices on Coastal Resource Management of Public High School Teachers in the Province of Ilocos Norte, Philippines

This study determined the level of awareness and practices on Coastal Resource Management of public secondary teachers in the province of Ilocos Norte, Philippines. A descriptive research design was used in this study, and the statistical tools that were used to gather and treat data were frequency and percentage, weighted mean, and bivariate correlation analysis. Results of the study showed that the respondents were much aware of Coastal Resource Management with respect to the degradation of coastal habitats, overfishing, and open access to fishery resources, coastal law enforcement, and resource use of conflict and pollution. The respondents often practiced Coastal Resource Management with respect to the degradation of coastal habitats, overfishing and open access to fishery resources, coastal law enforcement, and resource use of conflict and pollution. Age, sex, civil status, educational attainment, and religious affiliation had a significant relationship with the level of awareness, while teachers' rank and sources of information had no significant relationship with the level of awareness on Coastal Resource Management. On the other hand, age, educational attainment, rank, monthly income, and sources of information (printed and broadcast) had a significant relationship with the level of practice, while sex, civil status, religious affiliation, and sources of information (printed) had no significant relationship with the level of practice on Coastal Resource Management. Moreover, age, civil status, educational attainment, rank, and sources of information had a significant relationship with the level of awareness and level of practice, while sex, religious affiliation, and sources of information (printed) had no significant relationship with the level of awareness and level of practice on Coastal Resource Management.

Commitment and resilience of public and private high school teachers in Yogyakarta

Teaching is one of the noble professions and has high complexity, requiring good resilience in school and class. The purpose of this study is to determine the relationship between the commitment and resilience of public and private high school teachers. This is quantitative research with 43 subjects (25 public high school teachers and 18 private high school teachers) in the city of Yogyakarta, obtained by incidental sampling technique. The preparation of the scales and the implementation of a valid and reliable scale trial were also carried out. There are 27 items on the resilience scale with a reliability value of .929 and a scale of teacher commitment behavior with 22 items reliability value of .873. The analysis technique used is Person Correlation and independent sample t-Test with SPSS program. The results showed that there was a positive relationship between commitment and resilience subjects with a correlation coefficient value of .737, with significance (p) 0.000. While the difference test shows that there is a differentiation in the resilience of teachers in private schools with public schools, with a significance of p .000. Although there are differences in resilience, the data description shows a high level of commitment and resilience of teachers above 75%, with 62% working period over 11 years, the subject's employment status is 44% as contract teachers, 40% ASN, and 16% permanent teachers. The researchers recommended conducting a teacher resilience knowledge, skills and attitude in designing a Teacher Resiliency Training Plan or Design.

Student creativity development: The role of teacher innovation and intrapreneurial school culture

The entrepreneurial leadership of school principals is a top priority for developing teacher innovation. Creativity and innovation in economic learning also need to be developed in an intrapreneurial-based culture. This study aims to investigate the interconnectedness between school principals’ intrapreneurial leadership and teacher Innovation, and examine the role of creativity and school culture of public high school teachers in Indonesia. This research was conducted using a survey method in three public high schools in Jakarta of Indonesia. A simple random sampling method was applied to identify the participants of this research, which comprised 100 teachers. Teacher innovation is measured through developing methods, strategy, services, and opportunities. Principal intrapreneurship is measured through leadership daring to take risks, providing opportunity, being proactive, and developing technology. The school culture variables are also measured in values, applicable norms, tradition, and confidence. The data followed validity and reliability analysis, and it was tested using multiple linear regression. The results of the study indicate that the principal’s intrapreneurial leadership and school culture positively affect teacher innovation, either partially or simultaneously. Therefore, for the development of teacher innovation, there is a need to develop principal’s Intrapreneurial Leadership with risk-related courage, as well as school culture on compliance with applicable norms in work organizations.

School Culture Triage and Classroom Management Strategy: Basis for School Culture Enhancement

The study determined which components of school culture triage best influence the classroom management strategies of public high school teachers. A non-experimental quantitative research design using correlation technique was applied. In analyzing the data, weighted mean, Pearson r and linear regression analysis were used. The results revealed that the overall level of aspects of culture triage is very high, which indicates that the ideal school culture triage is most of the times observed. Moreover, results further revealed that Managing Classroom Behavior obtained the highest mean described as very high. And that the overall mean results revealed that the study has a descriptive level of very high. Additionally, the study further revealed that there is a significant relationship between culture triage and classroom management strategies. Furthermore, the indicators professional collaboration and affiliative collegiality best influence classroom management strategies since their sig values are less than 0.05.

