Shaping Education Research Articles

Peran Guru Pendidikan Agama Kristen Dalam Mengembangkan Kepedulian Ekologi Pada Generasi Muda Kristen

the increasingly alarming ecological crisis demands efforts to build awareness and concern for the environment, especially among the younger generation of Christians. This study aims to determine the role of Christian Religious Education teachers in shaping a generation of Christians who care about the ecological crisis. Using a qualitative approach with descriptive methods, data collection was conducted through interviews, observations, and filling out questionnaires. The results showed that Christian Religious Education teachers have an important role in shaping a Christian generation that cares about the ecological crisis, which is realized through (a) Integration of ecological material in Christian Religious Education learning, such as the concept of creation, stewardship, and human responsibility towards nature (b) Exemplary teachers in behaving environmentally friendly and educating students to care about the environment (c) Development of environmental awareness-based activities and cleaning activities in the school environment and its surroundings. This study suggests that Christian Religious Education teachers should consistently integrate ecological issues in learning and provide examples of environmentally friendly behavior, as well as develop extracurricular programs that can foster environmental awareness in the Christian generation. The findings of this study confirm the significant contribution of Christian Religious Education teachers in developing ecological awareness in the younger generation of Christians. Keywords: Christian Religious Education Teacher; Christian Generation; Ecology

Impact of the Elementary School Heads Leadership Behavior on the Teacher’s Morale in School Districts of Pilar

The study focused on elementary school heads' leadership behaviors and their impact on teacher morale in Pilar's school districts, aiming to provide valuable insights into educational leadership dynamics. It outlines the objectives of analyzing leadership behavior, assessing teacher morale, determining impacts, identifying challenges, describing measures, and proposing a leadership model to address these issues comprehensively. The mixed-methods study used surveys and document analysis to examine how leadership behavior influenced teacher morale. Quantitative methods measured the impact on commitment and assessed various attitudes and challenges. Qualitative methods analyzed leadership behaviors reflected in OPCRF and described measures to address challenges. Findings indicate proactive leadership practices, contributing to positive teacher morale, yet challenges such as workload and communication gaps persist, indicating areas for improvement. Measures to address these challenges include embracing technology, fostering collaboration, and enhancing communication channels to create a supportive and conducive work environment. The proposed Adaptive Transformational School Leadership Behavior and Change Model integrates adaptive and transformational leadership theories, offering a holistic framework to address challenges and drive positive change within educational contexts. In conclusion, the study underscores the crucial role of school leadership in shaping teacher morale and organizational dynamics, highlighting the importance of supportive environments, effective communication, and targeted interventions to enhance educational outcomes and foster a conducive learning environment within Pilar's elementary schools.

Exploring Chinese kindergarten teachers’ identities and emotions: A sociocultural perspective

This study explores the identities and emotions of 12 Chinese kindergarten teachers from Shenzhen and Shanghai. Using the cultural–historical activity theory (CHAT) framework, we examined how daily tensions shape teachers' identities and emotions. An activity systems analysis identified five emotion-related identities that teachers frequently perceived. The study highlights tensions arising from misaligned objectives, power dynamics, and teacher identity. It suggests that teachers' emotions reflect their notions of self regarding how they believe they should be, act, and understand. The study has implications for teacher education and development, illustrating the complex interplay between teachers’ identities, emotions, and sociocultural contexts.

It’s an Imagined Fuṣḥatopia: Teacher Language Ideologies and Multilingual Practices in Arabic Heritage Learning in the United States

Abstract This article examines teacher ideologies and multilingual practices in teaching Arabic as a heritage language in the USA. Using indexicality and its nexus to language ideologies, it identifies the key index values assigned to Standard Arabic (SA) and how these shape teacher positioning for teaching Arabic heritage. The article also analyzes the extent to which these ideologies are congruent or incongruent with their classroom practices. The findings of in-depth semi-structured interviews showed teachers’ veneration of SA with representations that index ‘perfection’, ‘majesty’, ‘purism’, and ‘generosity’. Although teachers seemed tolerant of using Arabic dialects strategically, their overall positioning supported teaching SA and minimized teaching dialects. Drawing on data from a larger corpus of around 25 hr of classroom video recordings, teachers showed ubiquitous multilingual and multidialectal practices in classroom discourse. With its dual focus on language ideologies and practices, this article enriches the discussion about the idealization of SA (fuṣḥatopia) as restricting the potential of Arabic dialects as important resources for learning SA. It also disrupts the linguistic hierarchy between SA and the dialects.

