Elementary School Teachers Research Articles

Elementary School Teachers’ Competencies: In-Service Teachers Training Model for Content, Culture, Technology Integration

Teachers’ competencies, in terms of content, culture, and technology, are the main capital for managing 21st-century learning. Despite the importance, these competencies have not been well developed, specifically at the elementary level, indicating the pressing need to develop a training model. Therefore, this study aims to develop a quality INSET CULTECH model for in-service teachers that integrates content, culture, and technology. The study procedures were carried out using a Four-D development method. The training model was content-validated by experts and responses were received from teachers before testing with repeated measurement. The sample population comprised teachers from public elementary schools in Denpasar City. In addition, competencies data before and after participating in INSET CULTECH were analyzed using Repeated Measure ANOVA. The results showed that the quality of the training model developed was in a good category. This study is expected to have an impact on developing competencies in integrating Balinese culture into basic science learning, using mobile technology, and implementing innovative learning with the developed media.

Adaptation Administration Practices and Accommodating Classroom Organization of Public Elementary School Teachers

This study determined and described the adaptation administration practices and accommodating classroom organization of public elementary school teachers in the Lupon District, Division of Davao Oriental. It employed a non-experimental quantitative research design utilizing a correlational method. The respondents of the study comprised 139 public elementary school teachers selected through universal sampling. Data analysis involved the use of mean, Pearson r, and regression analysis. The findings revealed that the adaptation administration practices of public elementary school teachers, in terms of consideration, stimulation, motivation, and influence, were oftentimes demonstrated by the teachers. Similarly, accommodating classroom organization, in terms of normative behavior, workplace behavior, values, and decision-making, was also oftentimes observed. Furthermore, a significant relationship was found between adaptation administration practices and accommodating classroom organization among teachers. It was further revealed that the domains of adaptation administration practices significantly influenced the accommodating classroom organization of public elementary school teachers. Based on the findings, it is recommended that public school teachers participate in conferences and training programs organized by the Department of Education (DepEd) as part of a professional development program. Such initiatives could enhance teachers' knowledge and skills, thereby fostering improved educational practices and creating a more conducive learning environment for students.

Development of Textbooks for Elementary School Curriculum Study and Development Course

This study aims to develop an elementary curriculum study and development textbook specifically designed for 5th-semester students in the Elementary School Teacher Education program. The textbook is aligned with the current syllabus and aims to improve students' conceptual understanding in the Elementary School Curriculum Study and Development course. To ensure that the textbook meets the needs of effective learning, this research uses the ADDIE model which includes 5 stages namely Analysis, Design, Development, Implementation, and Evaluation. The data collection technique uses a validation instrument in a semi-open questionnaire. The validation results showed high qualification scores from two experts: content and material (87.50%), presentation (89,06%), and language (87,50%). Small group trials involving 30 fifth-semester students taking the Elementary School Curriculum Study showed an average acceptance rate of 87,00%, indicating that the textbook was well-made and suitable for use. With this research, the results are obtained in the form of elementary school curriculum study and development textbooks that have been adapted to the development of the current educational paradigm.

Community Tolerance, Habitus, and Early Childhood Education in Schools: A Phenomenological Approach

Purpose – This study examines how the tolerant culture of the Senggarang community, rooted in its traditions and values, influences religious tolerance education in early primary education in Tanjungpinang City, Indonesia, by utilizing Bourdieu’s theory of habitus and cultural capital to clarify the impact of cultural practices in multicultural communities on early childhood education oriented towards tolerance. Design/methods/approach – This study employs a qualitative phenomenological approach, utilizing direct observation, in-depth interviews, and document analysis to explore the influence of cultural practices on tolerance education. Field research engaged diverse informants from Senggarang, including elementary school teachers from early elementary education, local community members, and officials familiar with the area's historical and social dynamics, to ensure a comprehensive understanding of the community's tolerance-related practices. Findings – The findings reveal that the tolerant cultural practices in Senggarang, deeply rooted in historical and social contexts, significantly influence tolerance education among students. Children aged 6–7 years in early primary education adopt tolerance as part of the behaviors they learn through communal activities such as interfaith holiday celebrations and support for religious events. Cultural values that promote interfaith respect, evident in traditional interactions and mutual cooperation (gotong royong), are internalized by children through family and community engagement. These practices align with Pierre Bourdieu's concepts of habitus and cultural capital, demonstrating how inherited cultural norms and daily practices shape children's dispositions toward tolerance. Educators and the school environment further reinforce these practices by embedding tolerance education through routines and collaborative activities among diverse students. Research implications/limitations – This study provides valuable insights into how community culture influences school-based tolerance education. However, its findings may be less applicable to areas with different social and historical contexts. Future research could further examine the role of cultural capital and habitus in multicultural education contexts across various regions in Indonesia. Practical implications – The study highlights the importance of incorporating local cultural values into education to foster early tolerance, offering a model for using cultural practices as teaching tools in diverse communities. Originality/value – This study highlights how community culture and Bourdieu’s concepts of habitus and cultural capital enrich our understanding of tolerance education in first-grade primary school students (ages 6–7), encouraging further exploration of local cultural values to shape inclusive educational practices in multicultural societies. Paper type Research paper

