Senior High School Teachers Research Articles

The Cultivation of Thinking Quality in English Reading Teaching in Senior High School

The Cultivation of Thinking Quality in English Reading Teaching in Senior High School

On the Application of Discourse Cohesion Theory to English Reading Teaching in Senior High School

On the Application of Discourse Cohesion Theory to English Reading Teaching in Senior High School

UNLOCKING SUCCESS: FOUR PHASE TECHNIQUES FOR PILING LARANG STUDENTS

Writing is a crucial life skill for success in classes, jobs, and community settings. Students write to learn in order to organize, investigate, and digest new information, as well as display their understanding (Klein et al., 2016). In general, the writing problems identified in this study through pre-test, interview, questionnaire, and observation were that students had difficulty producing a gramatically correct sentence, expressing their ideas logically, using appropriate words, producing cohesive and coherent text, and producing accurate spelling and punctuation. To solve those problems encountered by teachers in Binan City Senior High School, the researchers conducted a study on utilizing the four-phase technique to improve the writing skills of the students in Piling Larang Grade 12. This research employs a quasi-experimental research design utilizing the pretest and posttest to determine the effectiveness of the four-way phase technique to enhance the writing skills of the students in Grade 12 Piling Larang, and two sections were used for the comparison group and the experimental group with 30 students each. The noteworthy result of the inferential statistic of the research is that there is a significant difference between the posttest mean score of the experimental and comparison groups, which shows that there is a noteworthy increase in the mean score of the experimental group, proving that all theories in the literary reviews supported the result of this study. This research recommends that teachers may utilize the four-phase technique in improving their writing skills, and school administrators are encouraged to assist teachers in implementing the four-phase technique in writing. It encourages to hold seminars and workshops on this four-phase technique in writing, not only for senior high school teachers, and future researchers may identify and test other possible factors that can further define the effectiveness of the four-phase technique in improving the writing skills of students. KEYWORDS: Four phase technique, Writing Skills, Piling Larang, Quantitative Study

The Application of 5E Instructional Model to English Reading Teaching in Senior High School

The Application of 5E Instructional Model to English Reading Teaching in Senior High School

Cultivating Action Research Culture among Teachers

This study determines the intricate relationship between action research culture and its effect on the professional development among teachers in Opol District, Division of Misamis Oriental. Five significant goals were addressed in this study by profiling respondents’ characteristics, defining the research culture among teachers in terms of funding, infrastructure, interest, research capability, and research collaboration, evaluating the teachers' professional development based on curriculum, general pedagogical knowledge, field of knowledge, pedagogy, and teaching methodologies, examining the significant relationship between teachers' research culture and their professional development, evaluating the significant relationship between the research culture, professional development, and respondents’ characteristics. This study used a survey questionnaire on all public elementary and secondary school teachers during the School Year 2023–2024. The participants were 200 teachers: 117 were elementary, and 83 were junior and senior high school teachers. Slovin's Formula was used to get the sample size. Data were analyzed using statistical tools such as Pearson r correlation, mean scores, frequency and percentage, and standard deviation. Significantly, relationships exist between research culture and professional development. It was manifested that the respondents’ years of teaching and highest educational attainment showed a significant relationship between their level of research culture and professional development. Ultimately, despite the teachers being competent in cultivating research culture and also referred to as experts in professional development, it is recommended that Values Education as one of the areas of specialization be improved, funding for research resources be allocated, opportunities for ongoing professional development be offered, reskill and upskill teachers in line with current curriculum updates and a research culture be fostered utilizing mentorship and workshops.

Influencing Factors in Pursuing Graduate Degree Program toward Teachers’ Quality of Life

Teachers' pursuit of a master's degree is influenced by many factors, which can considerably affect their quality of life. This study examines these factors focusing on age, education, marital status, family income, job security, self-motivation, financial stability, and recognition, with a significant relationship between these factors and teachers' quality of life. Public elementary and secondary school teachers in Opol District of School Year 2023-2024 are the respondents of the study. A study involved two hundred (200) teacher-respondents, comprising one hundred seventeen (117) elementary and eighty-three (83) Junior and Senior High School teachers. It used Slovin's Formula to determine sample size; and statistical tools such as Pearson r correlation, mean scores, frequency and percentage, and standard deviation. The study found that self-motivation significantly impacts the quality of life of teachers, resulting in increased job security, financial stability, and job dedication. A master's degree empowers educators to become leaders, and mentors, thus influencing education. Empowerment strategies include professional development, praise, recognition, and collaborative decision-making. Further, the study recommends motivating teachers to go on professional development, praising their efforts, giving them recognition and respect, and encouraging collaborative decision-making processes. Moreover, the Department may provide leadership development programs that foster cooperative decision-making processes, incorporating professional growth and development for teachers.