Analysis Of The Influence Of Work Environment, Discipline And Motivation On Job Satisfaction Of Vocational Education Institution Employees

The purpose of this study is to ascertain how work environment, work motivation, and work discipline affect teachers' job happiness. Researchers use the population of all teachers. One hundred teachers served as the study's sample. In this study, questionnaires, observations, and interviews were utilized to collect data. Validity and reliability tests are the kind of data quality assessments that were employed in this study. Multiple linear regression analyses are used in this study. Numerous significant conclusions on the variables influencing teachers' job happiness are presented by the analysis that was done. First, job happiness among teachers is influenced in part by work motivation. This suggests that the degree of job satisfaction among teachers is significantly influenced by their level of personal work motivation. Second, work discipline has an impact on teachers' job happiness to some extent. This demonstrates that the degree of discipline exhibited in completing tasks is a significant factor in determining the degree of job satisfaction experienced by teachers. Third, it has been demonstrated that a teacher's job happiness is somewhat influenced by their workplace. Teachers' levels of job satisfaction can be influenced by a variety of factors, including corporate culture, work facilities, and the quality of relationships among colleagues. Moreover, overall, the work atmosphere, discipline, and motivation all affect teachers' job satisfaction at the same time. These results highlight how intricately these many elements interact to shape teacher job satisfaction in certain educational settings. Gaining a deeper comprehension of these elements will enable actions to be taken to boost teacher job satisfaction and raise the standard of instruction they deliver.

Exploring Distributed Leadership and Teacher Efficacy in TS25 Primary Schools, Sarawak

The Malaysian Education Development Plan (PPPM) 2013-2025 Wave 3, spearheaded by the Ministry of Education Malaysia, is geared towards enhancing the nation's education system. This initiative prioritizes elevating educational standards and delivering a comprehensive education to equip students for their future careers. A key focus of this plan is fostering a culture of peer leadership among educators to drive professional excellence. Consequently, this study aims to examine the correlation between distributed leadership and teachers’ efficacy in TS25 primary schools in Sarawak. Data collection involved the use of two instruments: Distributed Leadership Inventory (DLI) and the Teachers’ Sense of Efficacy Scale (TSES). Through stratified random sampling, 254 teachers from TS25 primary schools in the Sarikei district of Sarawak, Malaysia, participated in the study. Analysis reveals a generally positive perception of distributed leadership practices among teachers in these schools. Additionally, while most teachers perceive a moderate level of efficacy, smaller proportions demonstrate either low or high levels of efficacy. The findings from linear regression analysis indicate that distributed leadership significantly predicts teachers' efficacy in TS25 Primary Schools in Sarawak. In summary, this study underscores the significance of distributed leadership in shaping teacher efficacy and school outcomes, emphasizing the importance of collaboration, trust, and positive organizational climates. It underscores the necessity for policymakers, educators, and professional development providers to collaborate in promoting distributed leadership principles and empowering teachers to excel in their roles. This collaboration is crucial for ensuring the delivery of the highest quality education to all students.

Exploring the role of reflective teaching in professional growth: insights from Vietnamese tertiary EFL educators

This qualitative study investigates the perceptions of Vietnamese tertiary English as a Foreign Language (EFL) teachers on the effectiveness of reflective teaching practices in their professional development. Reflective teaching is essential in continuously improving teaching methodologies and fostering a deeper understanding of instructional practices and student learning. Moreover, reflective teaching, a critical self-assessment methodology, is increasingly recognized as pivotal in adapting and enhancing teaching strategies in diverse educational environments. The study recruited nine Vietnamese tertiary EFL teachers from two institutions, representing a range of career stages: novice, mid-career, and near-end. Through semi-structured interviews, the research explored the teachers’ experiences and views on the integration, challenges, impact on professional identity, and the effects of reflective practices on student engagement and learning outcomes. Key findings revealed that reflective teaching significantly influences teaching methodologies across different career stages, with each group adapting these practices uniquely. Challenges such as time management and adapting to educational technologies were noted, along with their solutions. Reflective practices were instrumental in shaping teachers’ professional identities and enhancing student engagement and learning outcomes. The study underscores the importance of reflective practices in EFL teaching, emphasizing the need for tailored professional development programs and institutional support.