Mediating Role of Emotional Intelligence in the Interrelationship of Elementary School Teachers’ Social Skills and Social Competence

Teachers’ emotional intelligence is one of the prime indicators of their improved social skill and social competence at workplace. Due to rapid changes in the current times, the role of school teachers has become very challenging. Different factors affect their teaching effectiveness. Emotional intelligence is one such important factor which has been less explored in the context of elementary education. The present study examines how emotional intelligence mediates the relations of social skills and social competence of teachers. A total of 210 teachers participated in the study from elementary schools of Punjab, Pakistan. A quantitative measure was administered to collect data on five-point Likert type scale. Mean score Pearson’s r, regression and path analysis were conducted to analyze the data. The results showed a high mean score which was above 4.00 for teachers’ emotional intelligence, social skills and social competence. The correlation between all the three variables indicated social skills having significant correlation with social competence (r value=.766 and p< 0.000), social skills with emotional intelligence (r value = .802 and p<0.000) and social competence with emotional intelligence (r value =.805 and p<0.000). The study showed that emotional intelligence partially mediated the relationships between social skills and social competency. Based on the results it is concluded that emotional intelligence is a strong predictor of social skills and social competence of teachers in elementary education context.

Assessing Teacher Competences and Their Impact on Inclusive Education for Children with Developmental Difficulties in Kosovo

In Kosovo, the inclusion of special education needs (SEN) in regular classrooms is growing, yet teachers often lack the necessary preparation. Effective management requires competency, inclusive training and development. This study explored the relationship between teacher competences, inclusive education training, and professional support in managing classrooms with children with SEN in Kosovo. We employed a mixed-methods approach, distributing structured questionnaires to 57 elementary and secondary school teachers and conducting a literature review. Descriptive statistics revealed that 98.20% of children receiving special education services had impairments, indicating a robust commitment to addressing SEN. The emphasis was on early intervention, as evidenced by the creation of 96.50% Individualized Education Plans (IEPs) in the first grade and the active analysis of previous program data by 87.70% of teachers. A chi-square test found a significant correlation between training in inclusive education and teachers' proficiency in managing inclusive classrooms (p-value < 0.01). However, 8.80% of teachers reported limited data access, highlighting the need for further training and support. IEP goals often prioritized social skills (12.10%) and adaptive behavior (11.8%), emphasizing the necessity of thorough educator preparation. The study underscores the critical role of inclusive education training in enhancing teacher competency. Although most SEN children receive necessary services, challenges like restricted data access require solutions through continuous professional development. Hypothesis testing showed professional support significantly boosts teacher confidence in inclusive practices (p-value < 0.05), emphasizing continuous training.

Implementation of Improving the Quality of Education in Elementary Schools through Transformational Leadership

Implementation of Improving the Quality of Education in Elementary Schools through Transformational Leadership

Career Progression and Classroom Facility Adeptness of Teachers in Public Elementary Schools

