Senior High School Teachers Research Articles

Influencing Factors in Pursuing Graduate Degree Program toward Teachers’ Quality of Life

Teachers' pursuit of a master's degree is influenced by many factors, which can considerably affect their quality of life. This study examines these factors focusing on age, education, marital status, family income, job security, self-motivation, financial stability, and recognition, with a significant relationship between these factors and teachers' quality of life. Public elementary and secondary school teachers in Opol District of School Year 2023-2024 are the respondents of the study. A study involved two hundred (200) teacher-respondents, comprising one hundred seventeen (117) elementary and eighty-three (83) Junior and Senior High School teachers. It used Slovin's Formula to determine sample size; and statistical tools such as Pearson r correlation, mean scores, frequency and percentage, and standard deviation. The study found that self-motivation significantly impacts the quality of life of teachers, resulting in increased job security, financial stability, and job dedication. A master's degree empowers educators to become leaders, and mentors, thus influencing education. Empowerment strategies include professional development, praise, recognition, and collaborative decision-making. Further, the study recommends motivating teachers to go on professional development, praising their efforts, giving them recognition and respect, and encouraging collaborative decision-making processes. Moreover, the Department may provide leadership development programs that foster cooperative decision-making processes, incorporating professional growth and development for teachers.

On the Strategies and Principles of Cultivating Students’ Intercultural Communication Competence in English Reading Teaching in Senior High school

On the Strategies and Principles of Cultivating Students’ Intercultural Communication Competence in English Reading Teaching in Senior High school

Nature and Determinants of Emotional Intelligence among Social Studies Teachers in Public Senior High Schools in the Central Region of Ghana

Emotional intelligence (hereafter as EI) is highlighted in literature to be crucial attribute for teacher effectiveness in coping with changes and pressure in the work environment especially in the growing emphasis on acquisition of 21st century competencies among students. Hence, in response to the mounting concerns, teachers’ level of EI has become pertinent more than ever before. However, there are controversies in literature on the influence of demographic characteristics and their impact on levels of EI amongst teachers. Therefore, this study investigated the level of EI as well as how demographic characteristics (sex, age, academic qualification and years of experience) influence EI among Social Studies teachers in public Senior High Schools in the Central Region of Ghana. Bar-On (2007) mixed model of EI guided the study. The cross-sectional descriptive survey research design within the positivists’ quantitative methodology was used to collect quantitative data with the main instrument being structured questionnaire. Data were collected from all the 380 Social Studies using the census sampling technique. With the aid of the version 28 of Statistical Product for Service Solutions (SPSS) descriptive (mean, standard deviation) and inferential statistics such as independent samples t-test and one-way between groups ANOVA were used to analyse the data. The findings revealed that Social Studies teachers had high level of EI. Specifically, even though Social Studies teachers indicated several dimensions of EI, they had very high emotional intelligence in interpersonal relationship and intrapersonal relationship and high EI in stress management, adaptability and general mood. The study further revealed that whereas sex and academic qualification did not account for any statistical significance, age and years of teaching experience statistically significantly influenced Social Studies teachers level of EI. Therefore, the study recommended that Ghana Education Service through the Central Regional Directorates of Education should consider age and years of teaching experience when organising training programmes and interventions that have the potential of sustaining the high levels of EI to improve their effectiveness in the teaching and learning of Social Studies.

Transformational Leadership Qualities of School Heads and Organizational Outcomes of Senior High School Teachers

Transformational Leadership Qualities of School Heads and Organizational Outcomes of Senior High School Teachers

Adapting the 5E Inquiry-based Model in Online Science Teaching

The preoccupation with equipping science learning among students has engendered educators to explore various approaches and strategies in the online setup. A plethora of studies promoted the use of the 5E inquiry-based approach to augment science learning. Yet, a dearth of studies employing this approach is observed especially in the New Normal setup, hence, the conduct of the study. The study ventured into how senior high school teachers’ and students’ experiences and strategies can serve as inputs to the implementation and development of the 5E inquiry-based instruction model in online science teaching following a case-study design. The participants of the study were purposively sampled. Qualitative data were generated from the answers of the teachers to open-ended questions and thematically analyzed. A focused group discussion with students was conducted to triangulate the data. Data revealed a recalibration of the model wherein the “Evaluate” phase is an integrative phase of all phases and teachers exemplify an iterative process of “Explain” and “Elaborate” phases in the online setup. The researchers recommend the development and validation of lesson exemplars for biology, physics, and chemistry capitalizing on the adapted teaching model.

