Role Of Teacher Research Articles

Analisis Peran Keluarga Dalam Membentuk Karakter Tanggung Jawab Siswa SD Negeri 5 Ngulak

This research aims to identify the role of the family in forming responsible character education in grade IV students at SD Negeri 5 Ngulak. The research method used is descriptive qualitative. The population in this study was 24 parents of students at SD Negeri 5 Ngulak. The sample used in this study was 5 parents of students and 1 homeroom teacher from students at SD Negeri 5 Ngulak. Based on research results and discussion about the influence of the family's role in shaping students' responsible character. It was found that the family has an important role in forming and encouraging the formation of students' responsible character at school. The role of the family obtained in this research is as an educator, guide, facilitator and student motivation in guiding the implementation of students' obligations at school. Apart from the role of the teacher, the role of the homeroom teacher is also important in controlling the development of students' responsible character at school by giving assignments and as a reminder if students are not disciplined in carrying out the tasks given. The final finding in this research is that the family has a very important role in forming character. student responsibility both in terms of school discipline and in carrying out assignments.

The role of teachers’ beliefs and professional development in students’ mathematics motivation in primary education

Motivation plays a crucial role in mathematical competence, with motivated students tending to perform better than those who lack motivation. Given that teachers can play a significant role in fostering student motivation, the aim of this study was to investigate teachers’ influence on students’ motivation to learn mathematics. Alongside the teacher’s influence, we also aim to explore the impact of individual factors on students’ motivation. This study examines the effects of both individual and teacher-related factors on fostering students’ mathematics motivation, at both the student and the classroom levels. We use multilevel modelling for analysis. Student level contains individual factors: grade level, gender, and mathematics achievement. Classroom level contains teacher-related factors: teacher beliefs and professional development. Motivation was addressed through five dimensions: intrinsic value, utility value, attainment value, relative cost and perceived competence. The data is part of the international longitudinal study, MathMot, which examines primary school students’ mathematics motivation across six European countries. The data of the present study consists of Finnish students from 3rd (n = 760) and 4th grade (n = 747) and their teachers (N = 95). According to the results, student motivation is most significantly impacted by mathematical achievement at the individual level, and by teachers’ in-service training and beliefs about teaching and learning mathematics at the classroom level. Establishing a direct connection between teacher self-efficacy and student motivation is challenging because it affects motivation indirectly, for example, through teaching methods. Additionally, the role of the teacher in fostering motivation is relatively small and unstable in the early years.

A Systematic Review of the Recent Research on the Usefulness of Chatbots for Language Education

ABSTRACTBackgroundThe rise of intelligent chatbots powered by artificial intelligence and machine learning has ignited interest in their potential for revolutionising second language (L2) acquisition and foreign language learning (FLL). While their potential seems vast, understanding their actual impact on learning outcomes requires comprehensive analysis. Also required is the continuous evaluation of this technology due to the rapid pace of advancements in chatbots, highlighting the need for a fresh look using the latest research. This systematic review aims to address this need by investigating the effectiveness of modern chatbots in L2 learning and FLL, offering valuable insights for language educators and researchers.ObjectivesThis study systematically reviews existing research to assess the usefulness of chatbots in L2 acquisition and FLL, identifying key areas of improvement and future research directions.MethodsFollowing the PRISMA methodology, 33 relevant studies published between 2020 and May 2024 were analysed. Thematic analysis was employed to identify key themes related to chatbot applications, language skills impacted, and learning outcomes achieved.ResultsThe findings clearly reveal specific language skills (i.e., speaking) and language knowledge (i.e., vocabulary) that have a significant impact on enhancing students' learning outcomes by using chatbots, while pointing out insufficient research in this area. The results also show major benefits of chatbots for FLL, such as individualised learning, immediate feedback, enhancing willingness to communicate, and increased interaction.ConclusionsThis systematic review highlights specific practical implications and suggestions that have a direct impact on the usefulness of chatbots in FLL and L2 acquisition, and a need to investigate further variables such as age, language skills, personality traits, or teacher's role with respect to the use of chatbots in foreign language classes. Further implications are also raised in terms of learning design considerations when such a technology is incorporated in the FLL classroom.