Membentuk Profil Siswa Pancasila Melaui Pengajaran Bahasa Indonesia di SMA Budisatrya Medan

This research aims to determine the role of teachers in shaping the role of Pancasila through Indonesian language learning for students at SMA Budistrya Medan. This research is research that uses a qualitative approach. The data collection technique uses a questionnaire which contains the types of questions that will be distributed. The research subjects or informants involved in this research were teachers and students of Medan Budisatrya High School. The data analysis techniques used are data collection, data reduction, data display, and drawing conclusions. The results of this research show that the role of teachers is in shaping the role of Pancasila through learning Indonesian at SMA Budistrya Medan. among other things, providing meaning to the values of the Pancasila principles which can be implemented in everyday life.

Unraveling the Nexus Between Organizational Culture and Teachers’ Organizational Commitment in Private Tertiary Institutions

In this quantitative study, a descriptive-correlational research design was employed to assess the levels of organizational culture and organizational commitment among 100 teachers in private tertiary institutions in Tagum City, Philippines. The study aimed to determine if a significant relationship existed between these variables. Data collection involved the utilization of two survey questionnaires, with analysis conducted through frequency counts, percentages, means, and Pearson correlation coefficient (r). Findings indicated a high level of both organizational culture and organizational commitment, with a positively moderate relationship between them. The relationship between respondents' organizational culture knowledge and organizational commitment was particularly significant. These results underscored the importance of organizational culture in shaping teacher commitment in educational settings.

Relationship Between the Role of Christian Religious Education Teachers According to Titus 2:6-8 And the Character Development of High School Students in Loa Janan Ilir District During The 2023/2024 Academic Year

The study aims to explore the relationship between the role of the Christian Teacher of Education (PAK) according to Titus 2:6-8 and the character development of high school students in the Loa Janan Ilir region for the academic year 2023/2024. Using the method of correlation analysis, the findings showed a positive correlationship between the role of PAK teacher and student character development, even though the correspondence was low with a Pearson correlative coefficient of 0.249. The results of the analysis also indicated that only a small part of the variability in student character development can be attributed to the role of PAK teacher, with a determination coefficient (ry2) of 6.2%. The study also highlighted that the majority of variabilities in the character development of students (93.8%) are influenced by factors outside the scope of the study. However, the level of significance of the correlation factor found (0.05) indicates that there is a statistically significant relationship between the teacher's role and the student's character development. Thus, the study provides important insights into the role of PAK Teachers in shaping the character of high school students, while emphasizing the importance of considering other external factors that contribute to student character development

Islamic Teachers’ Implementation of the Merdeka Curriculum in Senior High Schools: A Systematic Review

In response to the evolving educational landscape in Indonesia, this systematic review explores the implementation of the Merdeka Curriculum at the senior high school level, with a specific focus on the dynamic interplay between Islamic teachers and the curriculum. The study aims to shed light on the pivotal roles played by Islamic teachers in shaping the educational experience within the framework of increased school autonomy. As these teachers navigate the autonomy granted by the curriculum, they serve as key agents in imparting knowledge and instilling Islamic values in students. The research objectives center on investigating the challenges faced by Islamic teachers, particularly concerning the delicate balance between religious education and a broader curriculum. Simultaneously, the study identifies opportunities for innovative and culturally relevant teaching practices within the Merdeka framework. Employing a comprehensive literature review, the research contributes valuable insights for policymakers, administrators, and educators seeking to enhance the integration of Islamic values in Indonesian senior high schools. In terms of key findings, the study reveals nuanced challenges in balancing religious education with broader curricular goals. However, it also identifies promising opportunities for innovative teaching practices that align with cultural nuances within the Merdeka Curriculum. These findings underscore the significance of navigating school autonomy effectively, especially in the context of Islamic education. In addition, they emphasize the need for tailored approaches to ensure a harmonious integration of Islamic values in the evolving landscape of senior high schools in Indonesia.