The Application of Production-oriented Approach to English Reading-writing Integration Teaching in Senior High School

The Application of Production-oriented Approach to English Reading-writing Integration Teaching in Senior High School

A New Program to Foster Inclusion: Unraveling Language Teachers’ Pedagogical Practices to Differentiated Instruction

The "Guru Penggerak" program is Indonesia's Merdeka Belajar initiative, aiming to enhance the quality of education by equipping teachers to implement differentiated instruction (DI). This study investigates its implementation focusing on Indonesian language teachers who have been qualified as the Guru Penggerak. Drawing on a qualitative case study conducted in three Indonesian senior high school teachers, this research explores how teachers integrate DI across content, process, and product domains in language education. Findings reveal that teachers adeptly differentiate content by curating diverse learning materials and collaboratively establishing classroom agreements. Process differentiation entails tailoring instructional delivery to accommodate varied learning styles and readiness levels, employing specialty grouping and facilitating student engagement. Moreover, teachers differentiate product by offering multiple avenues for demonstrating learning outcomes and leveraging technology for flexible assignment submission. Through DI, teachers create inclusive and engaging learning environments, promoting deeper comprehension, critical thinking, and student autonomy. This study underscores the transformative potential of DI in language teaching, advocating for pedagogical approaches that prioritize individual student needs and foster linguistic proficiency.

Study on the Learning Strategies of Chinese High School Students Using English as a Second Language

By analyzing the theory of second language learning strategies, this paper discusses the common mistakes of senior high school students in the process of English learning, and puts forward the problems that should be paid attention to in the application of second language learning strategies in senior high school teaching.

PARENTS’ INVOLVEMENT AND LEARNERS’ ENGAGEMENT IN SCHOOL

Positive parent-school communications benefit parents. The manner in which schools communicate and interact with parents affects the extent and quality of parents' home involvement with their children's learning. For example, schools that communicate bad news about student performance more often than recognizing students' excellence will discourage parent involvement by making parents feel they cannot effectively help their children. This study will make use of a descriptive-co-relation non-experimental quantitative research method. It is descriptive because the data are presented in quantitative descriptions on “Parents Involvement and Learners Engagement in School. The study will be conducted in Davao del Sur School of Fisheries, Division of Davao Del Sur. The respondents of this study will be the junior and senior high school teachers of the research locale to answer the first and second set of questionnaires on the parent involvement and engagement of learners. This revealed that when parents oftentimes involved in school activities, their children also engaged in school activities. This happens because leaners are motivated to the support afforded by their parents in studies not only on financial support but on moral support as well. Students that have involved parents typically do better academically, on tests, and in school. Improved social skills, less disciplinary problems, and better behavior are all associated with higher levels of parental participation. When parents are involved, children often have higher self-esteem and motivation towards their schoolwork. For future researchers, it is strongly recommended that a relative study on the involvement of parents in school activities along with other potential variables will be conducted. Future studies should include diverse populations across different socioeconomic, cultural, and geographical contexts to understand how parental involvement impacts learner engagement in varied settings. KEYWORDS: parents’ involvement and learners’, engagement in school

Senior High School Program Graduates and Teachers’ Satisfaction and Challenges: Spring Board of Plan Adjustments

