Willingness Of Teachers Research Articles

The Development of Innovative Activities in High Edsucation

Changes in modern high education of the Russian Federation have occurred within recent years. They were caused by new demands of the state and society as well as innovations in economy. In modern higher education there is a need for the development of innovation and its continuous improvement. In modern realities, each higher education institution faced a task that is extremely difficult to solve. It consists in the development and implementation of the latest innovative information and educational environment. The electronic environment of a high educational institution expands educational opportunities, raises the level of educational services, therefore today the issue of the development of electronic activities in an educational institution is so urgent. The purpose of the article is to develop a question concerning introduction of e-learning in high education. For this purpose, a model of methodological support of innovation activity in electronic environment was developed. It allows increasing the level of electronic environment development and the quality of students’ education in general. Based on it, we have developed recommendations for the introduction of e-education in high education.Experimental verification of the model methodological support of innovative activities in electronic environment showed that the willingness of teachers to use electronic environment has increased significantly. The research can be used in the further development of higher education electronic environment.

Escritura en educación inicial y su transición al 1er grado de educación básica

La investigación está enmarcada bajo una metodología de un estudio descriptivo, de campo bajo el enfoque cuantitativo. La población y muestra está constituida por las docentes de Educación Inicial de la Escuela U.E.E. “Argelia Laya” Municipio Santiago Mariño del estado Aragua. Para la recolección de datos se aplicó como instrumento la encuesta que consta de 4 preguntas con varias alternativas de repuestas determinando su validez de contenido a través de la técnica de Juicio de Expertos y la confiabilidad se obtuvo mediante Alpha de Combrach resultando 0,87. Esto permitió conocer la disposición que tienen los docentes de aplicar la estrategia propuesta. Los resultados obtenidos demostraron que aun cuando los docentes poseen los conocimientos sobre el proceso constructivo de la enseñanza de la escritura, estos continúan dejando de lado dicho proceso de aprendizaje en la etapa inicial.

Practices and Challenges of Appraising Teacher’s Performance Appraisal in Government Preparatory Schools of Wolaita Zone, South Ethiopia

The main purpose of this study was to assess the practice and challenges of appraising teachers’ performance appraisal in the preparatory schools of Wolaita Zone, Southern Nations, Nationalities and People’s Region. The objectives were attained by analyzing how teacher’s performance is appraised, identify the methods and criteria employed in appraising teachers performance, determining the extents to which teachers performance appraisal is used and identifying the challenges encountered in appraising teachers performance in government preparatory schools of Wolaita zone. To this end, descriptive survey research design was employed. A sum of 488 teachers, 6 supervisors, 6 principals, 6 vice principals totally 506 were the target populations. Accordingly, out of 488, (122) (25%) teachers were selected through simple random sampling technique and 6 administrative vice principals, 6principales and 6 supervisors were included based on availability sampling technique. Questionnaire and interviews were employed to collect data. The data obtained were analyzed using statistical tools such as mean, standard deviations, frequency and percentage. Accordingly, the findings revealed that the criteria was inadequate and inappropriate and describes what the teachers are, rather than what teachers do, does not measure good teaching, no capacity of measuring teacher willingness to participate in extracurricular activities, not appropriate to raise teacher professional development. The methods of performance appraisal commonly used for implementation of teacher performance in preparatory schools were summative evaluation method and check list but the other methods of teachers’ performance appraisals like peer evaluation methods, self-evaluation method, and formative evaluation methods were not frequently used. the major problems encountered in appraising the performance of preparatory schools' teachers in wolaita zone were , lack of rewards for better performing teachers, lack of awareness about performance appraisal, In adequate guidance and support from higher official, and technical problems of principals for implementation. Therefore, it is recommended that, the zone and woreda education expertise, school principals, supervisors should give emphasis on the implementation of teacher performance appraisal in schools and should monitor and evaluate the practice every time and ,there is a high need for policy makers to review teachers performance appraisal system frequently. Keywords: practice, performance appraisal, preparatory School. 1. Background of the Study DOI : 10.7176/RHSS/9-7-07 Publication date : April 30 th 2019