Studi Review dalam Meningkatkan Hasil Belajar di Sekolah Dasar dalam Sebuah Penelitian Tindakan Kelas

This research aims to review the influence of Classroom Action Research (PTK) on student learning outcomes at elementary school (SD) level. The method used in this research is a literature review study, by collecting and analyzing scientific articles related to the implementation of PTK in elementary schools. The data collection technique used is analysis, which will later function to collect relevant data and sources in this research. The type of data used is qualitative, chosen because the method applied is a literature study. From analysis of various sources, it was found that the implementation of CAR had a significant impact in improving student learning outcomes. This method allows teachers to identify learning problems, plan improvements, and evaluate the effectiveness of teaching strategies implemented on an ongoing basis. This study combines six literature studies with a Systematic Literature Review (SLR) approach to examine the influence of the Card Sort, Problem-Based Learning (PBL), Jigsaw, Course Review Horay, and Guided Discovery learning methods on achieving learning outcomes. The results of the analysis show that interactive and collaborative methods, such as Card Sort, Jigsaw, and PBL, are able to increase student participation, understanding, and learning motivation. Meanwhile, the influence of social media on learning outcomes emphasizes the important role of parents and teachers in guiding the use of social media to remain productive. Overall, active and collaborative learning methods and improvements to improve the quality of learning at the basic level.

Interactional Effect of Professional Commitment and Job Involvement on Non-Accomplishment and Depersonalization Dimensions of Burnout

Today, there are many duties and responsibilities of a teachers working at different level of education. The role and functions of teachers have undergone a dramatic change from time to time and the Teacher education programme also changed timely. Burnout is the outcome of excessive stress. Many illnesses like liver and heart diseases are likely due to psychological stresses of modern life. The percentage of burnout is likely higher today. Better understanding of this stress outcome has to be promoted. The study was delimited to the thirty four governments and private degree Colleges located in territory of Himachal Pradesh and seven districts i.e. Hamirpur, Bilaspur, Una, Kangra, Shimla Chamba and Mandi of Himachal Pradesh.

The role of IELTS teacher’s metapathy in IELTS candidates’ overall band score, language learning orientation, and active/passive motivation

Abstract This study examines the impact of teacher metapathy, or teachers’ capacity to comprehend and sympathize with students’ emotional and cognitive requirements, on the academic outcomes of IELTS applicants, such as total band scores, motivation, and language learning orientation. Ten IELTS teachers from five language training centers and 100 IELTS candidates participated in the mixed methods design. Standardized surveys and official IELTS scores were used to collect quantitative data, and semi-structured interviews were used to acquire qualitative data. The associations between teacher metapathy, student motivation (passive vs. active), learning orientation (integrative vs. instrumental), and band scores were examined using logistic regression, Pearson correlation, chi-square tests, and structural equation modeling (SEM). Thematic analysis was used to explore participants’ perceptions of metapathy in the classroom. Results revealed a significant positive correlation between teacher metapathy and students’ overall IELTS band scores. High levels of teacher metapathy were associated with increased active motivation and integrative learning orientation among students. Additionally, the frequency of teacher-student interaction was found to mediate the relationship between teacher metapathy and students’ motivation levels. Qualitative findings reinforced these results, highlighting the importance of emotional and instructional support in promoting student engagement and success.

Interactional Practices and Normative Expectations in EFL Classrooms: A Conversation Analysis Approach to Turn-Taking

This study explores the interactional practices and normative expectations of teachers and students in English as a Foreign Language (EFL) classroom, with a focus on turn-taking and conversational dynamics. Addressing a gap in understanding how institutional norms shape classroom interactions, the research employs Conversation Analysis (CA) as its methodological framework, emphasizing the systematic organization of talk-in-interaction. Data were collected from two recorded classroom sessions, including one conducted at the American Language Center in Rabat, Morocco, and another source from a publicly available YouTube video. The transcriptions, adhering to Jefferson’s (1988) system, were analyzed to uncover patterns of turn-taking, repair initiators, and backchanneling in teacher-student exchanges. The findings reveal that teachers use strategies such as other-initiated self-repair, scaffolding, and missing units to guide student contributions while managing conversational flow. Additionally, students demonstrated clear expectations for feedback, often signaled through transition relevance places. These practices underline the collaborative nature of EFL classroom interactions and the critical role of teachers in fostering language learning. The study highlights the pedagogical value of interactional competence and offers insights for improving teacher training and classroom engagement strategies.

