Teaching Performance Of Teachers Research Articles

TEACHING PERFORMANCE OF ALTERNATIVE LEARNING SYSTEM MOBILE TEACHERS ASSIGNED IN DAVAO CITY COMMUNITY: METHODS AND STRATEGIES IN FOCUS

This study aims to discover the teaching performance of the Alternative Learning System Teachers assigned in Davao City community whose teaching methods and strategies are in focus. This study would somehow trace the significant role of ALS teachers in the institution as they communicate knowledge in a specific subject, help students grow to the fullest, develop a proper attitude, and unfold their personality. This notion of teachers is deemed universal and consistent all over the world. This study may help to develop different pedagogies and relationships between ALS teachers and to enhance teacher’s competence; achieving school goals to teachers performance in selected ALS schools in Davao City. This may also serve as the basis for improvement. Moreover, in the Philippine context, the Code of Ethics for Professional Teachers and the Philippine Professional Standards for Teachers specifically mandate educators to be equipped with technical and professional competence and possess dignity and reputation with high moral values. In other words, high standards are set for ALS teachers. According to American Educational Research Association (1999) unspoken pressure for them to continually put their best foot forward and maintain a dignified image in society. The criteria for selecting participants were specified and appropriate for this case study. The primary population for this case study originated from the Alternative Learning System teachers. The participants for this study were purposefully selected because, selecting the right participants and building working relationships with them can make or break a qualitative study. KEYWORDS: teaching performance, teachers, methods, strategies, alternative learning

Role Of Managerial Principles And Teaching Supervision In Improving Teacher Performance At The Islamic Education Center For Kids

The Islamic Educational Center for Kids (IECFK) is an important institution that teaches children about Islam and Al-Qur'an. However, many IECFKs need more competent teachers. Therefore, more research is needed to identify ways to improve teacher performance in IECFKs. This study aims to improve the teaching performance of IECFK teachers by enhancing their managerial principles and teaching supervision. Cluster random sampling was used to gather data and electronic questionnaires were sent to 288 IECFK administrators out of 995 IECFKs in Gunungkidul, Yogyakarta. The questionnaires were filled out to collect research data, which was analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The study found that both managerial principles and teaching supervision positively and significantly impacted teacher performance. These findings can be used to improve the quality of teacher performance at IECFKs and provide recommendations for improvement. Supervision should focus on continuous teacher development. Future research could explore other variables that affect teacher performance, such as school culture, teacher training, and improving teacher welfare.

Competence, preparation, and relaxation: Contributing factors to EFL student teachers' self-efficacy and teaching performance in microteaching training

Microteaching is called “micro” teaching because it involves teaching a short lesson to a small group of people in a simulated classroom setting, with the goal of improving specific teaching skills or behaviors. Microteaching training represents a significant approach for enhancing the teaching competencies of student teachers. However, there is a scarcity of studies that examine the factors contributing to the self-efficacy and teaching performance of student teachers, both of which are central concerns in microteaching training programs. This study addresses this gap by synthesizing five contributing factors from existing literature, collecting survey responses from 272 English-as-a-foreign-language (EFL) student teachers, and employing structural equation modeling (SEM) to analyze the relationships between these factors. The four hypotheses that were rejected yielded unexpected results, indicating negative relationships between participants' teaching experience and EFL speaking competence with their lesson-delivery competence, as well as a negative relationship between lesson-delivery competence and self-efficacy. Interestingly, public speaking anxiety was found to have no statistically significant impact on EFL student teachers' self-efficacy. This study establishes a theoretical framework that can assist decision-makers in enhancing facilitators and overcoming barriers in microteaching training programs. This framework can also be adapted for use in other academic studies.

UTILIZATION OF CLASSROOM OBSERVATION TOOL AND TEACHERS’ TEACHING PERFORMANCE IN THE NEW NORMAL EDUCATION

This study aimed to find out the teaching performance of teachers through the utilization of Classroom Observation Tool (COT) in Pikong Elementary School. The needed data of this study were gathered using a survey questionnaire on challenges encountered by teachers in the new normal education, and teachers rating in teaching through the use of Classroom Observation Tool (COT) as basis in formulating technical assistance plan. Generally, challenges encountered by teachers in teaching obtained a weighted mean of 4.06, described as agree. Moreover, teachers teaching performance got the average score of 5.33, described as satisfactory. This means that the teachers in Pikong Elementary School demonstrate a range of associated pedagogical aspects of the indicator that usually are aligned with the learners developmental needs. However, teachers have to be provided with different technical assistance to increase their teaching performance from satisfactory to outstanding level. KEYWORDS: Classroom Observation Tool; Teaching Performance, Challenges