Increasing Student Speaking Capability by Using Substitution and Convert Drills at State Senior High School Number 5 Kota Jambi

The aim of this research is to investigate and to know about the strategy of learning speaking in English teaching, because there are many problems on teaching English, namely facility, method, media, and competency of teacher, capability of teacher, willingness of teacher, management of head Master, commitment of teacher, and discipline of teacher and student’s competency. All the problems that previous above are very influence of English teaching quality, on particularly Learning Speaking, that is why the writer ( researcher ) eager to express of sharing idea, what happen on teaching and learning English, especially on Learning Speaking. Various strategies is very important on each teaching in order student does not feel bore to follow on learning English, Specially on Speaking, therefore in this opportunity the researcher introduce the strategy that used which is entitled “ Substitution and Convert Drills“.

Readiness of teachers for designing a humanistically oriented educational environment of a university

In the current article, the assumptions are proposed based on the analysis of theoretical sources and on the perspective of considering the semantic field of a humanistically oriented educational environment as a complex of elements that reveal the willingness and humanistic position of subjects. The research hypothesis lies in the assumption that such components of the “Self-concept” as creativity, intentionality, authenticity, and the desire for self-actualization contribute to the formation of teachers’ readiness for designing a humanistically oriented educational environment. The purpose of the study is to study the components of teachers’ readiness for constructing a humanistically oriented educational environment. The results of the experimental study testified to the expansion of semantic boundaries and awareness of the subjective significance of higher values, as well as to the willingness of teachers to design a humanistically oriented educational environment.

English Language Teachers' Readiness for The Application of Technology Towards Fourth Industrial Revolution Demands

Using technology has proven to be effective in teaching and learning the English language. With the emergence of the fourth industrial revolution mentioned in Davos 2016, the use of technology in learning and teaching the English language needs to be explored. There is an increasing pressure exercised by the advancements of technology in education. Recently, the use of technology for teaching has become an integral part of successful learning and teaching languages in many parts of the world. Researchers suggested that successful implementation and usage of educational technologies depends mainly on the willingness of teachers as they are the main component in the classroom, who eventually decide on whether to integrate them or not and on how they are to be used in the classroom. The purpose of this qualitative study, therefore, is to measure the English language teachers' readiness and willingness to use the technology in teaching the English language in the era of the fourth industrial revolution. Ten in-service English language teachers participated in the structured and semi-structured interviews. The findings of the interview showed that the English language teachers are not ready yet to use the technology in teaching the English language some ideas were revealed through the interviews 1) traditional and cultural ways of teaching 2) the understanding and attitudes towards technology 3) obstacles hinder teachers from using technology. Finally, the paper presented a number of implications and recommendations that include providing training programs for teachers and forums with experts of the fourth industrial revolution. The policy must be formulated to encourage teachers to use technology to improve the Arab teachers and students' use of the new technology in teaching and learning spaces.

Pelatihan Media Pembelajaran Berbasis E-Learning, Schoology Bagi Guru SMK Program Keahlian Administrasi Perkantoran Di Kabupaten Jombang Jawa Timur

Training of learning media based on e-learning schoology held for teachers of MGMP SMK Office Administration Expertise Program in Jombang District. Community Service Activities aims to (1). Providing the delivery of materials to teachers about e-learning learning media, schoology, (2). Provide mentoring to teachers to apply e-learning based learning media, schoology. The training conducted by the team of devotion to the community uses lecture method that is when giving material to the participants, discussion and question and answer, and practice of schoology application by TIM PKM to the participants. The results obtained in this training have benefited MGMP economic teachers in Jombang District. Teachers can recognize interesting learning media based on e-learning that is relevant to the 2013 curriculum. Teacher responses are also very positive with this training. The teachers argue that 81.81% of teachers agree that this training is very important as information variations of learning media, especially e-learning that they need. 87.27% of teachers stated strongly agree that with this training, will increase the awareness and willingness of teachers in applying interactive learning media in schools.

