Teaching Profession Research Articles

PATHS TO RESEARCH: A LITERATURE REVIEW ON HIGH SCHOOL REFORM, LAW 13.415/2017

This article presents data and reflections on the reform of secondary education, based on a systematic literature review carried out between September 2021 and January 2022. The objective was to look for possible gaps left by the selected scientific articles, in order to understand which research paths are possible in view of the reform of secondary education. This is a qualitative, documentary investigation, based on journals from the CAPES Qualis System database (four-year period 2013–2016, the latest evaluation available at the time of this investigation), in the area of ​​education assessment. A1 journals whose databases were in Federal and State Universities were analyzed, from 2017 to 2021, using the descriptors “secondary education reform” and “new secondary education”. We have observed a large number of studies related to Law 13,415/2017, which demonstrate a multitude of research paths and themes, covering Brazil from North to South. These studies highlight the researchers' concern with cultural diversity, diverse youth, the scarcity and precariousness of public schools, and the neglect and devaluation of the teaching profession, serving as a theoretical basis for many other ongoing studies.

The Implementation of In-Service Teacher Professional Education for Improving the Quality of Education in Indonesia: An Analysis of Digital Public Opinion

The purpose of this study is to analyze the extent of public perception of the implementation of the PPG program in the context of Indonesian education. This study uses a qualitative method using a deductive-inductive approach, data collection with web scraping techniques. The criteria for selecting data from comments are by selecting relevant and representative comments that include various views on the implementation of the Teacher Professional Program. The analysis technique used is to use text-based analysis to assess whether a comment is positive, negative or neutral supported by various references such as books, journal articles, and relevant references. The data in this study was taken from a post on Instagram entitled "Pros and Cons in PPG In-Position" on the @infoppg.id account. The reality is that the implementation of PPG is still reaping pros and cons caused by the lack of transparency in the implementation of the program. Tujuan dari penelitian ini yaitu menganalisis sejauh mana realita persepsi masyarakat mengenai pelaksanaan program PPG dalam konteks pendidikan Indonesia. Penelitian ini menggunakan metode kualitatif dengan menggunakan pendekatan deduktif-induktif, pengumpulan data dengan teknik web scraping. Kriteria pemilihan data dari komentar dengan cara memilih komentar yang relevan dan representatif yang mencakup berbagai pandangan mengenai pelaksanaan Program Profesi Guru. Teknik analisis yang digunakan yaitu menggunakan analisis berbasis teks untuk menilai apakah suatu komentar bersifat positif, negatif atau netral dengan didukung berbagai referensi seperti buku, artikel jurnal, dan referensi yang relevan. Data pada penelitian ini diambil dari sebuah postingan di Instagram yang berjudul “Pro dan Kontra dalam PPG Dalam Jabatan” pada akun @infoppg.id. Realitanya pelaksanaan PPG masih menuai pro dan kontra yang disebabkan oleh kurangnya transparansi pelaksanaan program.

Program Development for Enhancing Teachers’ Training Competencies for Working in Mutual Enterprise Between Entrepreneurs and Educational Institutions under the Office of the Vocational Education Commission in the Eastern Economic Corridor (EEC)