This study aimed to explore the career progression and classroom facility adeptness of teachers in public elementary schools in the Sta. Maria District, Division of Davao Occidental. In this context, career progression refers to the development of teachers’ professional skills, while classroom facility adeptness pertains to how teachers utilize available resources to enhance student learning. A non-experimental quantitative research design was employed, using correlational methods to examine the relationship between career progression and classroom facility adeptness. Additionally, regression analysis was used to determine the significant influence of the domains of career progression on teachers’ classroom adeptness. The study involved 135 public elementary school teachers, selected using universal sampling. Data were analyzed using mean scores, Pearson’s r, and regression analysis. The results revealed that career progression was often reflected in teachers' commitment to excellence, honesty and integrity, respect for others, compassion, and social responsibility. Classroom facility adeptness, on the other hand, was sometimes manifested in terms of collaboration, decision-making, resource utilization, and communication. A significant relationship was found between career progression and classroom facility adeptness, with a Pearson r-value of 0.988 and a p-value of 0.00, indicating a strong correlation between the two variables. Additionally, the regression analysis revealed that classroom facility adeptness significantly influenced the domains of career progression. The regression results indicated the following relationships between career progression and classroom facility adeptness: commitment to excellence (B = -0.075, t = -0.503, p = 0.000), honesty and integrity (B = 0.014, t = 0.125, p = 0.000), respect for others (B = -0.218, t = -1.807, p = 0.000), compassion (B = -0.074, t = -0.502, p = 0.000), and social responsibility (B = 0.015, t = 0.126, p = 0.000).Based on the findings, it is recommended that public school teachers engage in professional development programs, such as conferences and training sessions offered by the Department of Education (DepEd), to improve their skills and enhance their capacity to better support student learning and academic success.

LEARNING IN AN ENGLISH CONTENT-BASED CURRICULUM OF THE DEPARTMENT OF EDUCATION: ISSUES AND CHALLENGES FROM A 21ST CENTURY PERSPECTIVE

The purpose of this paper was to analyze the Philippine K to 12 English Curriculum from 21st century learning perspective. The first section briefly described the current English curriculum in the Philippines. The subsequent section describes 21st century learning in both general and ELT-related terms. The discussion then reviews the specificity and coherence (i.e., sensible connection or coordination between and among different components (Newmann, et al., 2021; Schmidt, et al., 2019) of the new English curriculum, how it is consistent with the principles espoused by 21st century learning, and how it is aligned to established language teaching and learning principles. The study is conducted through qualitative phenomenological methods. All of the participants are public elementary school teachers who experienced using the content-based curriculum for grade one. These participants are currently teaching with more than two years of teaching experience. A total of 10 participants are considered in this study who will join the in-depth interview and focused group discussion respectively. The first theme “teachers’ competence” has four sub-themes namely; significance of trainings among teachers, content knowledge of the teacher, cognitive demand and proper understanding of the curriculum. Furthermore, the second theme immersed based on the interview was “application of multiple strategies with four sub-themes, to wit: integrate culture in lesson planning, teach language skills across the curriculum, proficiency in English language and proper lesson planning. Finally, the third theme immersed was “significance of teaching pedagogy” with the sub-themes; attract students’ attention, foster motivation and confidence, use English as medium of communication and acquire more knowledge on the subject matter.

PENDAMPINGAN PEMBUATAN 4D BOOK UNTUK MENINGKATKAN SOFTSKILL MAHASISWA ASRAMA UNIVERSITAS NEGERI MALANG

One technology that is developing rapidly now is Augmented Reality (AR) technology. AR is a technology that combines/combines the virtual world with the real world by projecting virtual objects in real-time reality. This means that AR is a technology that can display information from the virtual world into the real world via smartphones, webcams, cameras, computers, or special glasses. Referring to the description above, AR can be integrated into learning activities, especially in making teaching materials or books for students. With current developments in technology, it is necessary to digitize teaching materials or books by integrating AR technology. Universitas Negeri Malang (UM) is a state university in the city of Malang whose output is to produce/produce professional prospective educators (teachers). One of the facilities provided by the UM campus is student dormitories. The dormitory residents at Campus 2 of the UM tend to be students studying primary school teacher education (PGSD). As a prospective teacher, especially a prospective elementary school teacher, of course you need to develop your soft skills that can support your profession as a prospective teacher. As a prospective teacher, of course, you are expected to be able to always be adaptive to developments over time and increasingly sophisticated technology. Therefore, as campus residents within the UM student dormitory, it is necessary to provide assistance to improve soft skills that have not been accommodated/facilitated in lectures. One of the soft skills needed to become a teacher who is adaptive to technological developments is assisting in making books or teaching materials that integrate AR-4D.