The study was conducted to determine the challenges and satisfaction of the teachers and graduates on the implementation of Senior High School (SHS) Program. Out of 1615 first batch graduates of school year 2017-2018, 306 of them were used as respondents of this study. These respondents were enrolled in two colleges in the Province of Camiguin. While 91 out of 130 SHS teachers from 10 public schools in DepEd-Camiguin represented were used as sample from the SHS implementers. The study utilized the quantitative-descriptive method to answer the research questions. Frequency, mean, ANOVA and multiple regressions were used to analyse the data. The study revealed that the graduate respondents were very disappointed in schools with no laboratories and workshops. They had difficulties in demonstrating their knowledge into actual experiential learning for the tools, materials, equipment and updated audio-visual materials needed were not available, if there were, and then it is not enough. Also, students’ research activities were impeded for no internet connections and other instructional resources available for to use. On the other hand, SHS teachers needed more TGs and CGs, teaching supplies and materials, laboratories and workshops to be effective and efficient to support learning. The graduates were not satisfied on the teachers’ effectiveness and efficiency in delivering the lessons to them. The overall results revealed that there is no significant relationship between satisfactions and challenges among SHS graduates and teachers’ in SHS program implementation. This study found out the need to implement adjustment to address the challenges identified by the respondents. Various programs and activities were needed to address the shortages and needs of the Senior High School community. Moreover, the outcome of the plan adjustments is to encourage the optimistic response of the department heads, school heads, teachers and students. By so doing, improvements will be transpired.

Building Research Skills of Students: Setback of Senior High School Teachers

This study uncovered the difficulties of teachers in building the research skills of senior high school students. There were ten (10) participants in this study and they were senior high school teachers from cluster 5 of the Division of Davao City. The information data gathered from this phenomenological inquiry were obtained through in-depth interviews. Using thematic analysis, the theme on the difficulties of teachers in building the research skills of students were as follows: Lack of research competence and Lack of writing skills. The findings indicated that in building the research skills of the students, the lack of competence of the students and the lack of writing skills were the roadblocks that prevent the teachers. Meanwhile, on the coping strategies senior high school teachers in building the research skills of students, this study had developed the following themes: strengthen the assistance of research advisers and Making use of instructional videos. The findings indicate that, as a way to cope with the challenges of senior high school teachers in building the research skills of the students, the teachers make use of their time providing technical assistance to the students. From the difficulties and coping strategies of teachers. this study has developed insights that may help enrich the competence of senior high school students in writing practical research. The insights drawn from the findings of the study were as follows: reinforced composition writing in the school curriculum and reinforced composition writing in the school curriculum. This study provided in-depth knowledge and propositions to strengthen the research competence of students.

Implementation of Project PIC (Pragmatic, Ideological, and Charismatic) in improving the leadership style of senior high school teachers in Gallanosa National High School

Implementation of Project PIC (Pragmatic, Ideological, and Charismatic) in improving the leadership style of senior high school teachers in Gallanosa National High School

The total contribution of the direct and indirect influence of servant leadership on innovative work behavior

This study aimed to determine the total contribution of servant leadership variables directly or indirectly to the innovative work behavior of high school teachers. The research respondents were 158 teachers from Jakarta Capital Special Region, Bogor Regency, Bekasi City, and Bandung Regency, Indonesia. Data analysis technique using path analysis. The results showed that the total direct and indirect contribution of servant leadership variables to innovative work behavior through knowledge sharing was 97.3%. The remaining 2.7% comes from variables not examined in this study. The implications of this research can be used by school principals and education policymakers at the national and regional levels to strengthen servant leadership to create knowledge sharing in strengthening the innovative work behavior of teachers in senior high schools.