Abstract This research aims 1) to study the components and indicators of teachers’ training competencies for working in the mutual enterprise, 2) to study current states, desirable states, methods of development, and necessary needs of teachers’ training competencies for working in the mutual enterprise, 3) to design and develop the program for enhancing teachers’ training competencies for working in the mutual enterprise, and 4) to study the results of implementing the program for enhancing teachers’ training competencies for working in the mutual enterprise. This research was research and development that was conducted in 4 phases following the research objective. The results showed that 1) components and indicators of teachers’ training competencies consist of 5 components, 30 indicators, confirmed by 7 qualified experts is appropriate at the highest level. 2) The current state of teachers’ training competencies as a whole was at a moderate level, and the desirable state overall was at the highest level, Competency development methods include (1) self-development (2) training (3) workshops/learning exchanges (4) coaching (5) mentors and mentoring, and priorities of competency development needs were (1) preparation of a professional training plan, (2) measurement and evaluation of vocational, (3) coaching techniques, (4) coaching psychology, and (5) teacher trainers and the ethics of the teaching profession, respectively. 3) The program for enhancing teachers’ training competencies consists of (1) Principles, (2) Objectives, (3) Contents and methods of development consisting of 5 content modules, and 5 methods of development, (4) Measurement and Evaluation, (5) Expected outcomes, and (6) Success condition. The result of the program evaluation by 5 qualified experts is appropriate, useful, and possible at the highest level. 4) The results of implementing the program to enhance teachers’ training competencies in the workplace found that (1) the knowledge of the teachers training in the workplace before the development received an average score of 17.53 (58.44%) out of a full score of 30 after development received an average score of 25.86 (86.22%). Knowledge after development was higher than before development and was statistically significant at the .01 level. (2) The overall performance before development was moderate after development was at the highest level, and (3) the satisfaction assessment results of program participants overall and each aspect were at the highest level.

Evaluation of Teachers' Literacy and Numeracy Skills: A Case Study on Certain Teachers' PPG Participants

The Teacher Professional Education Program (PPG) aims to improve teachers' competence in carrying out the learning process, which in turn has an impact on improving the quality of education. The purpose of the research is to find out how to evaluate the literacy and numeracy skills of teachers participating in the PPG Certain Teachers. This study uses a qualitative approach, namely evaluation research with a case study method that focuses on one phenomenon. The design models used in CIPPO evaluation are context, input, process, product, and outcome. The population is all informants, namely PPG managers, PPG Coordinators, Lecturers, Pamong Teachers and PPG participants of Certain Teachers totaling 569 people. Data collection by document study, interview guidelines and observation guidelines. Qualitative data analysis uses the Miles and Huberman model, namely data reduction, data presentation and conclusion drawn. In general, based on the graduation percentage of 99.3% declared to have passed UKPPPG and 0.7% did not pass UKPPPG, it can be concluded that the literacy and numeracy skills of teachers participating in certain PPG Teachers are very good and the PPG program at LPTK Malikussaleh University can continue.

Strategi Guru dalam Pemanfaatan Media Bahan Alam dan Lingkungan Sekitar untuk Meningkatkan Kreativitas Anak Usia Dini di PAUD Melati Duko Rubaru Sumenep

This research discusses the development of creativity in early childhood through the use of natural materials and the surrounding environment in pre-school education. A supportive environment, including the role of professional teachers, is considered crucial for facilitating children's creativity. Although natural materials offer creative opportunities, challenges such as material durability and management by teachers still need to be overcome. This research focuses on teachers' strategies for utilizing natural materials and the surrounding environment and exploring their advantages and disadvantages. The method in this research uses a qualitative descriptive approach, this research was conducted at PAUD Melati Duko Rubaru Sumenep using interviews and observation as data collection techniques. Data analysis was carried out using qualitative descriptive analysis techniques on the results of interviews and observations. The research results show that the use of natural media and the surrounding environment has made a positive contribution in stimulating children's creativity, although challenges remain. Some effective teacher strategies include using banana stems and leaves for artistic activities as well as cardboard media for children's independent creations. In conclusion, this approach provides important insights into the importance of using natural media in pre-school education and provides recommendations for further development in the context of early childhood education

CHATGPT AS AI ASSISTANT IN THE PRE-SERVICE TEACHERS TRAINING AND THEIR FUTURE ROLE IN SECONDARY SCHOOLS: RESEARCH IN PROGRESS

