Marissa Reyes, Dialyn Samson, Carol A Tamayo, Jomari P Valeña, M. T. M. Rodriguez
This research aimed to determine the public speaking anxiety and English language competency of the Bachelor of Secondary Education English majors at Laguna State Polytechnic University Los Baños Campus. The study employed a descriptive correlation research design using a validated survey questionnaire to find the relationship between the variables. In the study's findings, the respondents' public speaking anxiety level had a standard deviation of 0.71 and was descriptively interpreted as "agree". The level of English language competency of the students was proficient. The data showed that 70.5% of the respondents have proficient English Language competency while 22.7% were advanced, and 6.8% were approaching. Thus, the study shows no significant relationship between public speaking anxiety and English Language Competency. Based on the results, it is suggested that respondents should enhance their skills in public speaking though it did not affect their language proficiency. Implementing activities that would practice and develop the student's speaking skills is encouraged to future educators to prevent anxiety towards speaking. Since the students' PSA level is high, teachers need to guide the students with their speaking, their delivery and confidence along the process.
{"title":"Public Speaking Anxiety and English Language Competency of Bachelor of Secondary Education English Majors","authors":"Marissa Reyes, Dialyn Samson, Carol A Tamayo, Jomari P Valeña, M. T. M. Rodriguez","doi":"10.31098/jess.v1i1.1387","DOIUrl":"https://doi.org/10.31098/jess.v1i1.1387","url":null,"abstract":"This research aimed to determine the public speaking anxiety and English language competency of the Bachelor of Secondary Education English majors at Laguna State Polytechnic University Los Baños Campus. The study employed a descriptive correlation research design using a validated survey questionnaire to find the relationship between the variables. In the study's findings, the respondents' public speaking anxiety level had a standard deviation of 0.71 and was descriptively interpreted as \"agree\". The level of English language competency of the students was proficient. The data showed that 70.5% of the respondents have proficient English Language competency while 22.7% were advanced, and 6.8% were approaching. Thus, the study shows no significant relationship between public speaking anxiety and English Language Competency. Based on the results, it is suggested that respondents should enhance their skills in public speaking though it did not affect their language proficiency. Implementing activities that would practice and develop the student's speaking skills is encouraged to future educators to prevent anxiety towards speaking. Since the students' PSA level is high, teachers need to guide the students with their speaking, their delivery and confidence along the process.","PeriodicalId":52740,"journal":{"name":"International Journal of Theory and Application in Elementary and Secondary School Education IJTAESE","volume":"2007 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88962034","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
O. K. Kilag, Trinidad P Evangelista, John Michael Villagorda Sasan, Almari M Librea, Rechelle Mary C Zamora, Shannel B Ymas, Nove Anne P Alestre
This qualitative research study aimed to explore and understand successful approaches used in senior high school education. The study included 12 participants, consisting of 6 teachers and 6 students, who were selected based on their experiences and perspectives related to successful approaches in senior high school education. The study utilized semi-structured interviews for data collection and qualitative content analysis for data analysis. The research revealed four main themes: Collaborative Teaching and Learning, Holistic Support for Students, Innovative Teaching and Learning Approaches, and Emphasis on Student Assessment and Evaluation. These findings provide insights into the experiences and perspectives of teachers and students regarding successful approaches in senior high school education. The study underscores the importance of collaborative teaching and learning, providing holistic support for students, incorporating innovative teaching and learning approaches, and emphasizing student assessment and evaluation to achieve success in senior high school education. These findings have implications for policy and practice in senior high school education and contribute to the ongoing discussion on providing quality education for all students. This study highlights the need for continuous efforts to improve senior high school education and emphasizes the importance of considering the perspectives and experiences of teachers and students in these efforts.
