Shaping Education Research Articles

Extent of Information and Communication Technology (ICT) Utilization among Grade 6 Teachers in the Implementation of Distance Learning

This research study delved into the comprehensive examination of the utilization of Information and Communication Technology (ICT) among Grade 6 teachers in Taft and Sulat Districts, focusing on its role in facilitating Distance Learning during the COVID-19 pandemic. Employing an adapted survey questionnaire distributed through Google Forms, the study aimed to gather both demographic profiles and insights into the extent of ICT utilization by Grade 6 teachers. The research findings, based on a Grand Mean of 3.81, unequivocally indicated a high level of ICT integration among Grade 6 teachers. The correlation analysis, conducted at a significance level of 0.05, identified specific demographic factors—educational attainment, length of service, and position—as influential contributors to the observed extent of ICT use. Notably, these factors underscore the nuanced relationship between educators’ backgrounds and their embrace of technology in the instructional process. Building upon these results, the researcher recommends further exploration through additional tests, including the incorporation of qualitative data to triangulate findings. Additionally, expanding the investigation to encompass other Key Stages beyond Grade 6 is proposed to offer a more holistic understanding of ICT integration across various educational levels. This study contributes valuable insights to the ongoing discourse on technology’s role in education, emphasizing the need for nuanced investigations into the factors shaping teachers’ engagement with ICT during the pandemic and beyond.

Empowering Innovation and Performance in Higher Education: The Transformative Role of Participative Decision-Making

Abstract Higher education institutions rely heavily on effective decision-making processes to shape teacher effectiveness, which in turn influences the performance and creativity crucial for fostering innovation and critical thinking among students. This research paper explores the significant impact of leadership decision-making styles, particularly participative decision-making, on teacher performance and creativity within the context of higher education. From 2016 to 2024, by examining the interplay between administrative heads and teachers and analyzing gendered perceptions, the study reveals the profound influence of participative decision-making on enhancing academic outcomes and offers actionable insights for administrators and policymakers.

Drawing teacher identity: Perspectives of students in a teacher education program

Teacher identity significantly influences pedagogical decisions, classroom practices, and professional development. Understanding the development of preservice teacher identity is particularly important during initial teacher education, as it involves navigating and integrating the perspectives of both a learner and an emerging teacher. This exploratory study investigated the perceptions of teacher identity held by students in a teacher education program at a public university in the United States. Guided by phenomenography and a drawing-based research method, the data sources included drawing tasks and a focus group interview. The findings revealed that the participants had predominantly positive and idealistic views of teacher identity, using various affect-laden symbols in their drawings and depicting themselves with positive characteristics. Although their classrooms were depicted as traditional, the participants emphasized their commitment to promoting student-centered learning and fostering a positive classroom atmosphere. Past schooling experiences were found to be integral in shaping teacher identity, as well as their motivation and passion for teaching a particular subject or concentration area. The findings highlighted that the participants held strong perceptions of teacher identity even before entering the teacher education program. Thus, this study posits that addressing teacher education students' pre-existing beliefs and perceptions is essential to developing positive professional teacher identity development and confirms that drawing can be a powerful reflective tool that stimulates self-awareness of prior beliefs and views toward their chosen teaching profession, thereby preparing them to learn, unlearn, and relearn many aspects of one's personal and professional identity.

Factors Affecting Elementary School Teacher Performance: A SEM-PLS Review

One important factor in improving the quality of education is teacher performance. However, teacher performance remains a problematic topic. This is particularly true when it comes to factors that technically affect their performance. Therefore, this study aimed to analyze factors that contribute most to teacher performance. This study was conducted using a correlational survey method. Data source in this study was 120 elementary school teachers participated voluntarily. The data were collected through an online questionnaire based on a Likert scale. They were processed using SEM-PLS. The results showed that the most influential factor in shaping teacher performance was competence. School climate, principal leadership and social influence have no significant relationship with teacher performance. Based on the results, improving competence is one effective to improve teacher performance. In addition, the other factors such as principal leadership, school climate, motivation, social influence, and teacher’s opportunity also affect teacher performance, albeit not significant. Through supportive school climate, high motivation and social support, teachers are hoped to show steady improvement to their performance. With better teacher performance it is hoped that educational progress will be achieved.