Effect of Emotional Intelligence on Economic Teachers’ Self-Efficacy: The Moderating Role of Background Characteristics

The study examined the moderating role of teacher background characteristics on the influence of emotional intelligence on the self-efficacy of Economics teachers in senior high schools. The model testing correlational research design was employed for the study. Eighty-eight (88) senior high school economics teachers participated in the study, from an initial accessible population of 300. The General Self-Efficacy scale developed by Schwarzer and Jerusalem (1995) and the Quick Emotional Intelligence Self-Assessment scale developed by Mohapel (2015) were adapted to measure economics teachers' self-efficacy and emotional intelligence, respectively. The reliability and validity of the instruments were established using Cronbach's alpha, composite reliability and convergent validity. Smart-PLS (Partial Least Square modelling) was used to estimate the model to establish the relationship among teachers' background characteristics, emotional intelligence and self-efficacy. The study revealed that senior high school economics teachers' marital status, gender and teaching experience affected their emotional intelligence and self-efficacy in teaching economics. Economics teachers' emotional intelligence affected their self-efficacy. However, teachers' marital status, gender and teaching experience did not moderate the effect of emotional intelligence on the self-efficacy of economics teachers. It is recommended that training interventions by the Ghana Education Service, Continuous Professional Development service providers and other educational stakeholders be channeled towards improving self-concepts, especially emotional intelligence and teachers' self-efficacy. Training for teachers on emotional intelligence and self-efficacy should be targeted based on their gender, marital status and teaching experience, as they differed significantly on these self-concepts in terms of these background characteristics.

School Climate and Teacher Stress of Senior High School Teachers in Surigao Del Sur Division Amid the Global Pandemic

School Climate and Teacher Stress of Senior High School Teachers in Surigao Del Sur Division Amid the Global Pandemic

The Case of Probationary Teachers in Teaching Senior High School Students

One of the challenges that new teachers face in the Philippines is the probationary period. Probationary teachers are those who are newly hired and are subject to a probationary period of usually one to two years. During this time, they are expected to demonstrate their competence and effectiveness as teachers, and their performance is closely monitored by school administrators. This study strived to determine the experiences of Probationary Teacher in teaching senior high school students, how they overcome their obstacles and their coping mechanisms. This qualitative study employed case study research to determine experiences of Probationary Teacher in teaching senior high school students, how they overcome their challenges and their coping mechanisms, involving ten Probationary senior high school teachers of the Schools Division of Ilocos Sur who participated voluntarily. The data was gathered through each informant’s voice-recorded narrative and analyzed thematically. Findings showed that Probationary teachers experienced most with Academic and Behavioral Dynamics, Age-related challenges in handling behavior, Student attitudes and lack of respect, Challenges in adjusting to higher-order thinking skills, Sensitivity to student feelings and compliance issues, Transition and Adjustment Period of adjustment from elementary to SHS teaching, Challenges in adapting teaching methods from elementary to SHS, Emotional challenges and feelings of uncertainty, Pedagogical Challenges - Teaching loads and complexities of SHS curriculum, Perception of spoon feeding and need for adaptation in lesson delivery, Challenges in delivering unfamiliar subjects or lessons, Student attitudes towards learning and compliance, Disruption caused by students' lack of focus and disrespect, Student reliance on gadgets and games for engagement. Despite the experiences encountered by these Probationary teachers, they describe how the overcome the obstacles in teaching senior high school learners by Creating an Inclusive and Supportive Environment, Engaging Teaching Methods, Engaging Teaching Methods, Effective Classroom Management, Adapting Instruction to Individual Needs, Utilizing Technology and Trends, Continuous Assessment and Feedback, they also describe their coping mechanisms as Challenges in Teaching Senior High School Learners, Maintaining Professionalism and Positivity., Stress Management and Self-care, Passion for Teaching and Professional Development, Emotional Regulation and Self-Reflection Probationary teachers’ resiliency and determination is evident during these difficulties. Hence, administrators are encouraged to provide adequate support for Probationary teachers to keep their effectiveness in teaching senior high school learners.