Transformational Leadership and Organizational Citizenship Behavior, Kenya

This study looks at some significant variables in Adventist schools in relation to organizational citizenship behavior (OCB). The study is designed to address the problem, “To what extent does transformational leadership relate to the OCB of the teachers?” The study seeks to provide a better theoretical understanding of OCB in Adventist schools in Kenya. One of the elements that enhance the performance of an organization is the OCB of its workers. Although OCB is important, little is known about the factors contributing to willingness of teachers going an extra mile in their workplace. The respondents were 170 teachers from Adventist schools in Kenya. The teachers responded to 2 instruments along with demographic variables. These were the Multifactor Leadership Questionnaire and Organizational Citizenship Behavior Scale. The instruments utilized in the study (MLQ and OCB) were adequate for utilization in Adventist schools in Kenya. Teachers with lower than bachelor’s degree education, below 30 years of age, and have been teaching for less than one year in the school were significantly different than other categories, on transformational leadership style and OCB.

Track Star + thing power: Be(com)ing in the literacy workshop

This paper explores the intra-actions between and assemblages among classroom materials, a teacher's chair and a seven-year-old boy during a second grade literacy workshop. I consider the ways in which the relationships between the human and more-than-human produced multiple ways of being and, in particular, new modes of competence for a child whose classroom literacy practices were often considered illegitimate or unremarkable. Drawing on posthumanist and more-than-human philosophies of difference, I suggest that the child's affective relationships with materials and his teacher's willingness to engage in a nomadic pedagogy produced new opportunities for him to experience and demonstrate his literate selves and, subsequently, created a not-yet-experienced and unanticipated sense of belonging.

МОНІТОРИНГ ГОТОВНОСТІ МАЙБУТНІХ УЧИТЕЛІВ ФІЗИЧНОЇ КУЛЬТУРИ ДО ФІЗКУЛЬТУРНО-СПОРТИВНОЇ РОБОТИ У ЗАГАЛЬНООСВІТНІХ НАВЧАЛЬНИХ ЗАКЛАДАХ

The article reveals that the preparation of future teachers of physical culture for professional work should be carried out not only on the general cultural, psychological-pedagogical, and methodological levels, but include other types of preparation, including the physical, technical, athletic, etc., using the various modalities: classroom, extracurricular, independent. Monitoring of the readiness of future teachers of physical culture to physical education and sports work in secondary schools based on the analysis of programs of professional disciplines and diagnostics of a condition of their training. The absence of the unified science-based system of formation of professional physical culture and sports knowledge and skills, which should equip the future teacher of physical culture.To identify the status of sports activity in secondary schools, where the future teachers of physical culture have to work, a survey of students was conducted in order to establish their level of physical activity and health, the knowledge of ways of preserving and promoting health, the forms of sports activity. There was found, that the work of teachers of physical education concerning the training of adolescents to use the exercise of sport character, as well as to create a positive focus on physical culture and sports classes in their free time, is not enough. The survey of teachers was conducted to identify the problems of physical culture and sports work; preparedness and holding of mass sports events. It is established that the reasons that constrain the use of physical-sports work in the educational process of secondary schools, on our opinion, are the economic, organizational and motivational. The article highlights the lack of a single scientifically well-founded system of formation of professional physical culture and sports knowledge and skills, which should equip the future teacher of physical culture. The appropriate reasons are described in the article. The diagnostics of training of future teachers of physical culture to physical education and sports work in secondary schools, which showed a lack of willingness of teachers of physical education to this activity, ignorance of its functions in the field of physical and sports activities, a lack of methodical and practical readiness to the organization and conduction of physical culture and sports work with students and the others.

The quasi-experimental attitude of teachers: the development of a questionnaire

ABSTRACTThis article reports on the development and testing of a questionnaire that can be used to measure the quasi-experimental attitude (QEA) of teachers. This attitude is reflected in the willingness of teachers to assess and organise their core activities (planning, implementing and analysing lessons) by analogy with experiments in the field of research, in order to gain meaningful experiences from this cyclical process, to evaluate critically these experiences and to draw from them conclusions on how to improve lessons in the future. The sample comprised 512 trainee teachers who had already been teaching independently for 15 months following the conclusion of their university studies. The analysis of the questionnaire showed that the reliability of the scale was satisfactory. Confirmatory factor analyses confirmed the assumption that the quasi-experimental attitude could be modelled in two ways: A first-order model with four intercorrelated factors (meticulous lesson planning, confidence in the predictability of how the lesson will turn out, evidence-based analysis of the lesson and scepticism about mere experience) and a second-order model in which these four factors are loading on the overarching factor QEA. Additionally, the instrument yielded plausible correlations to several validity criteria.