The reception of ChatGPT in the educational field has varied between enthusiasm and skepticism, sparking a series of controversies and challenges in response to the emergence of artificial intelligence (AI) technologies within the educational context. For this reason, exploring the student perception of future educators in training regarding these tools, considering the challenges they will face both in their immersion processes in practice and in their future professional role, is believed to constitute a contribution to the field of initial teacher education knowledge. The purpose of this study was to interpret and describe the perceptions of a group of pedagogy students on the use of ChatGPT as an assistant in a learning experience implemented during their training and on the implications of this AI tool in their future work context as teachers. In this context, applied research in teaching was conducted with a course on "Assessment of and for learning" comprised of 26 students from various pedagogy programs in their fourth year. A sequential mixed methodology was employed, collecting quantitative data initially, to then delve deeper into the analysis based on qualitative data. For this, students were first asked to complete a questionnaire on prior knowledge and experiences with the use of ChatGPT. Subsequently, considering the results, work in class focused on two central themes: the drafting of prompts and academic integrity. Then, the workshop, its phases, and the students began working with the assistance of ChatGPT. Feedback sessions on the workshops were held, followed by the application of a semi-structured questionnaire with open-ended questions aimed at gathering information on student perceptions based on this experience and the implications of AI as future teachers. The data collected were analyzed based on codes and the development of categories. A focus group with 12 student representatives was later conducted to promote reflection and critical analysis among students on the implications of artificial intelligence in their future professional teaching performance. The extracted data revealed new codes and explanatory categories of the phenomenon under study. From the qualitative phase, 4 categories and emerging themes were identified, such as "Advantages of using ChatGPT as an assistant in the training of university pedagogy students", within which students expressed a positive valuation of the experience, highlighting the assistance of the chatbot during the workshop through various functions such as helping to justify or provide conceptual support to the evaluation criteria they were developing, proposing ideas for assessment situations, and receiving guidance or feedback quickly on their work. Additionally, a second category grouped the risks associated with using the chatbot, such as the possible lack of rigor or reliability of the information it provides, or the misuse of these tools through plagiarism. Other categories reported on student perceptions regarding their future professional teaching performance, with emerging themes such as the importance of teacher training and mediation when integrating these tools into learning processes with their students, ethical implications, and the need to transform assessment methods in schools to promote the development of critical thinking, information analysis, and creativity, so that AI tools can be a real support for students and not a threat. Finally, students highlighted the importance of working with these tools from the beginning of their training with the mediation of a teacher and a specialist in these new information technologies.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0965/a.php" alt="Hit counter" /></p>

Sustaining Perseverance and Commitment to Teach: Stories from Long-Serving Primary School Teachers

This study investigates factors that contribute to the perseverance, job satisfaction, and commitment of long-serving teachers in the teaching profession. It found that teachers who have endured numerous education changes in South Africa are more satisfied. Mentorship, socio-cultural and contextual factors like socioeconomic status, race, gender, education, and parental background, and different roles in schools, were also found to be the best predictors of perseverance, job satisfaction, and commitment. Teachers with education beyond initial teacher education diploma or degree, teaching licenses, full-time employment and many years of practice were found to be more satisfied and committed. The findings could help education leaders, school leaders, and teachers understand what keeps teachers going despite challenges in the teaching profession.

TPACK profile of biology teachers in the industrial revolution 4.0 era

Technological Pedagogical and Content Knowledge (TPACK) is very important in the process of developing professional teacher competencies in the era of the Industrial Revolution 4.0. The purpose of this study was to determine the profile of biology teachers TPACK on the classification of living things. This research is a descriptive study using a qualitative approach. Data collection techniques were carried out using questionnaires, CoRe&TPaP-eRs, and interviews. The sample was compiled using a saturated sampling technique with a total of ten respondents. The results indicated that biology teachers' TPACK skills must be improved. The results of the questionnaire consisting of 7 TPACK components, reaching 70.11% were categorized as good. The TK, PK, CK, and PCK components are in the excellent category, while the TCK, TPK, and TPACK components are still in the good category. The results of the CoRe & TPaP-eRs instrument covering 5 aspects show that the average of teacher’s TPACK reached 41%, in the Growing-TPACK category. The TPACK of biology teachers based on teaching experience is not so different. The results show that the length of teaching experience is not directly proportional to the growth of TPACK skills.