The Influence of a Realistic Mathematical Approach on Student Learning in Elementary Schools

This study investigates the impact of the Realistic Mathematics Education (RME) approach on students' critical thinking skills and learning outcomes in elementary schools. The research employs a literature review method by analyzing findings from previous studies, including experimental and quasi-experimental designs. The RME approach, characterized by its emphasis on real-world problems and contextual learning, enables students to connect mathematical concepts with practical applications, fostering critical thinking and problem-solving abilities. Various studies indicate that students using the RME approach exhibit significantly improved critical thinking skills compared to those taught using conventional methods. For example, one study showed an increase in the average critical thinking score from 63.29 to 80.29, with a significance value of 0.001 < 0.05, confirming the approach's effectiveness. Additionally, students demonstrated the ability to apply mathematical formulas in daily life and actively engage in learning activities, leading to higher academic achievement. The analysis highlights three key aspects of the RME approach: its ability to transform abstract concepts into relatable experiences, its adaptability to diverse student needs, and its effectiveness in promoting active participation. These attributes make RME a viable alternative for improving mathematics education in elementary schools. In conclusion, the RME approach provides a practical and effective solution for enhancing students' critical thinking skills and mathematical understanding, bridging the gap between theory and real-world application. This study recommends integrating the RME approach into mathematics curricula to achieve more meaningful and engaging learning experiences for elementary students.

Teacher-student relationships: the roles of teachers’ emotional competence, social emotional learning beliefs, and burnout

ABSTRACT Using a questionnaire survey methodology, this study examined associations among elementary school teachers’ perceptions of their emotional competence, positive social emotional learning beliefs, burnout perceptions, and the quality of their relationships with students. Participants were 120 teachers (88 females and 32 males) recruited from 15 Greek schools. Results demonstrated that teachers’ perceptions of their emotional competence and personal achievement were both positively associated with their perceptions of their relationships with their students as close. When teachers reported high levels of emotional exhaustion, commitment to social emotional learning was positively related positively to perceptions of teacher-student closeness. In contrast, when teachers reported high levels of teacher depersonalisation and personal achievement, commitment to social emotional learning was negatively associated with their perceptions of teacher-student closeness. Teachers reported less conflict with students when they reported experiencing high levels of personal achievement. Findings indicate that psychological processes linking various dimensions of teachers’ social-emotional competence to relationship-building between teachers and students in Greek classrooms are similar to those that operate in the U.S. Strategies to support the development of effective training in social emotional competence for teachers and school leaders are discussed.

Outdoor Learning: Changing The View Of The Boring Subject Of Pancasila Education In Elementary School

Pancasila Education as a compulsory subject in elementary schools is often seen as boring learning due to monotonous and conventional teaching methods. This study aims to examine how the implementation of outdoor learning methods can be an effective solution in changing students' perceptions of Pancasila Education subjects. Using a systematic literature review method, this research analyzes various reference sources related to the implementation of outdoor learning in learning Pancasila Education at the elementary school level. The method in writing this article uses a case study method with data collection techniques, namely interviews, observations, and literature studies. The results showed that outdoor learning succeeded in changing the learning paradigm from theoretical to more dynamic and meaningful. This method allows students to observe, feel, and practice Pancasila values directly through real experiences in the surrounding environment. Some effective implementation strategies include contextualized material planning, outdoor deliberation simulation, project-based approach, and joint reflection. The implementation of outdoor learning is proven to increase students' interest in learning and understanding of Pancasila Education materials, as well as help internalize Pancasila values through meaningful hands-on activities.

Needs for Sustainable Professional Development of Elementary School Teachers Through Culturally Responsive Teaching Approach Training

Needs for Sustainable Professional Development of Elementary School Teachers Through Culturally Responsive Teaching Approach Training

Elementary school teachers views on digital content development processes

The aim of this study is to examine the views of elementary school teachers (ESTs) on digital content development (DCD) processes. In this regard, the difficulties faced by the ESTs in the process of DCD, their suggestions to tackle with these difficulties and their resources and opportunities in the process of qualified DCD were investigated. In addition, the suggestions of the ESTs in facilitating and enabling the DCD process were addressed. The present study is a qualitative research and designed in a case study design. Ten elementary school teachers working in the state schools in eight different provinces of Turkey participated in the study. The interviews were conducted online. The research data were collected through a semi-structured interview form. The interview form consists of 10 questions. The data of the study were analysed via content analysis method. As a result of the data analysis, a total of 221 coding were conducted in line with the two sub-problems. The research findings have shown that, regarding the first sub-problem, elementary school teachers faced the most difficulties in developing digital content such as cloud usage and lack of digital skills, fell behind receiving sufficient support, and preferred video platforms such as YouTube to solve these difficulties. The results concerning the second sub-problem reveal that elementary school teachers experience difficulties such as insufficient technological infrastructure, hardware and training deficiencies. In this regard, It is recommended that Turkish digital content development platforms should be developed, necessary software and expert support should be provided for digital content development, and free access to hardware should be provided.

