Organization Of Teachers Research Articles

Methodology of organizing music lessons in 5-7 grades of general secondary schools based on new technologies

In this article, the methodology of the music teacher's organization of music lessons in the 5th-7th grades of general secondary schools on the basis of new technologies is explained.

Methodology of Organizing Music Lessons in 5-7 Grades of General Secondary Schools Based on New Technologies

In this article, the methodology of the music teacher's organization of music lessons in the 5th-7th grades of general secondary schools on the basis of new technologies is explained. This comprehensive exploration emphasizes the significance of an individualized teaching approach in music pedagogy, focusing on tailoring education to each student's unique needs, interests, and abilities. The method involves conducting individual diagnoses, employing diverse teaching methods, incorporating musical preferences, adapting to learning paces, and providing additional resources. The main part delves into the importance of lesson planning, goal setting, assessing student progress, interactive teaching, and fostering support and motivation. It emphasizes diverse activities within lessons to stimulate interest and underscores the importance of an individualized approach.

STUDYING HISTORICAL FIGURES IN UKRAINIAN HISTORY LESSONS AS A MEANS OF FORMING STUDENTS' CREATIVE THINKING

The article analyzes the methods and techniques of organizing the study of a historical figure in the history lessons of Ukraine, which are most often used in the practical work of teachers, and finds out their possibilities as a means of forming students' creativity.The main methodological techniques used by the teacher when working with a historical portrait in the process of forming the competence of students' research and cognitive activity are considered.It has been found that in the formation of students' creativity of thinking in the history of Ukraine lesson, an important place is occupied by educational activities aimed at forming cause-and-effect relationships and research competencies.Modern methods of teaching history offer various options for organizing students' work on studying a historical figure in Ukrainian history lessons. In particular, an important role in shaping students' creativity in forming an idea of a historical figure is played by the use of the artistic and journalistic variant. The teacher's organization of cognitive activities based on an illustrative portrait should also be aimed at developing students' creativity.It has been established that the consideration of a historical figure should be carried out in its dynamics, development, which will allow to convey the evolution of a person's views throughout life. The teacher should not allow one-sided assessments. This danger can be avoided by presenting the material alternatively, using different sources, showing the figure from different points of view, paying attention to the activities of diverse historical figures, not just positive ones. This will form the skills of independent critical evaluation of a person (and not only historical). The student should learn to consider a historical figure and his or her actions in relation to the realities of specific events of the time when he or she lived, and not from the standpoint of the present.Learning about the life and work of a historical figure in all its contradictions and complexity in the context of social processes will foster creative thinking and interest in history as a subject. A thoughtful study of the personality of a prominent figure will contribute to both a deeper knowledge of history and a positive pedagogical impact on the formation of a student's personality.At the same time, analyzing a particular personality can be the key to understanding the events in which they participated. When studying the life and work of a historical figure, you should avoid a dry list of the main dates and facts of their biography. Instead, it is necessary to create vivid, imaginative portraits that will be remembered by students and will influence the formation of their personality and values.

Gaya Komunikasi Dalam Kepemimpinan Dan Komitmen Guru SMA Negeri Di Jakarta Timur

This study examines leadership communication styles (transformation, transactions) and job satisfaction on teacher commitment in East Jakarta State Senior High Schools. This study used a method with a factorial data collection design by distributing questionnaires to teachers of SMA Negeri in East Jakarta with a total of 60 samples. The results of the study show that there is a difference between teacher commitment and the transformation of the principal. Leadership and organizational commitment exist between teachers. with high job satisfaction and low job satisfaction so that job satisfaction is high when teacher commitment is more positive with the principal's transformational leadership style, where job satisfaction is low when the teacher's organization is more open to the principal based on interaction and influence-based communication style between the principal's leadership communication and teacher commitment organization. So it can be interpreted that the influence of leadership communication style and job satisfaction has a positive effect on organizational commitment. Keywords: Communication style, Transformational, transactional, job satisfaction, organizational commitment