An Assessment of School Support Systems Shaping Teachers' Research Competence

An Assessment of School Support Systems Shaping Teachers' Research Competence

Unveiling Self-Identity of Teachers: A Critical Discourse Analysis of Perception and Interpretation of Selected Poems of Rupi Kaur’s “Homebody”

This study focuses on the unique amalgamation of linguistic and visual elements in Rupi Kaur’s Instapoetry, and how it contributes to the self-identity representation of university-level teachers in English Literature or Linguistics. Ten participants, each with considerable teaching experience and active research engagement in their respective fields were individually invited to participate in this research from various universities in Pakistan. Data collection includes two sessions of semi-structured interviews. Additionally, a supplementary questionnaire was used to gather demographic information and insights into participants’ academic backgrounds. The transcribed data were analyzed using Norman Fairclough’s Three-dimensional framework of CDA, revealing the transformative role that linguistic and visual elements play in shaping teachers’ self-identity by fostering their innovation, individuality, and inclusivity as professionals and individuals. However, the study also highlights persistent challenges related to cultural conservatism and academic freedom when adopting new trends in Instapoetry. The study suggests practical implications for teachers and educational institutions to benefit from a subtle understanding of the relationship between Instapoetry and self-identity. The study has two main limitations: a small sample size of university-level teachers and a primary focus on selected poems from Rupi Kaur’s “homebody” for analysis.

Exploring the nexus of self-efficacy in digital literacy and technology acceptance: insights from L2 Chinese teachers

ABSTRACT This study explores the extent to which L2 Chinese teachers (Teachers of Chinese as a Second or Foreign Language) embrace and integrate technology into their teaching practices, and how their self-efficacy in digital literacy (referred to as L2CDL) influences their acceptance of technology. It extended the Technology Acceptance Model (TAM) by adding L2CDL as a key factor that influences teachers’ perceptions and behaviours regarding technology use. Utilizing a sample of 445 L2 Chinese teachers, the study adapted assessment tools and employed structural equation modelling to scrutinize the L2CDL-TAM relationship. The research centred on two primary objectives. First, it validated the applicability of the TAM model within the context of L2 Chinese education, confirming its suitability with relationships consistent with the original model. Notably, the study established a robust correlation between perceived usefulness (PU) and behavioural intention (BI). Second, it delved into the association between L2CDL and technology-related factors, revealing a significant positive correlation between L2CDL and critical elements, including PU, perceived ease of use (PEU), and BI. L2CDL has exerted an influence on the relationship between PEU and PU, with the L2CDL-PEU connection being particularly pronounced. This underscores the pivotal role of digital literacy in shaping teachers’ attitudes and behaviours towards technology adoption.

Demystifying the impact of educational leadership on teachers’ subjective well-being: A bibliometric analysis and literature review

This study aims to offer a review of research on the impact of leadership on shaping teachers’ subjective well-being, utilizing metadata from the Web of Science. The study utilized bibliometric analysis techniques to showcase the prominent researchers and countries, along with their collaborative networks and the field's scientific foundations. Narrative reviews of the main themes across the entire corpus and h-classics publications provided further insights into the topic. The findings indicate a consistent growth in research activity within this field over the last decade. The foundations of research in this field have been primarily rooted in educational research, psychology, management, environmental health, and health sciences. The literature consistently emphasizes the pivotal role of leadership in influencing teachers’ well-being, recognizing effective school leadership as crucial for shaping their professional experiences. Supportive leadership is particularly highlighted for fostering a positive work environment and enhancing teachers’ subjective well-being, with various leadership styles influencing overall life and job satisfaction, motivation, and mental health.

Implementasi Budaya Sekolah dalam Membentuk Profesionalisme Guru

The percentage of teachers teaching outside their field is 22.1%, with an average UKG test score of only 40.71, indicating a significant lack of professionalism. This is attributed to inadequate education, motivation, and dedication to their work. This research aims to explain the school culture at SD Islam Al-Azhar 14 Semarang used to shape professional teachers. The study employs qualitative methods with a case study approach, gathering data through interviews with principals, teachers, staff, and students. Data processing involves condensation, data presentation, and conclusions. Data validity is ensured through triangulation of techniques and sources. Results show that the communication culture at SD Islam Al-Azhar 14 Semarang emphasizes teacher professionalism through a unique system to build solids working relationships and maintain a strong culture. Integrated management aligned with the school's vision and mission, along with continuously updated structured planning, reflects discipline in adherence to regulations. External collaboration, including foundation oversight of principals and support from parents, strengthens synergy among teachers, principals, and staff. Conclusion: The implemented school culture helps in shaping teacher professionalism.