RELATIONSHIP BETWEEN PRINCIPAL LEADERSHIP, WORK ENVIRONMENT, AND WORK DISCIPLINE AND TEACHER WORK ETHICS

This research aims to reveal the principal's leadership role, work environment, and work discipline on the work ethic of state high school teachers in Kalideres District. The method used in this study is a quantitative method with data collection using a questionnaire. The question- naire was tested on 30 respondents to test the validity of each statement item. The population in this study were the principals and teachers of public high schools in Kalideres District as many as 112 people. The research sample used simple random sampling. The number of samples taken was calculated using the Slovin formula with a significant level of 5%, namely 87 respondents. In analyzing the research data, normality test analysis, multicollinearity test, multiple lin- ear regression test, correlation test, and f test and t test were used. Based on the results of the study, the following values were obtained: (1) principal leadership (X1) with work ethic (Y) ry1 = 0,9711% ; (2) work environment (X2) with work ethic (Y) ry2 = 0,9774, (3) work discipline (X3) with work ethic (Y) ry3 = 0,9894%; and (4) principal leadership (X1), work environment (X2), and work discipline (X3) with work ethic (Y) ry123 = 0,9920. Based on the calculation results, it is known that together the principal's leadership, work environment, and work discipline have a positive direct relationship with the work ethic of public high school teachers in Kalideres District, West Jakarta.

The Influence of Organizational Culture and Work Motivation on the Work Commitment of State High School Teachers in the Mentawai Islands Regency

Based on the results of pre-survey observations in the field, it shows that the teacher's work commitment is still low in carrying out his duties. Low teacher work commitment automatically affects teacher discipline in carrying out their duties. The results of the recapitulation of attendance data for the even semester of the 2021/2022 school year Branch Office of Education Region VIII West Sumatra Province shows that 7 out of 14 public schools have a teacher attendance rate in carrying out assignments at school below 97% of active working days for 131 days in six months, the number the lowest was in SMA Negeri 1 Siberut Barat, namely 87%. This means that 50% of Mentawai Islands State Middle School teachers have low work commitment. This is thought to be related to unfavorable organizational culture and low work motivation. Therefore it is necessary to conduct more in-depth research to test the existence of this problem. This study aims to find and reveal the influence of organizational culture and work motivation on the work commitment of public high school teachers in Mentawai Islands District. The population in this study was all teachers of SMA Negeri Kabupaten Kepulauan Mentawai 209. The research sample was 55 people taken using the Stratified proportional random sampling technique based on strata of group and length of service. The research instruments used are assessment scales and questionnaires of Likert Scale models that have been tested for validity and reliability. The research data were analyzed by correlation and regression techniques. The results of data analysis show that: (1) organizational culture affects work commitment as much as 23%, (2) work motivation affects work commitment as much as 71.0%, (3) organizational culture and work motivation together affect work commitment as much as 86.6%. The achievement level of organizational culture score of 78.26% is in the sufficient category, the level of achievement of the work motivation score of 78.68% is in the sufficient category and the achievement of the teacher's work commitment score of 79.65% of the ideal score is also in the sufficient category. The findings above imply that teachers' work commitment is significantly influenced by organizational culture and work motivation. Beyond other factors. Therefore it can be concluded that improving organizational culture in a better direction and increasing work motivation becomes high, it will increase the teacher's work commitment also becomes higher