Bodily Uncertainty, Precarious Body: An Embodied Narrative of a Physical Education Teacher From an Autobiographical Perspective

School physical education (PE) is influenced by different discourses that play a crucial role not only in the (re)production of PE practices but also in shaping teacher subjectivities. This paper aims to explore how a PE teacher responds to, lives, and negotiates his embodied professional subjectivity over time. To achieve this, we employ an autobiographical approach to delve into the first author’s life story of becoming and being a PE teacher over time, grappling with the unease generated by the knowledge that his body may have an “expiry date.” Through narrative analysis, we discuss and reflect on the complex experience of teaching a physical and corporeal subject such as PE, focusing on four themes: (1)reflecting his life as a PE teacher“the young, healthy and athletic body,” (2) “the uncertain body,” (3) “the precarious body,” and (4) “the shut-up and just-do-it body.”

Optimasi Peran Guru Pendidikan Agama Islam dalam Pembelajaran Fikih: Dampaknya terhadap Pemahaman Agama

This article discusses the role of Islamic Religious Education teachers in deepening the study of Fiqh (Islamic jurisprudence) in junior high schools, with a focus on the methods they employ and their impact on students, as well as the implications for religious understanding and character development. The research utilizes a qualitative approach with data collection techniques including interviews, observations, and document analysis. The data is analyzed through data condensation, data presentation, and verification/conclusion stages. The research findings reveal the following: The role of PAI teachers includes acting as discussion facilitators, guiding students in case studies, and organizing simulations of religious worship and transactions. PAI teachers' efforts in teaching involve encouraging students to ask questions and engage in discussions on complex Fiqh matters, conducting practical activities such as group discussions, case studies, and religious worship simulations. The impact of PAI teachers' role in deepening Fiqh studies helps students attain a deeper understanding of Islam, enhances moral awareness, improves decision-making abilities, and fosters critical thinking skills. Implications of the role of PAI teachers in Fiqh education include the enhancement of religious understanding within society, the development of improved skills in interpreting Islamic law, the potential for ethical and responsible leadership, and the promotion of intercultural dialogue and religious tolerance. The implications of this study underscore the significance of effective PAI teachers in shaping a more knowledgeable, ethical, and value-committed younger generation.

Peranan Guru dalam Meningkatkan Karakter Disiplin Dansopan Santun Siswa di SD Tri Hita Alam ECO School Denpasar

Education has a crucial role in shaping the character of students, including the character of discipline and manners. This study aims to explore the role of teachers in improving the character of discipline and manners of students at SD Tri Hita Alam Eco School, Denpasar. The background of the research refers to actual problems in schools related to student discipline and manners. The research method used is a qualitative approach with case studies. Data were collected through observation, interviews, and analysis of related documents. The results showed several problems, including students arriving late, not obeying the dress code, and lack of manners towards teachers. The role of teachers in improving student character is very important. Teachers are not only teachers, but also as good guides and examples. Therefore, this study describes the role of teachers in shaping the character of discipline and manners of students. Teachers act as facilitators of learning, motivators, and enforcers of rules. The conclusion of this study shows that the role of teachers is very significant in improving the character of discipline and manners of students. It takes cooperation between teachers, schools, and parents to create an educational environment that supports the formation of student character.

‘Not fully coordinated’: the loosely coupled paradigm as a framework for understanding relationships of educators in teacher education programmes

ABSTRACT Teacher education programmes have undergone a shift over the past decade, from traditional programmes that focused on the academic arena (university or college) towards more placement-based ones located in the field (school). Based on the loosely coupled paradigm, the present study examined the characteristics of the various relationships built between educators in the two arenas and how these relationships shape teacher education programmes in Israel, focusing on the preparation period of pre-service teachers. Forty-five educators (teacher educators; mentor teachers; programme heads) were interviewed. Using thematic analysis, two themes regarding relationships were found: who forms the relationship and what its purpose is; and the nature of the relationship. Two additional themes emerged regarding the relationship which shaped the teacher education programme: a highly bureaucratic profile; and procedures dependent on personal relationships. The study shed light on the implementation of a school-based experience (practicum) for pre-service teachers that is based on academia-field partnership. Using loosely coupled paradigms in accordance with the findings, it seems that bureaucratic procedures tend to increase at the expense of pedagogical aspects, as demonstrated by the educators involved in the teacher education programmes.