{"title":"Promising Practices for a Better Tomorrow: A Qualitative Study of Successful Practices in Senior High School Education","authors":"O. K. Kilag, Trinidad P Evangelista, John Michael Villagorda Sasan, Almari M Librea, Rechelle Mary C Zamora, Shannel B Ymas, Nove Anne P Alestre","doi":"10.31098/jess.v1i1.1379","DOIUrl":"https://doi.org/10.31098/jess.v1i1.1379","url":null,"abstract":"This qualitative research study aimed to explore and understand successful approaches used in senior high school education. The study included 12 participants, consisting of 6 teachers and 6 students, who were selected based on their experiences and perspectives related to successful approaches in senior high school education. The study utilized semi-structured interviews for data collection and qualitative content analysis for data analysis. The research revealed four main themes: Collaborative Teaching and Learning, Holistic Support for Students, Innovative Teaching and Learning Approaches, and Emphasis on Student Assessment and Evaluation. These findings provide insights into the experiences and perspectives of teachers and students regarding successful approaches in senior high school education. The study underscores the importance of collaborative teaching and learning, providing holistic support for students, incorporating innovative teaching and learning approaches, and emphasizing student assessment and evaluation to achieve success in senior high school education. These findings have implications for policy and practice in senior high school education and contribute to the ongoing discussion on providing quality education for all students. This study highlights the need for continuous efforts to improve senior high school education and emphasizes the importance of considering the perspectives and experiences of teachers and students in these efforts.","PeriodicalId":52740,"journal":{"name":"International Journal of Theory and Application in Elementary and Secondary School Education IJTAESE","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79567279","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Melvin T Guache, Karen A. Manaig, J. F. Tesoro, A. Yazon, Sherwin B. Sapin
This study aimed to examine the lived experiences of multilingual students in online distance learning during the height of the COVID-19 pandemic. The study utilized the qualitative research design - transcendental phenomenology and employed purposive sampling. The study participants were ten (10) multilingual students among Senior High School Students. A researcher-made questionnaire was reviewed by research experts and was used in individual interviews with the participants. The collected data through interviews underwent thematic analyses and triangulation. Based on the findings, the model was developed through thematic analyses, the Basic Instructional Strategies Aiming to Address the Problems of Multilingual Students in Online Distance Learning MODEL (in the Filipino language: Batayang Instruksiyong estratehiya na Naglalayong Tugunan at Alamin (BINTA) ang mga suliranin ng mga multilinggwal na mag-aaral sa online distance learning) was developed. The BINTA Model represents the lived experiences of multilingual students in online distance learning in terms of the themes that emerged: lack of interaction and communication, difficulty in understanding technical terms, consistency of internet connection, and effective communication. This implies that the model can help improve these students' educational outcomes and experiences by providing appropriate instructional strategies tailored to the needs of multilingual students. Educators can help mitigate these students' challenges and difficulties in an online distance learning environment. Through this, educators can help ensure that multilingual students can engage with the material, participate fully in online discussions and activities, and ultimately achieve their learning goals.
本研究旨在调查多语种学生在2019冠状病毒病大流行高峰期在线远程学习的生活经历。本研究采用质性研究设计-超验现象学，并采用目的抽样。研究对象为十(10)名多语种高中生。研究者制作的问卷由研究专家审查，并用于与参与者的个人访谈。通过访谈收集的数据进行了专题分析和三角测量。基于这些发现，通过专题分析开发了该模型，开发了旨在解决多语种学生在线远程学习问题的基本教学策略模型(菲律宾语:Batayang intksiyong estratehiya na Naglalayong Tugunan at Alamin (BINTA) ang mga suliranin ng mga multilinggwal na magg -aaral sa在线远程学习)。BINTA模型代表了多语种学生在在线远程学习中出现的主题的生活体验:缺乏互动和沟通，理解技术术语的困难，互联网连接的一致性和有效沟通。这意味着该模型可以根据多语种学生的需要提供适当的教学策略，从而帮助改善这些学生的教育成果和体验。教育工作者可以帮助减轻这些学生在在线远程学习环境中的挑战和困难。通过这种方式，教育工作者可以帮助确保多语种学生能够与材料互动，充分参与在线讨论和活动，并最终实现他们的学习目标。