Using text-to-image generative AI to create storyboards: Insights from a college psychology classroom

This participatory study, conducted in an introductory psychology class, recounts self-reflections of 22 undergraduate students and their instructor engaging in an GenAI-mediated storyboard generation process. It relies on Gordon Pask’s conversation theory, structuring out the nature of interactions between students, instructor, and GenAI, and then uses a qualitative narrative to describe these conversational feedback loops constituting the creation of draft and final storyboards. Results suggest students engaged in cyclical feedback driven processes to master their creations, used elements of photography related to the relationships between objects in frame, image processing, and cultural objects/themes to generate narratives. Issues were faced with generating text on images, and the consistency and style of generated frames as they interacted with GenAI tools. This study provides guidelines to university teaching professionals to design effective activities mediated by text-to-image GenAI.

Problems Confronting the Teaching Profession in Tanzania and Implications towards Educational Excellence in the Digital Age

This study examined the problems encountered by the teaching profession in Tanzania and their impact on achieving educational excellence in the digital age. It was a qualitative phenomenological study involving 33 participants, including key educational administrators, heads of schools, and teachers. Interviews and Focus Group Discussions (FGDs) formed the main data collection methods, whereas, data collected were subjected to thematic analysis. The findings revealed several problems, including technology integration in teaching due to a lack of ICT resources, teachers' lack of digital competence, nonchalant attitudes towards technology and a reluctance to change, deplorable working and living conditions, limited opportunities for professional development and professional misconduct. These problems affect the quality of teaching and the country's education system. The study recommends the improvement of training programmes by equipping teachers with technological competencies needed in the contemporary digital age.

Teachers’ Implementation of Higher Order Thinking Skills in Physical Education in an Online-Based Professional Teacher Education Programme

Teacher Professional Education (known as PPG) is an Indonesian government programme to produce professional teachers who can implement Higher-Order Thinking Skills (HOTS) in learning so that students in Indonesia can be expected to have high HOTS. However, in reality, students' HOTS in Indonesia are still low, raising questions about the effectiveness of PPG in producing teachers who can implement HOTS. This study aimed at investigating the implementation of HOTS in physical education learning by teachers who participated in the online PPG programme based on gender and tenure, so that it can be a benchmark by the Indonesian government for the effectiveness of the PPG programme. This was a comparative study and the population was comprised of 35 physical education teachers who participated in the PPG programme online at Padang State University in 2022 Batch I. The research sample of 30 people was determined by the purposive sampling technique. HOTS implementation data was taken from video documentation of participants' teaching practice and then assessed using 19 items of the Teaching Performance Guidelines. Data were analysed with an independent sample t-test and ANOVA test. The results showed that physical education teachers who participated in the online-based PPG programme were able to implement HOTS into the learning process well, and the implementation of HOTS, based on gender and tenure, was not significantly different.

Professional development for Indonesian elementary school teachers: Increased competency and sustainable teacher development programs

Background Various problems, such as a shortage of teachers, especially in certain outlying and underdeveloped provinces, unequal distribution of teachers, low teacher competency, and mismatch between educational qualifications and scientific fields, as well as the demands of increasingly dynamic developments in science and technology, resulting in the need for professional development for elementary school teachers to improve teacher professionalism in Indonesia. These background as a basis for the government to create teacher professional education program for elementary school teachers continuously. It is hoped that it will be able to answer the educational problems facing the Indonesian nation. This research explores the opinions of elementary school teachers who have participated in teacher professional development activities through the in-service teacher professional education program. Methods We collected data through a written survey of 24 elementary school teachers, as well as article documents relevant to the research topic. Data were analyzed using thematic analysis. Result The research produced two main themes: increasing teacher competencies and sustainable teacher development programs. Increasing teacher competency related to social competence, pedagogical competence and professional competence. The sustainable teacher development program is related to the guaranteeing the instructional quality of post-program and multi-sectoral collaboration Conclusion Developing teacher professionalism through teacher professional education program in elementary schools in Indonesia positively impacts teachers’ becoming professional teachers. Teacher professional education program is an indication of improving teacher professionalism, especially in developing teaching skills, improving the quality of instruction, teacher motivation and individual development in dealing with various problems in instruction in the classroom, especially in elementary schools, so that the instructional objectives that have been set can be achieved. The professionalism of elementary school teachers will improve if there are sustainable programs such as mentoring programs from the government, universities and parties that focus on improving the quality of education in Indonesia