THE ROLE OF ISLAMIC RELIGIOUS EDUCATION TEACHERS IN EXPLAINING STUDENTS' ATTITUDES OF TOLERANCE AT STATE HIGH SCHOOL 2 NORTH SANGATTA EAST KUTAI

This research aims to analyze the role of Islamic religious education teachers in developing students' attitudes of tolerance, as well as the supporting and inhibiting factors faced by teachers in the process of developing students' attitudes of tolerance. This research uses a qualitative approach, and data collection techniques through observation, interviews and documentation. In contrast, the analysis technique uses Miles and Huberman analysis techniques with data condensation, data presentation, and verification. The results of this research show that PAI teachers at SMAN 2 Sangatta Utara play a role in developing students' attitudes of tolerance, PAI teachers act as educators, teachers, mentors, trainers and role models. Apart from that, PAI teachers also play a role in teaching the values ​​of tolerance through discussions, case studies and extracurricular activities, as well as creating an environment that respects diversity by encouraging positive interactions between students from various religious backgrounds. Supporting factors in implementing multicultural education include teacher commitment, cooperation with parents and the community, and support from the school administration while inhibiting factors include new students who have difficulty adapting and lack of support from the home environment, which is often internally related.

Moral Leadership and Professional Learning Communities: The Mediating Role of Teachers' Trust in Principals and the Moderating Role of Principals' Controlling Behavior

ABSTRACTProfessional learning communities are essential for school success, and principal leadership is crucial for teachers' participation in them. Based on social exchange theory and ambidextrous leadership theory, this study explored the mediating role of teachers' trust in principals between moral leadership and professional learning communities and the moderating role of principals' controlling behavior in this relationship. A total of 577 elementary school teachers in China participated in this study. The study found that moral leadership was positively related to professional learning communities, and this relationship was mediated by teachers' trust in principals. Additionally, principals' controlling behavior positively moderated the relationship between moral leadership and trust in principals, and negatively moderated the relationship between moral leadership and professional learning communities. These results contribute to the delivery of guidance for principals to enhance teacher trust and develop professional learning communities.

E-LKPD Based on Socio-Scientific Issues: A Means of Developing Science Literacy and Critical Thinking In The Era Of The Independent Curriculum

Against the background of the limitations of learning media in facilitating the learning needs of students, as well as the importance of critical thinking skills and science literacy in facing global challenges. The independent curriculum is an approach designed to meet the learning needs of students flexibly, but still requires the active role of teachers in conveying essential concepts, so the development of SSI-based e-LKPD is expected to be an effective learning innovation to develop students' critical thinking skills and science literacy. The purpose of the study is to measure the effectiveness of SSI-based e-LKPD on environmental pollution materials on students' science literacy and critical thinking. The use of the liveworksheet application is used for interactive learning media. This type of research is quasi-experimental design with the one group pretest-posttest design method. The research was conducted in grade VIII of junior high school in Tanggamus district with a total of 128 students. Data analysis uses n-gain test and t-test. The results of the analysis obtained an n-gain of 33 in the control class and 53 in the experimental class. This value is in the range of 40-55 with the category of less effective. Furthermore, the results of the t-test showed a significant difference between the control and experimental classes (p<0.05); reject H0, thus that SSI-based e-LKPD is effective in improving critical thinking skills and science literacy of junior high school students.

Pendidikan Holistik dalam Pengembangan Karakter Siswa

Holistic education is an educational approach that builds humans as a whole by developing all the potential that exists in humans. Holistic education aims to shape the character and personality of students, not only intellectually but also spiritually, morally, and socially. With the active role of teachers and the environment, holistic education can help develop the potential of individuals to become whole humans. Holistic education has advantages and disadvantages, but with collaborative efforts between educational institutions, teachers, parents, and the community, holistic education can shape individuals who are balanced and have strong characters.