단위학교 교무-행정조직 간 상호 갈등업무 협력 요구도 분석

The purpose of this study is to empirically analyze the tasks that require cooperation between the two organizations among the major work conflict areas between the teacher's organization and the administrative organization in school. To achieve this goal, teaching and administrative staff working in elementary and middle schools in Asan, Dangjin, and Seosan areas in Chungcheongnam-do were investigated.. Also, Borich’s Needs Assessment and Locus for Focus model were applied to draw out priorities in cooperation tasks. The followings are the major findings from this study. First, both organizations pointed out that the 'CCTV operation management' task, 'hiring contract teachers and self-contracted employees', and 'after-school operation management' were high cooperation priority tasks. Second, in addition to the three aforementioned priority cooperation tasks, teachers' organizations pointed out "Management of School Environmental Hygiene Purification Zone" and "School Safety Mutual Aid Association" as the key cooperation task, whereas administrative organizations pointed out "Audit and Integrity Work", "CCTV General Manager", and "Information Device Status Management" as priority targets. Third, teachers' organizations tended to have a high need for cooperation in the conflict tasks areas that are directly related to teachers and students, and administrative organizations focused on tasks with stronger administrative work characteristics.

Independent assessment of the quality of conditions for implementing educational activities in the region: statistical analysis of the results

Relevance. Currently, the most popular public administration mechanism in the field of education is the assessment of the quality of educational services rendered, an important component of which is an independent assessment of the quality of conditions for implementing educational activities. The use of the ECSI methodology based on structural equation modeling (SEM) can make an important contribution to the development of mechanisms for the independent assessment of the quality of education (IAQE). The research purpose is to study the possibilities of using the method of statistical data analysis for an independent assessment of the quality of conditions for implementing educational activities in the process of clarifying and confirming the results of monitoring studies in education. Materials and methods. Structural equation modeling was used to study data obtained in 1,143 educational institutions of the Sverdlovsk region (Russian Federation) located in 30 municipal districts, 25 cities, 4 closed administrative-territorial entities. The general population of respondents selected for the IAQE was 350,950 people, including parents (legal representatives) – 298,485 people (85%) and students aged over 14 – 52,465 people (15%). Research results. An original methodology for statistical analysis of data from an independent assessment of the quality of education has been developed. The method of structural equation modeling revealed statistically significant links between indicators with integral criteria of structural SEM-models of the IAQE. In particular, the structural SEM-model of the IAQE has a single negative value of the regression coefficient r=-1.32 for the indicator "Availability of information about the organization's teachers on its official website", and the structural SEM-model of the IAQE criterion "Comfort of the conditions in which educational activities are carried out" found the smallest value of the regression coefficient r=0.36 for the indicator "Availability of conditions for organizing the training and education of students with disabilities and disabled people". These results of the statistical analysis of the IAQE allow identifying directions for improving educational and management practices in the region. Conclusion. The developed original methodology can be used to clarify and confirm the results of monitoring studies in the field of independent assessment of the quality of conditions for implementing educational activities in the regions, especially in cases of any questions about the results of the studies conducted and obtaining controversial results.

The Effect of Organizational Culture, Transformational Leadership, and Teacher Motivation Towards Teacher Organizational Commitment at State Vocational High Schools Banjarbaru

This study aimed to describe and analyze the direct and indirect effects of organizational culture, transformational leadership of school principals, and teacher motivation on the organizational commitment of teachers of State Vocational High Schools in Banjarbaru. This study used a quantitative approach. The population in this study was 177 teachers with samples of 122 teachers. The researcher used a random sampling technique to select the samples. To collect the data, the researcher used a questionnaire as an instrument that had been tested to ensure its validity and reliability requirements. The data were analyzed through descriptive analysis, classical assumption test, multiple regression analysis, and path analysis. The results of this study indicate that there was an effect of organizational culture on teachers' organizational commitment, teachers' motivation on teacher organizational commitment, organizational culture on teachers' motivation, transformational leadership of principals on teachers' motivation, organizational culture through motivation towards teacher organizational commitment, and transformational leadership of principals through motivation to the commitment of the teacher's organization. There was no effect of the principal's transformational leadership on teachers' organizational commitment. Thus, this study concludes that there was a direct and indirect positive influence on organizational culture, principal transformational leadership, and teacher motivation on teacher organizational commitment.