Developing foreign language teacher enjoyment among Iranian and Turkish EFL teachers: A cross-cultural study

With the burgeoning of positive psychology, foreign language teaching enjoyment (FLTE) was introduced as a combination of personal and social enjoyment and student appreciation. Despite its critical role in language teachers’ professional development and psychological growth, scant qualitative attention has been paid to clarify how it can be developed. Moreover, there needs to be more cross-cultural evidence to clarify the role of contextual and cultural factors in shaping teachers' FLTE. Therefore, this study explored how Iranian and Turkish EFL teachers experienced and developed enjoyment in their teaching careers. The study followed a cross-sectional and cross-cultural perspective as a research design. Purposeful and convenience sampling strategies were used to reach the target participants, and there were 24 Turkish EFL teachers and 22 Iranian EFL teachers in the study. An online survey method involving open-ended questions was employed to collect data. Thematic analysis was performed to interpret the data. The FLTE among Iranian and Turkish teachers were depicted under the main themes of feelings, enhancing factors, challenges, individual coping strategies, and suggested solutions. The findings implied the dynamic nature of FLTE. Based on the findings, several implications were highlighted to enhance the FLTE of Iranian and Turkish EFL teachers in educational contexts.

Situating Teacher Movement, Space, and Relationships to Pedagogy: A Visual Method and Framework

In conversations about pedagogy, researchers often overlook how physical space and movement shape teacher sensemaking. This article offers a comparative case study of classroom videos using a dynamic visual method to map embodied interaction called “interaction geography.” Our analysis proposes an integrative framework to study classroom interactions and teacher movement over space and time comprised of four salient characteristics within lessons: trails, landmarks, material routines, and circulation patterns. We discuss how this visual method and framework can be used and expanded by classroom researchers and teachers as a starting point to better understand teaching as a situative and spatial practice, a crucial step in characterizing responsive forms of instruction. This work has implications not only for teachers and teacher educators but also for architects, administrators, and researchers concerned with the physical design of classrooms.

Research on Factors Influencing Teachers' Willingness for Knowledge Sharing

Teachers, as the cornerstone of the educational system, engage in knowledge-sharing behavior by willingly sharing their accumulated professional knowledge, experience, and educational resources with other educators. This form of knowledge sharing holds significant importance in promoting teachers' professional development. The willingness of teachers to engage in knowledge sharing directly impacts the quality of education, educational reforms, and innovation within the field of education. It is influenced by a multifaceted array of factors. Therefore, the study of the factors influencing teachers' knowledge sharing necessitates a comprehensive examination of these diverse elements. Based on qualitative research, this study identifies five primary factors influencing teachers' willingness to share knowledge: individual resources, individual needs and motivations, organizational culture, job demands, and risk perception. These factors interplay to shape teachers' knowledge-sharing behavior, serving either as incentives or hindrances. Recognizing these dynamics is crucial for fostering a culture of knowledge-sharing in education, thereby elevating overall educational quality and supporting teachers' professional development. The significance of knowledge sharing in teacher careers and education reform cannot be overstated.

The Influence of Servant Leadership on The Character of Teachers at Catholic Junior High School Stella Maris Tomohon

Servant Leadership is a leadership concept oriented towards serving others. The practice of Servant Leadership is also carried out by teachers in schools, with each having their own unique characteristics. This research aims to understand the reality of Servant Leadership and teacher characteristics, as well as to analyze whether there is an influence of servant leadership on teacher characteristics at Catholic Junior High School Stella Maris Tomohon. This research is of the quantitative type, with the research variables being Servant Leadership (X) and Teacher Characteristics (Y). Data were collected using questionnaires. The analysis technique used was simple regression analysis. The results of hypothesis testing show that the Servant Leadership variable (X) has a significant positive influence on the Teacher Characteristics variable (Y). This is because the significance value 0.014 < probability 0.05 and the calculated T value is greater than the tabled T value 2.034 (3.138 < 2.034). For leaders at Catholic Junior High School Stella Maris Tomohon, it is important to consider input from others, especially teachers and staff. For teachers at Catholic Junior High School Stella Maris Tomohon, it is important to always pay attention to their characteristics as teachers, which include being humble, skilled at managing time, respecting the process, being open-minded, and being confident as important indicators in shaping teacher characteristics.