Factors influencing information literacy integration in teaching among elementary school teachers in Taiwan after COVID-19: Hierarchical linear modeling analysis

Factors influencing information literacy integration in teaching among elementary school teachers in Taiwan after COVID-19: Hierarchical linear modeling analysis

Pengaruh budaya kerja, motivasi kerja, dan supervisi pendidikan terhadap kinerja guru sekolah dasar di Wonosari Gunungkidul Yogyakarta

This study aims to determine: the influence of work culture, work motivation and educational supervision on teacher performance, the influence of work culture on teacher performance, the influence of work motivation on teacher performance, the influence of educational supervision on teacher performance. The research method is quantitative. The population of this study were teachers in elementary schools in Wonosari Gunungkidul Yogyakarta, a total of 505 people. The sample in this study was taken by total sampling, a total of 205 people. The instrument used is a questionnaire. The data analysis technique used is product moment correlation at a significant level α = 0.05. The results showed that: (1) There is a positive and significant influence of work culture, work motivation and educational supervision on teachers' performance. (2) There is a positive and significant influence of work culture on teacher performance. (3) There is a positive and significant influence of work motivation on teacher performance. (4) There is a positive and significant effect of educational supervision on teacher performance.

HOTS-Based Digital Worksheets as Interactive Assessment in Sciences Learning for Elementary School Teacher Education

This study was conducted because lecturers must be able to be more creative by carefully preparing Digital Worksheets for students, because they meet the criteria for basic competencies that must be mastered by students. The purpose of the article is to describe the implementation of HOTS-based Digital Worksheets as an interactive assessment in basic science learning for elementary school teacher education, identify supporting and inhibiting factors, and describe efforts to optimize supporting factors and efforts to overcome inhibiting factors. This study uses a descriptive qualitative research method, by describing a phenomenon as it is without manipulation. The research design chosen is a case study, meaning that the research is focused on one selected event or phenomenon in depth. The subjects of this study were 34 elementary school teacher education study program students who were in semester I. The sampling technique was purposive sampling. Data collection techniques are observation, interviews and document studies. Data validity techniques are technical triangulation and source triangulation. The results of this study is 71% of students felt that teaching materials with new innovations or in other forms. Form can increase students' interest in studying learning material.

Mediating Effects of Work Values on The Roles and Qualities of School Leaders and Teachers Core Behavioral Competencies

The study investigates the mediating effects of work values on the roles and qualities of school leaders and teachers' core behavioral competencies. The research involved 100 public elementary school teachers from nine Del Remedio District, Division of San Pablo City schools, with the majority being female and married. The study used descriptive and correlational research methods to determine the relationship between leadership roles, qualities, and teacher performance. The questionnaire was divided into five parts: respondent profiles, perceptions about the mediating effects of work value in the roles and qualities of school leaders and teachers, and core behavioral competencies. The findings show a significant relationship between leadership roles and qualities and teacher performance and between teacher work values and performance in core behavioral competencies. Teachers' work values fully mediate this relationship. The study suggests that school leaders should be knowledgeable about their roles and qualities, provide necessary technical assistance, and prioritize professional growth for the benefit of the school. The Department of Education is actively working to develop these roles and qualities for better teacher performance.

Comparison of Education in New Zealand and Indonesia in Science Subjects in Primary School

In New Zealand, science education is also tailored to the local context and Maori culture, which provides an additional dimension to science learning in primary school. On the other hand, Indonesia has a different approach to science education in elementary schools. The purpose of this study is to understand the differences in science education approaches in New Zealand and Indonesia and their implications for student learning outcomes in elementary schools. This study uses a comparative descriptive approach to evaluate the differences in the approach to science education in primary schools between New Zealand and Indonesia. The results of this study show that there are significant differences in the approach of science education in primary schools between New Zealand and Indonesia, which has an impact on students' learning outcomes and scientific understanding. New Zealand implements an inquiry-based learning approach supported by adequate laboratory facilities and a more ideal teacher-student ratio. This allows students to engage directly in experiments and observations, which helps them develop critical thinking skills and a deeper understanding of science. In Indonesia, the science learning approach tends to focus on memorization and theory, with limited laboratory facilities and a large number of students per class, which limits the implementation of practice-based learning. As a result, Indonesian students have lower scientific comprehension scores, as seen in the PISA results. Differences in the quality of educational facilities, teaching methods, and time allocation for science learning in both countries are the main factors that affect student learning outcomes.