Challenges And Solutions In Implementing Reading Policies In The Foundation Phase: A Multiple Case Study From The Lichtenburg Circuit, North West Province

This article aims to examine the policies guiding reading instruction and investigate how these policies are implemented in the FP to gain a deeper understanding of teachers’ experiences in this area. Implementing reading policies effectively in the FP is crucial for fostering early literacy skills, which form the foundation for lifelong learning. However, teachers often encounter various challenges that impact the successful application of these policies. This article explores the complexities associated with implementing reading policies within the FP, specifically focusing on the Lichtenburg Circuit in the North West Province. The Lichtenburg Circuit, a unique educational setting within the North West Province, provides a valuable multiple case study for examining these challenges and identifying effective solutions. Utilizing a qualitative case study approach, the research focused on the perspectives of Subject Advisors, Principals, HoDs, and FP teachers in three primary schools within the Lichtenburg circuit. Thirteen participants were purposively selected, and data were collected through document analysis, observations, and interviews. Thematic analysis revealed that the CAPS is the primary policy used for reading instruction, yet it lacks explicit directives on teaching reading, leading to challenges in implementation and application by teachers. By investigating the experiences of English Home Language this article aims to uncover the specific difficulties teachers face and assess the support mechanisms available. The findings will offer insights into improving policy implementation and enhancing literacy outcomes for young learners. The objective of this article is to identify and analyze the key factors that influence teachers’ implementation of reading policies in the FP. This article aims to understand how various contextual, professional, and institutional elements shape teachers’ approach to applying reading policies in their classrooms. By examining these factors, the article seeks to provide insights into the challenges and opportunities faced by teachers in translating policy into effective practice, ultimately contributing to the development of more supportive and practical strategies for improving reading outcomes in the FP. The purpose of this article is to investigate and evaluate the challenges and solutions in implementing reading policies, using the Lichtenburg Circuit in the North West Province as a multiple case study. The article also seeks to uncover the specific challenges that teachers encounter in implementing these policies and to analyze how these obstacles impact the effectiveness of reading instruction. The article aims to provide insights and recommendations for improving the implementation of reading policies to better support FP teachers.

Teachers’ Variables and Academic Achievement of Community Health Students in Basic Science in Cross River State

Many factors are attributable to the academic achievements of students among which Teachers’ variable is a major attribute. The limitations of the teacher as a supporting agent in the area of Basic Science hinder academic achievement of students in learning of Basic Sciences. The quality of instructions from the teacher at all levels of education determines the acquisition of competencies necessary for self-reliance and effective service delivery. The teacher’s attitude to work, knowledge of subject matter and instructional competence have a relationship with students’ academic achievements. The poor quality of students’ academic quality among community health students’ in Basic Sciences in CrossRiver State may be as a result of these variables. This study therefore examined Teachers’ variable and academic achievement of community health students’ in Basic Sciences in Cross River State. To achieve the purpose of this study, four (4)specific objectives were raised to guide the study, which were then converted to four (4) research questions and transformed to research hypotheses. Related literatures we reviewed in line with the variables of the study. The study adopted correlationalresearch design, which is a non-experimental approach between a set of variables and naturally cannot be manipulated. The research area is Cross River State, Nigeria. The target population of study was year 1 Community Health students. Sample of study was415 students randomly selected from ten schools for the 2023/2024 academic session. The instrument employed was questionnaire designed by the researcher. Cronbach Alpha reliability method was used to determine the reliability estimate of the instrument which range from 0.73 to 0.81. Data was analysed using Multiple Linear regression.The findings of the study revealed that all teachers’variables had significant positive relationship with students’ academic performance in Basic Sciences in Cross River State. It was recommended among others that teachers should adopt positive attitudetowards their teaching profession especially in secondary schools.