Utilization of Weekly Lesson Plan Monitoring Tool for Enhancing Competencies of Science Teachers in Instructional Planning

The Diploma Education (DepEd) teacher performance measures must meet specific critical objectives. DepEd Order 42 (2017), requires seven domains and thirty-seven strands for teachers’ development. The criteria helps teachers learn. A teacher career’s advancement depends on performance. The Philippine Professional Standards for Teachers (PPST) aims to deliver quality basic education. Teachers planning domain-performance indicators teaching abilities include structuring progressive learning to meet course goals. Some teachers avoid the professional way of developing lesson ideas. This causes a “bandwagon effect” of teachers ignoring lesson planning and assigning repetitive tasks. The study worked on an indicator-based lesson plan evaluation method for science teachers. A weekly lesson plan (LP) monitoring tool was scheduled (WLPMT). The WLPMT evaluated the learning plans. The study applied quantitative research techniques. Excel’s statistical analysis tool analyzed the data. The researchers employed a contextualized developmental monitoring and assessment instrument for lesson plans, which included teacher lesson plan rate indicators. The goal of this study is to enhance science teachers instructional planning. The evaluated null hypothesis was not substantially different, the two-tailed t-test t value (0.67) was lower than the critical value (2.26) in the 1st (78.1, 9.30) and 2nd (81, 20.41) quarters. Their SD was higher than the 1st quarter, despite their higher mean score differential for the 2nd quarter. However, the results showed that the teacher’s instructional planning skills were still improving. The computed t-test for the 1st (78.1, 9.30) and 3rd (89.5, 9.10) quarters show a significant mean difference because the t value (4.45) exceeds the critical value (2.26). In the third quarter, teachers utilized lesson planning indicators to improve instructional planning. In the fourth quarter (86.4, 12.22), mean scores exceeded baseline. The 4th quarter has a bigger standard deviation than the 1st quarter, yet the t test statistics exceeds the critical point, indicating a large mean score difference. The study concluded that teachers who produce quality instructional plans may benefit from lesson plan scores.

Impact of hierarchical, horizontal and team-based organisational structures on full time teachers’ performance in Chinese secondary schools

This research aimed to investigate the impact of various management structures on the teaching performance of full-time Chinese secondary school teachers and, consequently, on the education quality. Different management structures, including hierarchical, horizontal, and team-based were explored for their contributions to students' learning opportunities. A quantitative approach was employed, analyzing data from 50 full-time Chinese secondary school teachers. The findings were interpreted using relevant statistical methods to establish the relationship between management structures and teacher performance. The study reveals that the most effective and recommended management structure involves amalgamating the strengths inherent in these different structures to create a hybrid system that is responsive to the needs of teachers. This hybrid approach is shown to have a positive impact on teacher performance. The findings of this research hold significant practical implications. Understanding the effects of management structure empowers policymakers and educational leaders to design and implement effective management strategies that support and empower teachers. This, in turn, can lead to enhanced teacher performance, improved education quality, increased job satisfaction, and motivation among educators, ultimately resulting in better student outcomes. The study thus highlights the Chinese government's emphasis on education and serves as a reference for policy adjustments to improve management efficiency.

Psycho-social Capabilities and Classroom Performance of Physical Education Teachers in a College in China

This study purports to determine the relationship between psycho-social capabilities and the classroom performance of tertiary physical education teachers at Zhejiang Shuren College at Zhejiang Province, China. Based from the findings of the study, the researcher came up with the following conclusions: Majority of the PE teachers are male in their middle age, pursuing their Master’s degree, while mostly are in the field of outdoor sports and have been teaching PE subjects for quite some time.PE teachers seem to have a better status of their health and well-being while maintaining their good physical, mental, and emotional stability.PE teachers seem to be good at handling work demands in relation to all physical, psychological, social or organizational aspects of a job that require continuous physical or psychological effort.PE teachers have relatively the same perceptions of their psycho-social capabilities regardless of their sex, age, field of specialization, educational attainment, and years of service as PE instructors. Most of the PE teachers exhibited satisfactory to outstanding teaching performance, however, a number of them have also shown unsatisfactory performance based on the recent evaluation. Demands at work and health and well-being of PE teachers do not give significant impact to their classroom performance. Work organization and job contents, interpersonal relations and leadership, and work-classroom interface on the other hand can moderately affect teaching performance of PE teachers, while social capital tend to have high influence in their classroom performance.