On the Strategies and Principles of Cultivating Students’ Intercultural Communication Competence in English Reading Teaching in Senior High school

On the Strategies and Principles of Cultivating Students’ Intercultural Communication Competence in English Reading Teaching in Senior High school

Nature and Determinants of Emotional Intelligence among Social Studies Teachers in Public Senior High Schools in the Central Region of Ghana

Emotional intelligence (hereafter as EI) is highlighted in literature to be crucial attribute for teacher effectiveness in coping with changes and pressure in the work environment especially in the growing emphasis on acquisition of 21st century competencies among students. Hence, in response to the mounting concerns, teachers’ level of EI has become pertinent more than ever before. However, there are controversies in literature on the influence of demographic characteristics and their impact on levels of EI amongst teachers. Therefore, this study investigated the level of EI as well as how demographic characteristics (sex, age, academic qualification and years of experience) influence EI among Social Studies teachers in public Senior High Schools in the Central Region of Ghana. Bar-On (2007) mixed model of EI guided the study. The cross-sectional descriptive survey research design within the positivists’ quantitative methodology was used to collect quantitative data with the main instrument being structured questionnaire. Data were collected from all the 380 Social Studies using the census sampling technique. With the aid of the version 28 of Statistical Product for Service Solutions (SPSS) descriptive (mean, standard deviation) and inferential statistics such as independent samples t-test and one-way between groups ANOVA were used to analyse the data. The findings revealed that Social Studies teachers had high level of EI. Specifically, even though Social Studies teachers indicated several dimensions of EI, they had very high emotional intelligence in interpersonal relationship and intrapersonal relationship and high EI in stress management, adaptability and general mood. The study further revealed that whereas sex and academic qualification did not account for any statistical significance, age and years of teaching experience statistically significantly influenced Social Studies teachers level of EI. Therefore, the study recommended that Ghana Education Service through the Central Regional Directorates of Education should consider age and years of teaching experience when organising training programmes and interventions that have the potential of sustaining the high levels of EI to improve their effectiveness in the teaching and learning of Social Studies.

Transformational Leadership Qualities of School Heads and Organizational Outcomes of Senior High School Teachers

Transformational Leadership Qualities of School Heads and Organizational Outcomes of Senior High School Teachers

Adapting the 5E Inquiry-based Model in Online Science Teaching

The preoccupation with equipping science learning among students has engendered educators to explore various approaches and strategies in the online setup. A plethora of studies promoted the use of the 5E inquiry-based approach to augment science learning. Yet, a dearth of studies employing this approach is observed especially in the New Normal setup, hence, the conduct of the study. The study ventured into how senior high school teachers’ and students’ experiences and strategies can serve as inputs to the implementation and development of the 5E inquiry-based instruction model in online science teaching following a case-study design. The participants of the study were purposively sampled. Qualitative data were generated from the answers of the teachers to open-ended questions and thematically analyzed. A focused group discussion with students was conducted to triangulate the data. Data revealed a recalibration of the model wherein the “Evaluate” phase is an integrative phase of all phases and teachers exemplify an iterative process of “Explain” and “Elaborate” phases in the online setup. The researchers recommend the development and validation of lesson exemplars for biology, physics, and chemistry capitalizing on the adapted teaching model.