Character Education in Islam: The Role of Teachers in Building Islamic Personality in Elementary Schools

Islamic character education in elementary schools plays an important role in shaping students' personalities following religious values. Teachers as central figures in the school environment hold a great responsibility to be role models and guide students spiritually and emotionally. However, there are various challenges teachers face in instilling Islamic character education, both from external factors such as the influence of the social environment, and internal factors such as limited support from parents. This study aims to explore the role of teachers in shaping the Islamic personality of students in elementary schools. The research method used is a qualitative approach, with data collection from various relevant sources such as previous research and scientific articles. The collected data is then processed and analyzed to produce in-depth conclusions regarding the role of teachers in Islamic character education. The conclusion of this study shows that teachers play a key role in shaping Islamic personality through role models, habituation of Islamic values, and spiritual and emotional guidance. The main challenges faced include the negative influence of the social environment and lack of family support. Collaboration between teachers and parents is a critical strategy to increase the effectiveness of Islamic character education. In addition, developing an Islamic school environment and increasing teacher competence also need to be improved. With the implementation of these strategies, Islamic character education can be more effective in forming students who have strong Islamic personalities.

Challenges and Coping Strategies of EFL Trainee Teachers in International Teaching Practicum

International teaching practicum is highly relevant in developing the quality of education worldwide. Innumerable institution sends their trainee teachers to help improve educational quality and build professionalism. During the practicum, trainee teachers will be experiencing some pertinent issues and problems that will help to shape teachers’ personalities and teaching practices in the future. Knowing the importance of experiencing these challenging episodes in practicum, researchers investigated the coping strategies for challenges and reported how trainee teachers conceptualized their learning. This qualitative research aims to provide valuable insight and practical solutions for trainee teachers facing challenges during teaching practicum. The data was obtained through observation and interviews with two trainee teachers who have participated in an international teaching practicum in Malaysia. Based on the research finding, the challenges faced by trainee teachers are categorized into several themes: students’ behavior, school facilities, mixed-ability students, school curriculum, and time management. Moreover, trainee teachers used several coping strategies to overcome challenges: antecedent strategy; learning through play strategy; grouping strategy; school modules to overcome unfixed curriculum; and setting priorities.

The Application Of The Role Of Islamic Religious Education Teachers In Shaping The Character Of Students Based On Islamic Teachings At Smp Negeri 3 Colomadu

This research aims to: 1) Find out the character of students at SMP Negeri 3 Colomadu; 2) Knowing and analyzing the role of PAI teachers in shaping student character at SMP Negeri 3 Colomadu; 3) Find out what factors support and hinder the formation of student character at SMP Negeri 3 Colomadu. This research was carried out in August-September 2023 at SMP Negeri 3 Colomadu. The research method used is a qualitative method. The results found in this research are as follows: 1) The character of students at SMP Negeri 3 Colomadu in terms of religion and responsibility is said to be good. Various efforts have been made by the school to overcome problems in the formation of students' religious character and responsibility, including by getting into the habit of Dhuha, Muhadarah and Friday prayers regularly held every Friday; 2) The role of PAI teachers in improving the character of students at SMP Negeri 3 Colomadu, including: educator, tutor, leader, mentor, advisor or motivator, evaluator, coordinator, and role model; 3) Supporting factors in forming the religious character and responsibility of students at SMP Negeri 3 Colomadu are influenced by: the curriculum content standards used, the leadership of the school principal, the role of the teacher, the commitment of the entire school community, and the role of parents in the school program. Meanwhile, the inhibiting factors are: lack of concern from some parents and teachers, lack of parental knowledge about character education, school environment that is less supportive, and lack of awareness among students.

PERILAKU KEPALA SEKOLAH SEBAGAI SUPERVISOR DALAM MEMBENTUK KOMPETENSI PROFESIONALISME GURU

Based on the problems that exist in the world of education, there is a need for the role of the principal as a supervisor to foster teachers to become professional educators. However, from within a teacher must also have a strong will to be more professional so that the goals of an education can be easily achieved. Professional teachers are not only required to master the material but the teacher can develop teaching materials, learning methods, can motivate students and have high insight in the world of education. Professional teachers cannot be separated from the role of a principal as a supervisor. A supervisor must be able to foster, provide direction and motivate teachers, this supervisor's behavior can shape the competence of teachers to become more professional teachers. The method used in writing this study uses library research or literature study by collecting data from books and journals related to supervisor behavior in shaping teacher professional competence.