Creative Teaching in Secondary School EFL Classes: A Critical Study of a Proposed Training Program

This study aimed to determine the effectiveness of a proposed training program in creative teaching for secondary stage EFL teachers to enhance their teaching performance. The study adopted a quasi-experimental design with 36 English language teachers teaching at secondary schools in Yanbu, Saudi Arabia. Based on the available literature, proven teaching methodologies were identified and included in the training program and teachers trained in their application in the EFL classrooms. Data were collected via an observation sheet. Results revealed that the extent of application of creative teaching skills by the high school EFL teachers at a typical Saudi school is currently low. Additionally, the results showed statistically significant differences between the mean scores of the treatment and control groups in the post-teaching performance in favor of the former. Further, the proposed training program achieved high effectiveness in enriching the teaching performance of English language teachers in secondary stage with (1.21) average gain ratio. The study concludes with recommending that EFL teachers both pre-service and in- service be trained in creative teaching in the EFL classrooms.

The School Management and Teaching Performance in Selected University in China: Basis for Enhanced Professional Development Program

The study explored the school management and teaching performance of teachers in a specific educational setting. It involved 239 teachers from a Mechanical Electrical Polytechnic University in China. The result showed a weak negative correlation between teacher assessment of school management and teaching performance. Therefore, the correlation coefficient also showed that the relationship between assessment of school management and teaching performance is not the same, suggesting that as assessment increases, it may decrease. This research provides valuable insights into the education sector's challenges and opportunities.

Professional formation in initial education from the perspective of the pedagogy of love

It is proposed to strengthen the teaching performance of the Initial Education teachers of the Pujilí Occident C10 Educational Circuit, through the use of strategies from the Pedagogy of Love. This research had a qualitative - quantitative approach, at an explanatory level, in addition the technique of focus group. On the other hand, the quantitative study was applied in the execution of structured interviews aimed at school authorities and teachers, as well as the analysis carried out when comparing the results of the pre-test and the post-test. In the study, the teachers’ lack of knowledge about this teaching modality was determined and therefore the proposal “Educating with Love” was designed, framed in workshops that provide them with the necessary knowledge to apply them in classes, with activities for socio-affective development. of the students, additionally a digital instruction manual was designed to carry out future workshops.

The Effect of Discipline and Motivation on Teacher Achievement in Elementary Schools

Competency tests were conducted to obtain information about mastery of teaching materials (substances) and learning methods for each teacher. This research was conducted with one dependent variable, namely teacher teaching performance (Y), and two independent variables, namely discipline (X1) and motivation (X2). This study uses a descriptive method with a quantitative approach. The temporary design research used is survey design research. The research instrument used was a questionnaire using a Likert scale as an assessment of the score for each question, with a score range of 1–5. The study population was all schools in Lebak Regency, totaling 775 schools. The research sample used a stratified random sampling technique. The results of this Discipline study have an influence and are significant on the performance of teaching teachers, including the high category. Motivation has a significant effect on teacher teaching performance in the high category. It can be concluded that discipline and motivation have high cross-category scores in achieving teacher-teaching performance.

Contribution Of Academic Supervision Management To Improving Physical Education Teacher Performance

This study aims to explain how far academic supervision can improve teacher performance and explain the obstacles faced in the implementation of academic supervision to improve the performance of physical education subject teachers at SMK in East Ungaran Sub-district, Semarang Regency, Central Java Province. This type of research is descriptive-qualitative research. The subjects of this research are supervisors, principals, and physical education teachers. Data collection techniques were interviewing, observation, and documentation. The instruments in this study were interview guidelines, observation guidelines, and documentation. Data analysis was carried out by means of qualitative descriptive analysis, and data validity was determined by triangulation. The results showed that academic supervision can improve the performance of physical education teachers. This can be seen from: (1) The implementation of academic supervision is in accordance with the procedure, namely through the stages of planning, implementation, and evaluation. (2) The implementation of academic supervision has a role in the learning process, with the results that teachers are able to prepare lesson plans correctly, use and utilise learning media properly, and activate students through discussions. (3) The obstacles faced during the implementation of academic supervision come from teachers, supervisors, principals, and infrastructure.