IMPLEMENTASI SISTEM PEMBELAJARAN EFEKTIF SEBAGAI STRATEGI PENGUATAN PROFESIONALISME GURU DALAM ERA DIGITAL

This research aims to analyze teacher professionalism strengthening through the implementation of effective learning systems. Using a mixed-method approach, the study was conducted on 100 teachers selected through purposive sampling. Data collection included questionnaires, in-depth interviews with 20 teachers, learning observations, and focus group discussions. The results showed significant improvements in teacher competencies: pedagogical (25%), professional (28%), learning technology utilization (35%), and evaluation skills (30%). The implementation of effective learning systems positively impacted student learning motivation (75%) and learning outcomes (68%). Key supporting factors included policy support and availability of continuous professional development programs, while inhibiting factors included administrative burden and limited technology access. The teacher professionalism strengthening program proved effective in improving learning quality, although it still requires strengthening of the mentoring system and development of digital learning platforms..

영아교사의 전문성 관련 요인에 대한 메타분석

Objectives This study classified the related factors to provide basic data for understanding and supporting factors related to the professionalism of early childhood teachers and examined the effects of subfactors of each characteristic through meta-analysis. Methods For the purpose of a meta-analysis study to analyze the degree of correlation effect size between factors related to the professionalism of early childhood teachers, data were collected from domestic master's and doctoral dissertations and academic journals published from March 2003 to April 2024 using ‘early childhood teachers’ and ‘professionalism’ as keywords. The effect sizes of the final 54 factors were analyzed using the CMA meta-analysis program. Results First, among the factors related to the professionalism of infant teachers, organizational characteristics showed the largest effect size, followed by individual characteristics, job characteristics-protection, and job characteristics-risk. Second, the subfactors of individual characteristics showed happiness, personality, ego-resilience, and sensitivity in that order. Organizational characteristics showed high effect sizes in the order of organizational commitment, work environment, organizational health, teaching beliefs, peer relationships, and organizational effectiveness. As for the protective factors of job characteristics, the level of professional development, interaction, childcare commitment, job satisfaction, teacher efficacy, coping strategies, infant development knowledge, teaching ethics, role performance, play teaching efficacy, childcare environment, and teaching motivation showed high effect sizes in that order. Job stress, a risk factor of job characteristics, showed a medium effect size. Conclusions The factors related to the professionalism of early childhood teachers studied in Korea were found to have an overall effect on professionalism, and among them, organizational characteristics showed the greatest effect. Based on the research results, follow-up research and directions for the professionalism of early childhood teachers were discussed.

한국과 미국의 부모가 기대하는 영유아교사의 전문성에 대한 비교 연구

Objectives This study compares two different parent groups' perspectives on ECEC (Early Childhood Education and Care) educator professionalism. As a result, this study provides insights into the policy making process, teacher preparation curriculum, and certification process in the ECEC field. Methods A semi-structed one-to-one interview was conducted with Korean parents and Korean/Korean-American parents. All collected data were carefully categorized and coded. For trustworthiness, triangulation and member checks were chosen. Results Parents in South Korea expect professionalism from ECEC educators: Teachers who co-parent on behalf of parents, Teachers who serve children with sincerity, and Teachers who have licenses for kindergartens and childcare centers. Parents in the U.S.A expect professionalism from ECEC educators: Teachers who co-parent alongside parents, teachers who have a warm heart, and teachers who have majored in ECEC relevant fields or been certified for teaching specialized program. As a final point, both parent groups view veteran teachers as professionals due to their presence of mind and long experiences. Conclusions The study reveals that two groups of parents in different countries view ECEC educators' professionalism differently. The professionalism of ECEC educators needs to be investigated from different angles and with the voices of stakeholders included. Furthermore, to improve the professionalism of ECEC educators, not only reforming the teacher preparation curriculum and the certification process but also ongoing policy support is necessary.