The Application of Production-oriented Approach to English Reading-writing Integration Teaching in Senior High School

The Application of Production-oriented Approach to English Reading-writing Integration Teaching in Senior High School

A New Program to Foster Inclusion: Unraveling Language Teachers’ Pedagogical Practices to Differentiated Instruction

The "Guru Penggerak" program is Indonesia's Merdeka Belajar initiative, aiming to enhance the quality of education by equipping teachers to implement differentiated instruction (DI). This study investigates its implementation focusing on Indonesian language teachers who have been qualified as the Guru Penggerak. Drawing on a qualitative case study conducted in three Indonesian senior high school teachers, this research explores how teachers integrate DI across content, process, and product domains in language education. Findings reveal that teachers adeptly differentiate content by curating diverse learning materials and collaboratively establishing classroom agreements. Process differentiation entails tailoring instructional delivery to accommodate varied learning styles and readiness levels, employing specialty grouping and facilitating student engagement. Moreover, teachers differentiate product by offering multiple avenues for demonstrating learning outcomes and leveraging technology for flexible assignment submission. Through DI, teachers create inclusive and engaging learning environments, promoting deeper comprehension, critical thinking, and student autonomy. This study underscores the transformative potential of DI in language teaching, advocating for pedagogical approaches that prioritize individual student needs and foster linguistic proficiency.

Study on the Learning Strategies of Chinese High School Students Using English as a Second Language

By analyzing the theory of second language learning strategies, this paper discusses the common mistakes of senior high school students in the process of English learning, and puts forward the problems that should be paid attention to in the application of second language learning strategies in senior high school teaching.

PARENTS’ INVOLVEMENT AND LEARNERS’ ENGAGEMENT IN SCHOOL

Positive parent-school communications benefit parents. The manner in which schools communicate and interact with parents affects the extent and quality of parents' home involvement with their children's learning. For example, schools that communicate bad news about student performance more often than recognizing students' excellence will discourage parent involvement by making parents feel they cannot effectively help their children. This study will make use of a descriptive-co-relation non-experimental quantitative research method. It is descriptive because the data are presented in quantitative descriptions on “Parents Involvement and Learners Engagement in School. The study will be conducted in Davao del Sur School of Fisheries, Division of Davao Del Sur. The respondents of this study will be the junior and senior high school teachers of the research locale to answer the first and second set of questionnaires on the parent involvement and engagement of learners. This revealed that when parents oftentimes involved in school activities, their children also engaged in school activities. This happens because leaners are motivated to the support afforded by their parents in studies not only on financial support but on moral support as well. Students that have involved parents typically do better academically, on tests, and in school. Improved social skills, less disciplinary problems, and better behavior are all associated with higher levels of parental participation. When parents are involved, children often have higher self-esteem and motivation towards their schoolwork. For future researchers, it is strongly recommended that a relative study on the involvement of parents in school activities along with other potential variables will be conducted. Future studies should include diverse populations across different socioeconomic, cultural, and geographical contexts to understand how parental involvement impacts learner engagement in varied settings. KEYWORDS: parents’ involvement and learners’, engagement in school

Senior High School Program Graduates and Teachers’ Satisfaction and Challenges: Spring Board of Plan Adjustments

The study was conducted to determine the challenges and satisfaction of the teachers and graduates on the implementation of Senior High School (SHS) Program. Out of 1615 first batch graduates of school year 2017-2018, 306 of them were used as respondents of this study. These respondents were enrolled in two colleges in the Province of Camiguin. While 91 out of 130 SHS teachers from 10 public schools in DepEd-Camiguin represented were used as sample from the SHS implementers. The study utilized the quantitative-descriptive method to answer the research questions. Frequency, mean, ANOVA and multiple regressions were used to analyse the data. The study revealed that the graduate respondents were very disappointed in schools with no laboratories and workshops. They had difficulties in demonstrating their knowledge into actual experiential learning for the tools, materials, equipment and updated audio-visual materials needed were not available, if there were, and then it is not enough. Also, students’ research activities were impeded for no internet connections and other instructional resources available for to use. On the other hand, SHS teachers needed more TGs and CGs, teaching supplies and materials, laboratories and workshops to be effective and efficient to support learning. The graduates were not satisfied on the teachers’ effectiveness and efficiency in delivering the lessons to them. The overall results revealed that there is no significant relationship between satisfactions and challenges among SHS graduates and teachers’ in SHS program implementation. This study found out the need to implement adjustment to address the challenges identified by the respondents. Various programs and activities were needed to address the shortages and needs of the Senior High School community. Moreover, the outcome of the plan adjustments is to encourage the optimistic response of the department heads, school heads, teachers and students. By so doing, improvements will be transpired.