Teaching Efficacy Structures and Influencing Factors in Promoting Success and Retention Among Pre-Service Teachers

This study explored the collective teaching efficacy (CTE) and its influencing factors on the in-service teaching performance of pre-service teachers. The study, through purposive sampling, involved 301 graduating pre-service teachers from a state university in Laguna, Philippines. Multiple regression analysis was used to determine significant predictors of pre-service teachers’ performance. Results showed that pre-service teachers had high levels of CTE and that influencing factors of teaching efficacy were well-manifested. The respondents’ in-service teaching performance was outstanding, and there was a weak to moderate correlation between CTE, influencing factors, and pre-service teachers’ performance. Furthermore, the construct of CTE (vicarious experience) and influencing factors (knowledge, perceived personality factors, and resource provision) were significant predictors of pre-service teachers’ performance. The findings of this study have implications for the design and implementation of pre-service teacher development training programs. By enhancing pre-service teachers’ collective efficacy and addressing the influencing factors of teaching efficacy, such programs can help promote effective teaching practices and better student outcomes. The study suggests that pre-service teacher education programs should provide opportunities for pre-service teachers to observe experienced teachers, acquire knowledge and skills related to teaching, develop their perceived personality factors, and access adequate resources to enhance their teaching efficacy. The study also provides insights into the importance of building a supportive learning environment that fosters a sense of collective efficacy among pre-service teachers.

Indonesian language teachers’ teaching performance and students’ learning outcomes

Teachers are an important component in modern society because they have a very extraordinary role in the lives of children, especially in the early years of their development. This study aimed to describe the teaching performance of Indonesian language teachers and how it affects the Indonesian language learning outcomes of state junior high school students of Merauke, Indonesia. To achieve this goal, the researchers used a quantitative approach with a survey research design. Data on the teaching performance of Indonesian language teachers were obtained by distributing a survey questionnaire to students who had been designated as respondents, while data on students’ learning outcomes were obtained by getting their academic transcripts. Obtained data were statistically analyzed using the software statistical package for the social sciences (SPSS) version 21. The results showed that the teaching performance of Indonesian language teachers has a significant positive effect on the learning outcomes of the state junior high school students of Merauke, Indonesia. The result indicated the importance of the school principals to focus their efforts to improve the teaching performance of Indonesian language teachers in order that students’ learning outcomes are adequately addressed.

Comparison of the Performance of Sports and Health Physical Education Teachers between Pns and Non Pns Teachers in Kapanewon Godean Sleman

This study aims to analyze the comparison of Physical Education, Sport and Health (PESH) teacher performance between civil servant and non-civil servant teachers in Kapanewon Godean Sleman. The research method used is quantitative research with a comparative descriptive approach. The research sample consisted of 35 PESH teachers, including 10 civil servant teachers and 25 non-civil servant teachers selected by purposive sampling technique. Data were collected through questionnaires adapted from previous research instruments. Data analysis was performed using descriptive and inferential statistical techniques. The study shows that there is no significant difference in the performance of Elementary School Physical Education, Sport, and Health (PJOK) teachers who are PNS and non-PNS in six aspects, namely lesson planning (p = 0.369), lesson implementation (p = 0.185), assessment of learning outcomes (p = 0.740), coaching and guidance (p = 0.804), additional tasks (p = 0.402), and professional development (p = 0.492). The p-values for each comparison are greater than the significance value of 0.05. It is concluded that there is no significant difference in the performance of PNS and non-PNS Elementary School PJOK teachers in the six observed aspects, namely lesson planning, lesson implementation, assessment of student learning outcomes, coaching and guidance of students, implementation of additional tasks, and professional development. The implication of this study is the importance of providing support and training to improve the quality of learning and performance of Elementary School PJOK teachers, both PNS and non-PNS.

Influence of Secondary Organizational Socialization on How Physical Education Teacher Education Program Coordinators Execute Their Administrative Roles and Responsibilities

The purpose of this study was to investigate the influence of secondary organizational socialization on how physical education teacher education program coordinators execute their administrative roles and responsibilities. Two female program coordinators located within the United States were individually interviewed and provided documentation for analysis. Data analysis was conducted using analytic induction and constant comparison techniques. Both participants acted as customizers, persuaders, and interpreters. The factors influencing the socialization of physical education teacher education coordinators were department faculty, college administration, student enrollment data, and cooperating teacher feedback. Although working at very different institutions, the roles, responsibilities, and socialization influences for both participants were similar. In addition, and despite the prevalence of low enrollments and the educative teacher performance assessment, program coordinators appeared to negate these issues and were effective in executing their administrative roles and responsibilities. These findings would be of interest to those interested in and/or currently maintaining administrative positions in physical education teacher education.