Papel del profesor motivado en la educación emprendedora en España

The purpose of this paper is to discuss and measure how entrepreneurship is implemented as transversal competence in the school system in Europe and in particular in Spain. In the field of economics of education, we contribute to the discussion about the impact of education on entrepreneurship intention as key element for Europe’s socio-economic development. We focus on role of teacher as center of debate in European policies on entrepreneurship. Concept of “entrepreneurship” at school level is discussed. Research is based in data analysis collected by self-assessment questionnaire Measurement Tool for Enterprise Education. This tool has been developed and applied in Finland and adapted to the Spanish context. This method, validated by the EU to measure entrepreneurial education politics implementation, evaluates willingness of teachers to promote entrepreneurship- oriented instruction. The data consist in 173 teachers of different education levels categorized as “motivated” to promote entrepreneurial competence. The results show differences in teacher’s attitude as condition for entrepreneurial competence implementation, as well as significant differences in entrepreneurship education development between private and public school. In conclusion, we emphasize a lack of implementation as a cross-curricular competence because it is highly conditioned by level and subject taught.

苏北地区师范生教育专业理念与任教意愿相关调查研究

苏北地区师范生教育专业理念与任教意愿相关调查研究

TEACHER’S WILLINGNESS TOWARDS THE IMPLEMENTATION OF SCIENTIFIC APPROACH: FROM THEORY TO IMPLEMENTATION

Attitude is essential issue to be considered in designing an appropriate learning for learners because it greatly affects the performance and implementation of the teaching and learning process in the classroom. One of the most important attitudes to be explored is the willingness of teachers to implement the curriculum set by the government. This study aims to determine the willingness of English teachers to carry out scientific approach and also to know the implementation of scientific approach in the learning. This research applies qualitative approach with case study design. It is conducted in SMAN 1 Situbondo with three teachers become the informants. Interview and observation are implemented to explore the willingness and the implementation of Scientific Approach. Data analysis in this research using Spradley’s method. From this research, it can be seen that the teachers has enough willingness to apply scientific approach totally. Furthermore, the implementation of scientific approach has been implemented well enough and has implemented it in accordance with government regulation.

The Effect of Junior High School Teachers' Motivation and Willingness to Change on the Diversity of Their Teaching Methods

This study attempts examine the influence of motivation and willingness of teachers to change on the diversity of teaching methods. The research question is: What is the influence of junior school teachers' motivations and willingness to change on the diversity of their teaching instructions? The participants of the study are 50 English teachers of Junior High Schools in Northern Israel. The research instruments were three questionnaires. The research’s findings revealed a significant influence of English teachers of Junior High Schools willingness to change on the diversity of teaching methods; the higher the willingness to change, the diversity in teaching modes increases. Another significant effect was also found between the level of teaching motivation and diversity of teaching methods; teachers with high motivation level reported diversification in teaching methods. A final significant effect of level of general motivation and willingness for change was also found; the willingness for change among teachers of high motivation increased. The main research conclusion is that willingness to change, which is connected to motivation, influences the diversity of teaching methods. Therefore, in order to assimilate changes in teachers’ working modes, like diversifying their teaching methods or in any other way, there is a need to encourage and nurture their motivation.