Building Research Skills of Students: Setback of Senior High School Teachers

This study uncovered the difficulties of teachers in building the research skills of senior high school students. There were ten (10) participants in this study and they were senior high school teachers from cluster 5 of the Division of Davao City. The information data gathered from this phenomenological inquiry were obtained through in-depth interviews. Using thematic analysis, the theme on the difficulties of teachers in building the research skills of students were as follows: Lack of research competence and Lack of writing skills. The findings indicated that in building the research skills of the students, the lack of competence of the students and the lack of writing skills were the roadblocks that prevent the teachers. Meanwhile, on the coping strategies senior high school teachers in building the research skills of students, this study had developed the following themes: strengthen the assistance of research advisers and Making use of instructional videos. The findings indicate that, as a way to cope with the challenges of senior high school teachers in building the research skills of the students, the teachers make use of their time providing technical assistance to the students. From the difficulties and coping strategies of teachers. this study has developed insights that may help enrich the competence of senior high school students in writing practical research. The insights drawn from the findings of the study were as follows: reinforced composition writing in the school curriculum and reinforced composition writing in the school curriculum. This study provided in-depth knowledge and propositions to strengthen the research competence of students.

Implementation of Project PIC (Pragmatic, Ideological, and Charismatic) in improving the leadership style of senior high school teachers in Gallanosa National High School

Implementation of Project PIC (Pragmatic, Ideological, and Charismatic) in improving the leadership style of senior high school teachers in Gallanosa National High School

The total contribution of the direct and indirect influence of servant leadership on innovative work behavior

This study aimed to determine the total contribution of servant leadership variables directly or indirectly to the innovative work behavior of high school teachers. The research respondents were 158 teachers from Jakarta Capital Special Region, Bogor Regency, Bekasi City, and Bandung Regency, Indonesia. Data analysis technique using path analysis. The results showed that the total direct and indirect contribution of servant leadership variables to innovative work behavior through knowledge sharing was 97.3%. The remaining 2.7% comes from variables not examined in this study. The implications of this research can be used by school principals and education policymakers at the national and regional levels to strengthen servant leadership to create knowledge sharing in strengthening the innovative work behavior of teachers in senior high schools.

Effect of Emotional Intelligence on Economic Teachers’ Self-Efficacy: The Moderating Role of Background Characteristics

The study examined the moderating role of teacher background characteristics on the influence of emotional intelligence on the self-efficacy of Economics teachers in senior high schools. The model testing correlational research design was employed for the study. Eighty-eight (88) senior high school economics teachers participated in the study, from an initial accessible population of 300. The General Self-Efficacy scale developed by Schwarzer and Jerusalem (1995) and the Quick Emotional Intelligence Self-Assessment scale developed by Mohapel (2015) were adapted to measure economics teachers' self-efficacy and emotional intelligence, respectively. The reliability and validity of the instruments were established using Cronbach's alpha, composite reliability and convergent validity. Smart-PLS (Partial Least Square modelling) was used to estimate the model to establish the relationship among teachers' background characteristics, emotional intelligence and self-efficacy. The study revealed that senior high school economics teachers' marital status, gender and teaching experience affected their emotional intelligence and self-efficacy in teaching economics. Economics teachers' emotional intelligence affected their self-efficacy. However, teachers' marital status, gender and teaching experience did not moderate the effect of emotional intelligence on the self-efficacy of economics teachers. It is recommended that training interventions by the Ghana Education Service, Continuous Professional Development service providers and other educational stakeholders be channeled towards improving self-concepts, especially emotional intelligence and teachers' self-efficacy. Training for teachers on emotional intelligence and self-efficacy should be targeted based on their gender, marital status and teaching experience, as they differed significantly on these self-concepts in terms of these background characteristics.

School Climate and Teacher Stress of Senior High School Teachers in Surigao Del Sur Division Amid the Global Pandemic

School Climate and Teacher Stress of Senior High School Teachers in Surigao Del Sur Division Amid the Global Pandemic