Academic Supervision of PAI Teacher Performance in Educational Foundations Walisongo Magelang

The success of education cannot be separated from the teacher's performance in learning activities. Academic supervision carried out by the principal is one of the supporting activities in improving teacher performance in teaching. The aim of the research is to describe and analyze the academic supervision of PAI teachers in lesson planning, learning implementation, and learning evaluation. The paradigm of this research is post-positivism. The analysis of this research includes the stages before in the field, during the field and after in the field. The results of the study show that the principal has carried out supervision by showing that the teacher's planning and implementation skills in learning are competent, it's just that there are still a few weaknesses in the teacher in carrying out evaluations, the principal must pay more attention to the evaluation aspect of supervision, whereas in terms of teaching performance, the teacher must be more improve its performance in the aspect of learning evaluation and follow-up of student assessment results. school principals must pay more attention to the evaluation aspect of supervision and teachers must further improve their performance in the evaluation aspect of learning and following up on student assessment results. The recommendation of the researcher the next that the implementation of academic supervision at the Walisongo Education Foundation in Magelang has quite significant implications for increasing the professionalism of teachers there. If the principal is more intent on implementing academic supervision, the teacher's performance will be more competent

Supervisi Akademik Kepala Madrasah dalam Meningkatkan Kinerja pada Kegiatan Belajar Mengajar Guru

The aim of this research is to describe the academic supervision of madrasah principals in improving the performance of teaching and learning activities at MTsN 1 Bima City, including teaching plans, learning processes, learning evaluations, and academic supervision techniques of madrasah principals. This research uses a qualitative descriptive method and data collection techniques are interviews and observation. The objects of this research are madrasa heads and teachers. The results show that teachers have implemented the madrasa head's supervision points in improving the teaching performance of teachers at MTsN 1 Bima City according to the character of the madrasa.

The Influence of Competence in Utilizing Learning Media, Managing Class, and Diagnosis of Students' Learning Difficulties on Teaching Performance of Visual Communication Design Teachers of Vocational Schools in Yogyakarta

This study aims to analyze the influence; teacher competence in utilizing instructional media, teacher competence in managing classes, teacher competence in diagnosing student learning difficulties and analyzing the influence of teacher competence simultaneously on teaching performance of Visual Communication Design teachers at vocational school (SMK) in Yogyakarta, namely at SMK Negeri 3 Kasihan Bantul, SMK Negeri 5 Yogyakarta , SMK Negeri 2 Sewon Bantul, SMK Koperasi Yogyakarta and SMK Muhammadiyah 2 Yogyakarta. Research using quantitative methods. The technique of collecting data is done by questionnaire. Data processing analysis by means of validity test, reliability test. Statistical prerequisite tests were carried out through the normality test, linearity test, multicollinearity test and heteroscedasticity test. Data analysis was carried out through correlation tests, coefficient of determination tests and F tests. The results showed that; 1) there are positive and significant effects of all the variables teacher competence: in utilizing instructional media, in managing the class, and in diagnosing student learning difficulties on teachers teaching performance of Visual Communication Design teachers at vocational school (SMK) in Yogyakarta. It is hoped that teachers will always be able to develop themselves, maintain and improve their teaching performance by increasing their competence.

Workplace Empowerment, Job Satisfaction, and Teaching Performance of Public Senior High School Teachers’ in City Schools Division in the Province of Laguna

Teachers’ empowerment is one of the most effective ways to enhance teachers’ commitment (Muhammad & Hussain, 2020). They have a very high level of workplace empowerment along impact which shows that teachers believe that they affect and influence school life positively. The goal of this study was to explore the level of teachers’ workplace empowerment, job satisfaction, and teaching performance, probe the relationship between the teachers’ level of workplace empowerment and level of job satisfaction, workplace empowerment and teaching performance, and level of job satisfaction and teaching performance, and examined the predictive ability of the level of workplace empowerment, and job satisfaction, taken singly or in combination, of level of teaching performance of senior high school teachers’ in the City Schools Division in the Province of Laguna. The findings revealed that the teachers’ level of workplace empowerment was “highly empowered”, while the teachers’ level of job satisfaction was “very satisfactory”. On the other hand, the teachers’ level of teaching performance was “outstanding”. In addition, the teachers’ level of teaching performance was significant to meaning, benefits, and professional growth with a p-value of 0.023, 0.028, and 0.002, respectively. It was concluded in the study that teacher’s workplace empowerment only meaning was correlated to teachers’ level of teaching performance. While in terms of job satisfaction, benefits and professional growth was correlated to teachers’ level of teaching performance. It implied that these predictors were highly contributors to the teachers of teaching performance. This study is believed to be a beneficial reference in developing a more empowered workplace, highly pleased teaching forces with the finest teaching performances.