Constructing Sustainable Learning Ecology to Overcome Burnout of Teachers: Perspective of Organizational Identity and Locus of Control

This study examined how organizational identity, locus of control, and their interrelationships affect teacher burnout. Utilizing a quantitative survey, data were collected from 105 teachers. The Maslach Burnout Inventory measured three burnout dimensions: emotional exhaustion, depersonalization, and personal accomplishment. Locus of control was assessed via Rotter’s scale. Organizational identity was measured through the Multiple Organizational Identification Scale, assessing personal self-esteem, emotional professional identity, evaluative identification, self-classification, and team factors. PLS-SEM analysis found that external locus of control had a significant positive association with emotional exhaustion. Emotional professional identity showed robust negative relationships with depersonalization and exhaustion. Differences emerged between novice and senior teachers—identity and self-esteem were more relevant for novices, while team factors were more impactful for experienced teachers. Variations also occurred across genders, with identity and self-esteem more salient for females and team dynamics more influential for males. The study highlights the complex interplay between individual, relational, and organizational factors in shaping teacher burnout. An external locus of control may exacerbate exhaustion, while emotional professional identity seems to provide resilience. Support initiatives should account for teachers’ evolving developmental needs and gender variations in burnout experiences. Fostering internal control beliefs, strong professional identity, and tailored support based on career stage and gender can potentially buffer against burnout. This study contributes insights to guide targeted efforts to promote teacher well-being, effectiveness, and retention. Learning in the workplace instead of paying more time for education services can be considered as overcoming burnout, redesigning and implementing digital teaching for sustainable teaching and learning for both teachers and students in order to construct a better learning ecology.

Eluding easy definitions: A review of Literary Knowing and the Making of English Teachers—The Role of Literature in Shaping English Teachers' Professional Knowledge and Identities

Literary Knowing and the Making of English Teachers offers a thorough exploration of the relationship between literature, knowledge, and the professional identities of English teachers. The book engages fundamental questions about knowledge in the English classroom and presents a 3‐year longitudinal study involving 24 early‐career English teachers in Australia. Through interviews and a national survey, the authors provide a multivocal exploration of teachers' perceptions of literary knowledge, curriculum design, and their roles in mediating the relationship between students and texts. This thought‐provoking work highlights literature's formative role in shaping teachers' professional practices and identities while inviting readers to reflect on the broader debates surrounding literature's place in the English Language Arts classroom.

Exploring the Perceptions of Teachers on the Utilization of Intelligent Tutoring System Introduction

School organization stands as a cornerstone in the holistic development of students, with its efficiency gauged by the relationship between inputs and corresponding outputs. In alignment with this principle, this study aims to bolster the role of educational technology, particularly the Intelligent Tutoring System (ITS), in elementary education. This descriptive-quantitative research endeavors to elucidate the perceptions of teachers regarding the integration and effectiveness of ITS in the educational landscape. The study employed a researcher-designed survey questionnaire to solicit feedback from educators regarding their experiences with ITS. A total of 80 teachers actively engaged with ITS participated in the survey. Data analysis was conducted using statistical methods, generating frequencies, weighted means, ANOVA, Kruskal Wallis Test, and Pairwise Mann-Whitney tests. The results uncovered a consensus among teachers across different subject areas and experience levels, indicating positive beliefs regarding the utilization of ITS. The findings suggest that teachers perceive ITS as a valuable tool for enhancing student learning outcomes, facilitating personalized instruction, and fostering a dynamic learning environment. Moreover, the study revealed that there were no significant differences in teacher perceptions based on subject area expertise or experience level, indicating a uniform belief in the potential of ITS across diverse educational contexts. The study further highlights the critical role of teachers in shaping the future of education through the effective integration of advanced technological tools like ITS. It underscores the importance of ongoing review and innovation in ITS implementation to ensure its continued impact on student learning and development. In an era marked by technological advancements and educational transformations, this research contributes to the broader discourse on leveraging intelligent tutoring systems to prepare informed and productive generations for the challenges of tomorrow's world.