CHALLENGES TEACHERS ENCOUNTER WHILE SEEKING FOR PROMOTION AND UPGRADING

Promotion and upgrading of teachers after years of service and/or further studies are very essential in the working life of teachers as other formal employees. This is because promotion and upgrading serve as motivational means for hard work and high productivity. However, they do not come without challenges. The challenges inherent in the processes of promotion and upgrading of teachers and the effects the challenges have on teachers seemed to have received little scientific investigation. This research gap precipitated the conduct of this exercise in the Bono region of Ghana. The descriptive survey study was conducted among public senior high school teachers and a sample size of 246 was used. The data were collected using a survey questionnaire and SPSS version 23 was used to analyze the data. The study revealed the following as the challenges teachers encounter during promotions: irregular and untimely release of promotion information, long procedure in the application, too many documents required, and untimely release of promotion results. The challenges tend to have effects on teachers’ work output as well as their psychological, social, and emotional well-being. The study further disclosed that the teachers encounter challenges with upgrading as well which also tends to affect them psychologically, emotionally, and socially as well as their work output. It is therefore concluded that the challenges that the teachers encounter while undergoing promotion and upgrading tend to have an effect on their psychological, social and emotional states as well as their confidence to work which can affect their work output. This would be detrimental to student learning and progress. The study then recommends that the Ghana Education Service (GES) has to take the necessary steps to eliminate the challenges inherent in promotion and upgrading to enable teachers to devote adequate time to their work.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0204/a.php" alt="Hit counter" /></p>

The Effect of Principal's Situational Leadership, Communication, and Work Culture on Professional Attitudes of Public High School Teachers in Balangan Regency

Teacher professional attitude, particularly at the State High Schools in the Balangan Regency, is relatively average. Moreover, the teaching and learning activities have not fully reflected the 21st-century learning. In addition to the teachers' individual responsibilities, the principal is the main driving force of instructional activities in the school. Thus, this research study aims to investigate the direct and indirect effects of the principal's situational leadership, communication, and work culture on the professional attitudes of state high school teachers in the Balangan Regency. The population of this study consists of as many as 189 teachers from State High Schools in Balangan Regency, with a sample size of 128 using Simple Random Sampling technique. The researchers used descriptive techniques and path analysis to analyze the data. Utilizing the principal's situational leadership instruments (17 items), communication (30 items), work culture (35 items), and teacher professional attitudes, the data was collected (25 items). The results indicated that there is an effect of principal situational leadership on teacher professional attitudes, communication, and work culture, communication on teacher professional attitudes, work culture towards the professional attitude of the teacher, communication towards the work culture, and the indirect effect of situational principal leadership on the professional attitude of the teacher through communication and work culture. Situational leadership, communication, work culture, and the professional attitude of teachers are relevant.

The Influence of Work Motivation on Teacher's Pedagogical Competence

A teacher's pedagogical competence is the ability to manage students' learning processes by the applicable foundation. The problem in this study is teacher motivation and pedagogical competence in Limited Face-to-Face Learning activities during the Covid-19 pandemic. This study employs quantitative methods and research instruments such as questionnaires and interviews. This study's sample comprised 46 public junior high school teachers from the Pancoran district in South Jakarta. The sampling technique was carried out using a proportional random sampling technique. According to the study's findings, there is an influence of teachers' work motivation on teachers' pedagogical competence. The teacher's work motivation variable has a 27.0% influence on the teacher's pedagogical competence. Thus, teachers are expected to constantly increase work motivation by maximizing their pedagogic competencies, mainly as face-to-face learning prevails, as before the pandemic. Students' enthusiasm for learning will also rise, resulting in a linear increase in student achievement.

Regression of Self-care Practices on Reducing Burnout among Public High School Teachers of Laguna, Philippines

Most teachers experience a fair share of job stress and pressure at their workplace. Being burnt out has always influenced a teacher’s self-efficacy and productivity at work. This study investigated the level of self-care and burnout among high school teachers and the predictive nature of self-care on burnout. A stratified clustered sample of secondary public school teachers across five City Schools Divisions of Laguna, Philippines, voluntarily participated. The study employed a descriptive correlational research design to address the research questions. A sociodemographic questionnaire, the Self-care Assessment Worksheet, and the Maslach Burnout Inventory-Educator Survey were used to collect information through an online platform. The results showed that the teachers expressed high levels of physical, emotional, spiritual, and workplace self-care practices and a moderate level of psychological self-care. Across burnout dimensions, the teachers are experiencing moderate levels of emotional exhaustion, depersonalization, and personal accomplishment. Correlation analysis established significant relationships between all dimensions of self-care and personal accomplishment. Regression analysis revealed the predictive ability of workplace self-care practices on personal accomplishment. The findings presented implications and provided recommendations.