TEACHERS' PROFESSIONALISM EFFECTIVENESS AT VHS IN EAST BEKASI

This study is focused on the teachers' professionalism effectiveness, it was done to find out how the teachers' professionalism effectiveness at Vocational High School in East Bekasi. This study was conducted at East Bekasi in some private schools. The method of the study was qualitative with a descriptive design. The subjects of the research were the school headmasters, vice school headmasters, teachers, and Teacher Organization (TO). The instruments of this study are observation sheet and interview guidance. The data of the study were analyzed descriptively through the process of data reduction, data display, and concluding. The result of the study shows that the teachers' ability improvement programs were done based on the teachers' need every year, the teachers' ability improvement program was done in and out of the school, there are some obstacles which are faced by schools in improving the teachers' professionalism. So, it is concluded that the teachers' professionalism program needs improving, and it should be goal-oriented. Besides, the obstacles which are faced by the school should be well overcome.

Environmental Education in Côte d'Ivoire/West Africa: Extra-Curricular Primary School Teaching Shows Positive Impact on Environmental Knowledge and Attitudes

This paper surveys the consequences of pupils' participation in the extra-curricular environmental education (EE) programme Club P.A.N. (Peoples, Animals and Nature) by monitoring changes in their respective knowledge as well as in their environmental attitudes. The programme was conducted in Côte d'Ivoire in West Africa with the help of the local teacher's organization Cellule des Projets Environnementaux (CPE). We used multivariate analysis of data collected during two years of the programme (n = 1,244 participants), in nine villages around the Taï National Park, to test if this EE programme could lead to (1) knowledge gain and (2) attitude change, and the influences of (3) grade, sex and prior knowledge. Participation significantly increased environmental knowledge and positively influenced attitudes towards nature. Boys gained more knowledge and changed attitudes more than girls and pupils of the sixth grade profited more from the programme on both measures than the younger pupils of the fifth grade. We discuss how these results influence the programme and how further research should be emphasized.

Exploring Students’ Evaluations of Teaching Effectiveness: What Factors are Important?

This study investigated the dimensions of students'evaluations of teaching effectiveness in a school of hospitality business management and examined the interrelations among these dimensions. A rigorous process of statistical testing utilizing exploratory and confirmatory factor analysis resulted in the identification of four dimensions: organization, workload, instruction, and learning. Afterward, a structural model was proposed to examine the relationships among the four factors. The model proposed that students' perceptions of the teacher's organization, workload, and instructional abilities influence their perception of learning. Findings indicated that the three constructs have a significant positive impact on students'perception of learning and explain 78% of the variance in perception of learning.

CONTEXTUAL EFFECTS ON STUDENT ACHIEVEMENT: SCHOOL LEADERSHIP AND PROFESSIONAL COMMUNITY

This paper contains empirical evidence of a positiverelationship between faculty relations and studentachievement in mathematics in U.S. high schools. Thefindings are based on composite measures ofprofessional community and transformational leadershipwhich were defined and constructed through comparisonsof theoretical models from studies of the socialorganization of schools. I find that the effects oftransformational leadership and professional communityare interdependent. However, these two processes arenot equally dependent on each other. Professionalcommunity only has a positive effect on studentachievement in mathematics in schools whose teachersexperience above average transformational leadership. I also find that these effects are strongest in lowersocioeconomic status (SES) schools. Thus, I confirmfindings from in-depth studies and studies ofpurposeful samples that the social organization ofteachers and administrators within schools can affectstudent achievement.

Development and classroom experimentation of interactive geometry exercises

Abstract Practical experience in the development of computer‐based geometry exercises and their use in the classroom for a course on the equation of a straight line are presented. The task of creating the exercises with an authoring system for geometry is described first. Some didactical problems raised by this work are analysed in detail. The production time is estimated and discussed. A classroom experiment with pupils aged 15/16 is then presented and the teacher's organization problems are given (i.e. time spent on technical instruction, time‐sharing between theory and practice, tackling the lack of material). Some pedagogical issues are then discussed.