Assessing the Teaching Strategies and Techniques Used by TVL Teachers: Basis for Pedagogical Training Design

This research study aimed to evaluate the teaching strategies and techniques employed by Technical-Vocational-Livelihood (TVL) teachers, with a focus on informing the design of pedagogical training programs. Employing a qualitative approach through thematic analysis, the study engaged ten TVL Senior High School teachers from five schools in Lanao del Sur. Utilizing semi-structured questionnaires and individual interviews, the research delved into the diverse array of teaching methodologies utilized by TVL educators. The findings elucidate the pivotal role of these teachers in employing various pedagogical approaches such as lectures, demonstrations, oral questioning, and discussions to foster effective student learning. Despite the prevalence of conventional teaching methods, the adaptability of TVL instructors was evident as they tailored their strategies to accommodate factors like resource availability, experience levels, and financial constraints, ensuring sustained student engagement and learning effectiveness. However, the study uncovered significant challenges stemming from resource constraints, particularly in practical skill development. The scarcity of materials, facilities, laboratories, and adequately trained personnel hinders the attainment of desired learning outcomes and poses obstacles in aligning with the TVL curriculum. Notwithstanding these impediments, TVL teachers showcased a steadfast commitment to student-centered learning principles and technological integration. Leveraging advancements in technology, they seek to enrich teaching practices and augment the overall learning experience. Nevertheless, inequities in access to training opportunities emerged as a barrier to professional development, impeding the full exploitation of digital tools' potential. In conclusion, this thematic analysis offers valuable insights into the nuanced landscape of TVL education, highlighting the indispensable role of teachers in navigating challenges and maximizing opportunities for student learning and skill development. The findings underscore the imperative for targeted pedagogical training interventions to address existing gaps and empower TVL educators to deliver high-quality education effectively.

The Application of Situational Teaching Method to English Vocabulary Teaching in Senior High School

The new curriculum standards (2017) have higher requirements for the comprehensive English ability of senior high school students. And English vocabulary teaching is still an important and difficult task in English teaching. In order to improve the problem that the high school English vocabulary is too large, the difficulty of memorizing words, so the situational teaching method gets into the classroom. Starting from the existing problems in senior high school English vocabulary teaching, this paper analyzes the development of situational teaching methods in vocabulary teaching, and expounds the theoretical basis and significance of situational teaching methods. Finally, this paper discusses in detail how to set the situation types and apply the situation teaching method to the practice of senior high school English vocabulary teaching in order to improve the efficiency of senior high school English learning.

Cultural Perspectives on Englısh Language Teachıng Styles: A Study in The Indonesıan Context

This research investigates teaching style models employed by Western and Southeast Asian teachers in senior high schools in Toraja, Indonesia. It explores students' perceptions of these teaching styles using qualitative descriptive methods. Data was collected from ten randomly selected students, an English teacher from Toraja, Indonesia, and an English teacher from the Netherlands. Research instruments included observation, questionnaires, and interviews. Descriptive analysis was used to analyse the data. The findings reveal cultural differences in teaching styles between Western and Southeast Asian teachers. Western teachers prioritize facilitating student learning, valuing individuality, encouraging independent thinking, using group discussions as a mode of instruction, considering mistakes as part of the learning process, and exhibiting varying degrees of formality in student-teacher interactions. In contrast, Southeast Asian teachers adopt an authoritative teaching style, placing less emphasis on individuality, highlighting the importance of group dynamics, and observing hesitancy among students to aşk questions.

An Analysis of Ways to Optimize Teacher-student Relationship in Ideological and Political Wisdom Classroom Teaching in Senior High School

Wisdom classroom based on big data technology breaks the traditional dichotomous teacher-student relationship, and it is necessary to re-explore the teacher-student relationship in the context of wisdom classroom. In view of the current teacher-student relationship problems in smart classroom teaching at the data, technology and virtual levels, the whole process and scene teaching combining in-class and extra-class, online and offline, virtual and reality are constructed from the three levels of intermediary symbols, interactive ways and knowledge concepts of teachers and students, and the relationship between teachers and students in smart classroom teaching is reconstructed through data empowering. In order to promote the high school ideological and political teaching practice into a democratic cooperation, spiritual communication behavior, and effectively improve the effectiveness of high school ideological and political teaching.