Exploring Simulated Practice in Teacher Education: Opportunities to Professionalize the Teacher Role

In Norway, as in many other countries worldwide, student teachers often report a lack of coherence between their practice experiences and the teacher training provided on campus. For example, student teachers request more practice-relevant campus training on themes like parent–teacher conferences. Employers worldwide expect universities to prepare graduates to innovate practices. This empirical article addresses these challenges by engaging student teachers in simulation-based practice designs (SPDs), which include a class brief, group sessions with simulated parent–teacher conferences, and a debrief. The students are encouraged to act with agency and approach the simulated situations critically. Overall, this study shows that students are highly engaged and task-oriented across SPDs. The survey data (n = 39) show that students perceive the simulation experiences as relevant preparation for their future practice. Audio recordings (215 min) and field notes indicate that they are triggered to critically reflect on and generate ideas for addressing challenges in the simulated situations. There are instances of linking theory with practice, and even some “thinking outside the box”. SPDs provide valuable opportunities to professionalize the teacher role but could benefit from more support and time to bridge the gap between theory and practice and encourage more innovative thinking.

Peran Guru dalam Penanganan dan Pencegahan Perilaku Bullying di Kelas V MI Al Mujahidah Tajurhalang Bogor

This research was conducted to assessthe role of the teacher in handling and preventing bullying at fifth-grade Madrasah Ibtidaiyah. The descriptive qualitative method with interviews, observation, and documentation as a technique to collect the data. The subject criteria were the principal and the teachers who taught in fifth grade. The data analyzed using data reduction, presentation, and inductive data analysis.The result of this research shows that bullying occurs in MI AL MUJAHIDAH in verbal and physical bullying form. The role of teachers to prevent the bullying showed in several ways, such as a group of classical guidance, implementing coachingactivities at the beginning and the end of the semester, as well as increasing religious activities in the school environment in order to increase students faith in Allah SWTand familiarize children with good moral habits or akhlakulkarimahbehavior in deeds and words. teachers will also work together with parents to advise the students about bullying. Teacher will provide the parents about bullying danger, so they could evaluate their children.

Time Is Not on Their Side: How Mentor Teachers’ Working Conditions Shape Candidates’ Development and Intent to Teach

Student teaching is a powerful formative experience for special education teacher candidates. Crucial to candidate success in student teaching is the effectiveness of their mentor teacher. However, the role of mentor teacher does not occur in a vacuum and context factors into the quality of the experience. A growing body of research indicates that a placement school’s working conditions may also contribute to candidate outcomes. Yet, prior research provides little insight into how these elements may interact and relate to candidates’ development. This study investigates this potential relationship and the ways in which they may shape candidate development. Results suggest mentor teachers’ available planning time and collaborative relationships with general education colleagues are important working conditions in supporting relationships between mentors and candidates, candidate development, and candidates’ future career plans. Implications and future directions for mentorship research are discussed.

Exploring the relationship between learning climate in schools and agile leadership using multi-group path analysis: does “Willingness to work” have a mediating role?

Abstract The learning climate in schools is significantly influenced by relationships among teachers, students, and school administration. Despite its importance, relatively few studies have explored the relationship between learning climate and principal characteristics from teachers’ perspectives. This study aims to examine the mediating role of teachers’ willingness to work in the relationship between the learning climate in schools and agile leadership. The participants consist of 630 teachers from various educational levels, ranging from preschool to high school. Data were collected using the Agile Leadership Scale, the Learning Climate Scale, and an item assessing teachers’ willingness to work. Mediation analysis was employed to examine the impact of teachers’ willingness to work on the relationship between agile leadership and the learning climate in schools. The findings revealed that willingness to work serves as a mediator in the relationship between the learning climate in schools and agile leadership. Multi-group path analysis indicated that this mediation effect was significant among male teachers, whereas they were not observed among female teachers. The overall results demonstrate that the learning climate in schools is affected by the agile leadership of the principals, and the willingness to work of teachers partially mediated this relationship. These findings underscore the importance of agile leadership behaviors in fostering a conducive learning climate and suggest that supporting teachers’ professional and personal development can further enhance this environment.

Role of Parents and Teachers in Supporting a Child’s Growth and Learning: Aurobindonian Perspective

Children are mostly guided by their parents and teachers. The problem lies in the fact that parents and teachers have their own deficiencies which are transferred to their children consciously or unconsciously. Our way of upbringing may nurture or spoil the possibilities within a child. Sri Aurobindo and the Mother have envisaged a new world upon this earth which will be led by the Divine Consciousness. They have shown the ways to prepare ourselves for a better tomorrow. The childhood is the most important period of human life. The personality begins to build up and take shape with habits. If good habits are instilled at this stage, they become very natural with the child. The aim of this life is to walk on the path of discovering the inner truth, the Divine within. In this context, the role of parents and teachers bears immense significance. In order to be a good guide, they need to be the living examples of the ideals they teach. A child is a little scientist. He discovers the world through investigation and experiment. This trait must be nurtured by the parents and the teachers. By instilling good habits, giving freedom to explore, creating a conducing learning-atmosphere, helping the child strengthen the contact with his real self, parents and teachers can fulfill their role most effectively and meaningfully.