Peran Moderasi Guru Pendidikan Agama Islam Dalam Membentuk Karakter dan Moral Peserta Didik

This study aims to explore the role of moderation of Islamic religious education teachers in the formation of character and morals of students through Islamic religious education. Which is not only limited to the individual aspect, but also has broader social implications. This study uses literature research methods to determine the mediating role of Islamic religious education teachers in the formation of student character and morals. This study examines concepts and theories related to the role of teachers as conveyors of religious and moral values in Islamic education by analyzing relevant literature. The results of the literature review show that teachers play a central role in transmitting religious and moral values to students through certain teaching strategies. Therefore, this study provides a deeper understanding of the role of Islamic religious education teachers in shaping the character and morals of students, based on empirical and theoretical evidence in literature, especially in the context of Islamic religious education. The implications of these findings may provide a basis for developing more effective educational policies and practices to promote strong character and good morale in students. So this research will provide a clear understanding of how the role of Islamic religious education teachers, teacher-student interaction, curriculum, and holistic approaches can play a role in shaping the character of students. Recognizing and appreciating the important role of Islamic religious education teachers can be an important step in producing a generation that is intelligent, with integrity, and able to live a life in accordance with the teachings of Islam.

STRATEGI GURU DALAM PEMBENTUKAN KARAKTER SANTRI PONDOK PESANTREN AL-UM BENGKULU UTARA

This research aims to identify the strategies used by teachers in shaping the character of students al the al-um islamic boarding school. The main aim of this relligious education instution is deal with moral and character issues. The research apprach applied is a desriptive method, using tool such as observation, interviwes annd documentation. The results show that the teacher use several strategies, including : 1, role models, 2. Habituation, 3. Delivery of advice.

Investing in the Teacher Workforce: Experimental Evidence on Teachers’ Preferences

Inadequate compensation is often viewed as the root of teacher workforce challenges despite teacher reports that working conditions matter more. Using an original discrete choice experiment with a national sample of 1,030 U.S. teachers, we found that support staff—special education specialists, counselors, and nurses—play an essential role in shaping teachers’ employment preferences. Teachers value access to these support staff more than they value a 10% increase to their own salary. We also assessed teachers’ preferences regarding childcare subsidies and find that teachers treat a 10% salary increase and a childcare benefit of similar value as near perfect substitutes. To test the durability of these findings, we replicated our study 2 years later and found nearly identical results.

Why does teacher learning vary in professional development? Accounting for organisational conditions

ABSTRACT Professional development providers often struggle with how some teachers take up and internalise new instructional practices while others have difficulty implementing new ideas and strategies. Teacher personal characteristics account for only part of this differentiation in learning, and there are unanswered questions regarding how organisational conditions shape teacher learning in professional development (PD). To address these questions, we examined U.S. elementary teachers’ learning and change in a science professional development project. We expected to find that, in addition to personal characteristics, teacher change would be differentiated by the type and number of constraints within the organisational environment. Instead, we found that teacher change was differentiated by teachers’ ability to draw on areas of alignment and iterative learning as resources to resist anti-science and teacher-centred aspects of the organisational environment. These resources were generated through coherence between the PD, teacher pedagogical beliefs, and existing instructional routines, as well as observing student learning while trying out PD strategies.

The Strategy of Islamic Religious Education Teachers in Instilling Disciplined Character in Students at SMA N 1 IV Koto, Agam Regency

Character education is education that helps and facilitates students to develop into perfect human beings and human beings. This study aims to determine the strategies and obstacles faced by Islamic religious education teachers in building the disciplinary character of students at SMA N 1 IV Koto. This type of research is the author's. used is field research (field research) which aims to describe, an accurate picture of the facts of the phenomenon that is being stalled. The key informants in this study were students at SMA N 1 IV Koto and PAI teachers, school principals, and colleagues as supporting informants. The results of research conducted at SMA N 1 IV Koto show that the strategies of PAI teachers in shaping the disciplinary character of students at SMA N 1 IV Koto with direct education include: example, advice, training, competition, and habituation. While education indirectly, including: prohibition, correction, supervision and punishment. The obstacles found in the formation of student discipline character are the lack of student interest, lack of understanding of student and family knowledge.