Technology and Early Science Education: Examining Generalist Primary School Teachers’ Views on Tacit Knowledge Assessment Tools

For some time a central issue has occupied early science education discussions – primary student classroom experiences and the resulting attitudes towards science. This has in part been linked to generalist teachers’ own knowledge of science topics and pedagogical confidence. Recent research in cognitive development has examined the role of so-called tacit knowledge and its potential benefits for supporting conceptual development in children. However, the incorporation of such tools would depend on teachers’ willingness to use it. Taking a qualitative approach through interviews, the present study examined 12 generalist primary school teachers’ views on science education and their perceptions of tacit knowledge assessment as an approach to facilitating conceptual change. The overall results indicate positive attitudes embedded within a model centred on trust and responsibility of learning. These findings support the use of relevant software for teaching children by emphasising the willingness of teachers to use such technology, which has further consequences for continuing professional development of classroom teachers who do not have formal science backgrounds, which in turn should promote science achievements among students.

Meningkatkan Kemampuan Guru dalam Menyusun Perencanaan Pembelajaran Melalui Pembinaan Kolaboratif Bagi Guru Kelas V di Dabin II Unit Pendidikan Kecamatan Gedangan

The problem in this research is not all teachers make the development of silabus and plan of learning implementation independently. This study aims to improve the willingness and ability of teachers in making the development of silabus and learning implementation plan (RPP) so that the process of teaching and learning directed learning achievement increases. The data source comes from the instrument delivered to all class V teachers in the Gedangan District, especially in the developed areas II. Analisis data is done by using descriptive and qualitative analysis, then consulted with the success criteria to determine whether collaborative coaching can improve the ability and willingness of teachers in making silabus and RPP. Based on the result of observation of silabus in the first cycle in obtaining the data of the percentage increase of conformity that is on the component of the teaching material from 50% to 75%, the learning activity increased from 25% to 75%, the indicator from 25% to 75%, the assessment type from 50% to 75%. While in the second cycle of RPP preparation there is an increase in terms of determining the existing learning model has increased: from 25% to 75% increase and assessment aspect from 25% to 75% increase, Indicator increased from 25% to 75% learning increased from 50% to 75%, teaching materials from 25% to 75%. Based on the results of data analysis above drawn the conclusion that: Collaborative coaching can improve the ability of teachers in making the development of silabus and learning implementation plan.

Investigating Kindergartners' Geometric and Spatial Thinking Skills: In Context of Gender and Age.

The purpose of this study was to investigate kindergartners’ geometric (shape, area and symmetry) and spatial (spatial orientation and spatial visualization) thinking skills, in the context of gender and age. Whether kindergartners’ geometric and spatial thinking skills vary by their age or gender was questioned. A total of 73 kindergartner (40 boys and 33 girls) aged between 4-5 ( = 4,6) participated this study. Survey Design was used for this study. Participants were selected according to Convenience Sampling method. Accessibility of educational institutions and willingness of teachers, were decisive. “Geometric and Spatial Thinking Skills Test” (GEOST-ST) was used to collect the data. MANOVA (Multivariate ANOVA) was performed for data analysis. According to the results of this study, difference between children’s mean scores of relevant geometric and spatial thinking skills, aren’t statistically significant for gender and age. Article visualizations:

Steps to promote open and authentic dialogue between teachers and school management

ABSTRACTPurpose: School principals must determine educational policies and make information-based decisions. Teachers have authentic information that they do not transmit in full to the principals. A theoretical model was tested that explains the factors behind this disconnection in communication.Design: Four hundred and forty-five teachers completed questionnaires that examined a variety of aspects of reciprocal relations between teachers and school management.Findings: The model explains 44% of the variance in authentic teacher–principal communication. The principal’s communication pattern with teachers, with two sub-components, represents a dominant factor in teacher willingness to share information. Leadership style represents only an indirect factor.

School gardening with a twist using fish: Encouraging educators to adopt aquaponics in the classroom

ABSTRACTTo evaluate the willingness of teachers to incorporate aquaponics in the classroom, we engaged teachers in a 6-week project. Participants in the experimental group maintained small-scale aquaponic systems. All teachers completed pretests and posttests, and exit surveys. Both groups (experimental and control) scored significantly higher on the posttest, but there was no significant score difference between groups. In the exit surveys, participants from the experimental group expressed a greater likelihood to use an aquaponic system at home or in the classroom, believed the system was easy to maintain, and strongly agreed it would help students with math and science.