The teaching‐learning environment in a student‐centred physics classroom

Abstract This classroom study adopted an ethnographic‐interpretative research strategy in studying the detailed interactions and behaviours of the main participants in a secondary‐school physics laboratory. The observed group consisted of all students within an intact class during the first semester of the initial year of a two‐year course leading up to the Western Australia Tertiary Entrance Examination. Observers made field notes, over a total period of 12 weeks, during each of the four 50‐minute lessons which took place each week. One modification of the normal ethnographic approach adopted here was that the physics teacher participated in the post‐observational discussions and the weekly meetings of the ‘official’ observers. Additional data came from students’ working files and tests, teacher notes on lesson planning and distributed class notes, questionnaires completed by students and interviews with students and the teacher. Some teaching episodes were also tape recorded. This variety of sources of data, which was discussed and analysed on a weekly basis by all four members of the research team, provided the necessary triangulation in support of data validity and the required congruence among researchers to support reliably the assertions put forward in the study. Eight assertions concerning the teaching–learning environment were proposed, as a result of rigorous analysis and interpretation of data. These assertions indicated that within this particular environment well‐motivated students could be made, for example, to be responsible for their own learning, to use classroom materials effectively, to attempt to understand physical concepts rather than rely on rote memory, and to be engaged in actively constructing their own learning. Thus, there are several aspects of this physics teacher's organization of the students’ learning environment which is of special interest to the practising teacher who wishes to design teaching strategies that get away from a teacher‐centred approach to classroom instruction. The results of this study show that if a teacher has confidence and trust in students having the good sense to accept responsibility for their own learning, a very effective classroom environment can be established that allows for active engagement in the learning process and, consequently, leads to more emphasis on understanding of the subject. Such teaching strategies require the teacher to be sensitive to the needs of individual students and to be actively involved in preparing suitable learning materials.

Anticipated Grade and Student Rating of Teacher

Before a method of teacher evaluation can be for mulated, a determination should be made concern ing who should make judgments relative to teaching effectiveness: students, faculty, and/or administrators. There are many who advocate the use of student evalu ations (Cole, 1940; Riley, 1950; Woodring, 1965; Rem mers, 1966). Other investigators contend that student evaluations are of questionable value (Writson, 1965; Phillips, 1964; Weaver, 1960). Many faculty members object to being rated by their students. Some contend that the student is not capable of judging, that he does not know what good teaching is. Others argue that because of his immaturity, the student will let extraneous matters interfere with his objectivity. Ryans (1954) declared that teachers do not like to be judged, do not look with favor upon such proposals to assess their classroom performance and that organiza tions of teachers have gone on record as opposed to per formance ratings in any form (Ryans, 1954, p. 695). The present study was undertaken to gain informa tion relative to these controversial issues, specifically to determine the relationship between the grade a stu dent anticipates making in a course and the student's judgment of his teacher's effectiveness. Do students tend to rate teachers in the direction of the grades which they receive? Several investigators using samples from vari ous populations of student raters have addressed them selves to this issue (Anikeep, 1953; Weaver, 1960; Stewart and Malpass, 1966; Bendig, 1953, Remmers, 1928; Remmers, Martin and Elliot, 1949). The subjects used in this study were 1,447 students at Lee College enrolled during the spring semester, 1967. Lee College, located at Baytown, Texas, is a community junior college with an enrollment of approximately 2,000 students. Not all students participated in the study, for not all faculty members were evaluated by their students at this time. Administrative policy at Lee College pro vides that only a portion of the faculty is to be rated each year. There were 871 ratings by m?le students and 570 by female students. Six of the students failed to indi cate sex. There were 844 ratings completed by first year students, 521 by second year students, 78 by special and postgraduate students. Eight ratings were unmarked rela tive to student classification. The characteristics of the Student sample used in this study were very similar to the characteristics of the entire student body enrolled at Lee College during the spring of 1967. Tables I and II give further information concerning characteristics of the students involved.

The Professional Pattern in Teacher's Organizations

The Professional Pattern in Teacher's Organizations