Teacher ethical regulation policies and teacher autonomy in China

ABSTRACT This article explores the interaction between local government’s regulation of teacher ethics and teacher autonomy in X District in China’s Shanghai. A case study was conducted, with documents collected from X District education authority on teacher ethics, semi-structured interviews with three local education bureau officers, eight school leaders, and ten teachers, and a survey of 42 school teachers between January and June 2023. The findings show that the local government tightened its regulation of teacher ethics and restricted both individual and collegial autonomy of teachers. Meanwhile, different from the view that Chinese teachers have little autonomy, teachers and schools responded to local government’s control and developed multi-level autonomy. This article presents a “Yin-Yang” framework for understanding the coexistence, development, and change interaction between government regulation and school teachers’ autonomy in teacher ethics in China and responding to international concerns on tensions in the teaching profession’s ethical regulation and aspirations.

영아반 교사의 행복감에 영향을 미치는 어린이집 조직문화, 일과 삶의 균형, 직무만족도 간의 구조적 관계 분석

Objectives The purpose of this study was The structural impact relationship between the variables of daycare center organizational culture, work-life balance, and job satisfaction that affect the happiness of infant teacher was analyzed, and through this, a plan to increase the happiness of infant class teachers was suggested, and important basic data to improve the professionalism of infant teacher and their relationship with infants were provided. Methods As the subject of the study, a survey was conducted on 400 infant teacher working in daycare centers, and structural model analysis and mediating effect analysis using phantom variables were conducted. Results According to the main findings, first, work-life balance, job satisfaction, and happiness were all significantly positively correlated with group culture, development culture, hierarchical culture, and rational culture. This means that the higher the group culture, development culture, hierarchical culture, and rational culture of daycare centers, the higher the work-life balance, the higher the job satisfaction, and the higher the happiness of infant teacher. Second, as a result of analyzing the structural relationship between work-life balance and job satisfaction in the impact of each type of organizational culture on happiness, it was found that group culture, development culture, hierarchical culture, and rational culture affect happiness by mediating the work-life balance of infant teacher. Additionally, it was discovered that work-life balance and job satisfaction were twofold influenced by the relationship between the four types of organizational culture and happiness. However, it was discovered that hierarchical culture did not directly affect happiness, whereas group culture, development culture, and rational culture had a direct impact on happiness. Conclusions The study found that work-life balance and job satisfaction are important variables in the relationship between the type of organizational culture and happiness of infant teacher. In particular, hierarchical culture does not directly affect the happiness of infant teacher, but it indirectly increases happiness through work-life balance and job satisfaction, indicating that work-life balance and job satisfaction are particularly important for infant teachers' happiness.

Policy Implementation Analysis: Examining the Effectiveness of Jambi's Teacher Certification Program

Teacher quality is crucial for improving education outcomes. Indonesia introduced the Teacher Certification Program (Sertifikasi Guru) in 2005 to enhance teacher professionalism. This study investigates the program's effectiveness in Jambi Province by analyzing its impact on teacher competencies, teaching practices, and student learning outcomes. This mixed-methods study involved 300 certified and 300 non-certified teachers in Jambi Province. Quantitative data were collected through questionnaires and student achievement records, analyzed using descriptive statistics, t-tests, and regression analysis. Qualitative data were gathered through interviews with 30 teachers, 10 school principals, and 5 education officials, and analyzed thematically. Certified teachers exhibited significantly higher pedagogical knowledge, subject matter knowledge, and classroom management skills than non-certified teachers. They were also more likely to employ active learning and student-centered approaches. However, the impact on student learning outcomes was modest. In conclusion, Jambi's Teacher Certification Program successfully improved teacher competencies and teaching practices. However, further efforts are needed to enhance its impact on student learning outcomes. Recommendations include strengthening the program's focus on practical application, providing ongoing professional development, and increasing school-level support for effective teaching.