Obstacles to in-service Chinese high school mathematics teachers’ implementation of mathematical modelling in classrooms: an empirical investigation of teachers’ perspectives

Abstract This mixed-method study uses interviews and an online questionnaire to investigate the obstacles that hinder teachers’ implementation of mathematical modelling in everyday classrooms in China. Thirty high school mathematics teachers were interviewed, and 200 teachers completed an online questionnaire regarding their perceived obstacles. We identified six critical obstacle groups: missed opportunities to learn mathematical modelling education in professional development and/or teacher education; students’ lack of knowledge and interests; lack of examples in textbooks; lack of suitable teaching materials; non-favourable curricula tradition and school policies; and a strong traditional focus on examination culture. The obstacles identified and their relationship to and role in current in-service teachers’ practices are explored and interpreted from a sociocultural perspective considering, among other factors, the significance of central examinations in China and the historical prevalence of pure, structurally oriented mathematics in school.

The Role of Guidance and Counseling Teachers in Developing Student Potential

This writing research aims to understand the Role of Guidance and Counseling Teachers in developing student potential. The method in this writing uses the library research method or literature study as the main approach. This method includes collecting and analyzing data from various relevant written sources, including books, journals, scientific articles, and other documents related to the role of teachers in developing student potential. By using this library research method, the researcher conducted a systematic review and identification of journals which in each process followed the steps that had been set. The data analysis techniques used were clarifying, concluding, and concluding. The results of this journal writing research are: 1) Student Potential Development Strategy and 2 Guidance and Counseling Teachers' Efforts to Improve Students' Academic Achievement.

The Relationship Between Organizational Trust and Teacher Autonomy: The Mediating Role of Self‐Efficacy Beliefs

ABSTRACTIncreasing numbers of studies have concentrated on teacher autonomy which is considered a crucial component in the work of teachers. This study explores the mediating role of teachers' self‐efficacy beliefs in the relationship between organizational trust and teacher autonomy. Data were drawn from 326 teachers working in a southwest city of Türkiye. The study utilized structural equation modeling to investigate the relationships between organizational trust, self‐efficacy beliefs, and the dimensions of teacher autonomy. The results revealed positive links between organizational trust, self‐efficacy beliefs, and each dimension of teacher autonomy. The results also revealed that self‐efficacy beliefs significantly mediate the relationship between organizational trust and curriculum autonomy, teaching autonomy, communicative autonomy, and professional development autonomy. In addition, organizational trust was found to play an indirect but crucial role with both teaching autonomy and curriculum autonomy. The findings emphasize the importance of creating an environment characterized by trust in schools and addressing teachers' self‐efficacy beliefs in an effort to support teacher autonomy. Practical implications and potential directions for further research are discussed aligned with the results of the study.

Ethnomathematics-based traditional games as a pedagogical approach to enhance logical-mathematical intelligence

Research on ethnomathematics-based traditional games that focus on students' mathematical logistic intelligence has not been conducted widely. The purpose of this study was to analyze ethnomathematics-based mathematical games as a learning approach to improve students' logical-mathematical intelligence. Qualitative research was conducted using an exploratory approach. The prospective subjects of this study were 50 students from five Elementary Schools in Pamekasan Regency. Of the 50 students, 10 were selected as research subjects, who were representatives of each traditional game in this study. From the questionnaire given, 10 traditional games that were often played in everyday life were obtained. Data collection techniques were in the form of interviews, observation, documentation, and literature studies as a form of triangulation to obtain data and determine the validity of the data. Data analysis techniques in ethnographic research include descriptions, analyses, and interpretation. The results showed that the integration of traditional games in mathematics learning requires the active role of teachers to link game elements with formal mathematical concepts. Traditional games based on ethnomathematics not only preserve local culture, but also become an effective tool for developing students' logical-mathematical intelligence.