{"title":"Beyond Words: Uncovering the Untold Stories of Multilingual Students' Lived Experiences in Online Distance Learning","authors":"Melvin T Guache, Karen A. Manaig, J. F. Tesoro, A. Yazon, Sherwin B. Sapin","doi":"10.31098/jess.v1i1.1368","DOIUrl":"https://doi.org/10.31098/jess.v1i1.1368","url":null,"abstract":"This study aimed to examine the lived experiences of multilingual students in online distance learning during the height of the COVID-19 pandemic. The study utilized the qualitative research design - transcendental phenomenology and employed purposive sampling. The study participants were ten (10) multilingual students among Senior High School Students. A researcher-made questionnaire was reviewed by research experts and was used in individual interviews with the participants. The collected data through interviews underwent thematic analyses and triangulation. Based on the findings, the model was developed through thematic analyses, the Basic Instructional Strategies Aiming to Address the Problems of Multilingual Students in Online Distance Learning MODEL (in the Filipino language: Batayang Instruksiyong estratehiya na Naglalayong Tugunan at Alamin (BINTA) ang mga suliranin ng mga multilinggwal na mag-aaral sa online distance learning) was developed. The BINTA Model represents the lived experiences of multilingual students in online distance learning in terms of the themes that emerged: lack of interaction and communication, difficulty in understanding technical terms, consistency of internet connection, and effective communication. This implies that the model can help improve these students' educational outcomes and experiences by providing appropriate instructional strategies tailored to the needs of multilingual students. Educators can help mitigate these students' challenges and difficulties in an online distance learning environment. Through this, educators can help ensure that multilingual students can engage with the material, participate fully in online discussions and activities, and ultimately achieve their learning goals.","PeriodicalId":52740,"journal":{"name":"International Journal of Theory and Application in Elementary and Secondary School Education IJTAESE","volume":"20 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84842560","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
As artificial intelligence and robotics technologies continue to grow exponentially, we will be able to do some amazing things with the help of robots in education. This article will describe the potential of robots in the education system. The use of robots in educating students can be crucial, but it remains uncertain whether they will entirely replace teachers. Therefore, this study aims to see if robots are assistants or replace teachers in the classroom. This study followed a systematic approach to the reviewed literature to compile relevant articles. Robots can be helpful teaching tools in the school, as evidenced by the results and pertinent literature, but it is unlikely that they will ever completely replace teachers. Robots, however, are a flexible solution for the educational system and are appropriate for some forms of assistance.
{"title":"Robots Assist or Replace Teachers in the Classroom","authors":"Senad Orhani","doi":"10.31098/jess.v1i1.1418","DOIUrl":"https://doi.org/10.31098/jess.v1i1.1418","url":null,"abstract":"As artificial intelligence and robotics technologies continue to grow exponentially, we will be able to do some amazing things with the help of robots in education. This article will describe the potential of robots in the education system. The use of robots in educating students can be crucial, but it remains uncertain whether they will entirely replace teachers. Therefore, this study aims to see if robots are assistants or replace teachers in the classroom. This study followed a systematic approach to the reviewed literature to compile relevant articles. Robots can be helpful teaching tools in the school, as evidenced by the results and pertinent literature, but it is unlikely that they will ever completely replace teachers. Robots, however, are a flexible solution for the educational system and are appropriate for some forms of assistance.","PeriodicalId":52740,"journal":{"name":"International Journal of Theory and Application in Elementary and Secondary School Education IJTAESE","volume":"26 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72524270","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-31DOI: 10.31098/ijtaese.v4i2.1087
Jelie Ann Paulette R Angeles, Karen A. Manaig, Sherwin B. Sapin, Aberto D Yazon, J. F. Tesoro
Covid19 pandemic has brought fears, challenges, and great changes to all sectors, not only in the Philippines but the entire world. The most affected sector would be education since the learning must continue despite the pandemic. It is a great challenge to pursue education and deliver a quality one, especially since the strategies to be used are novel, and teachers should be trained well before their implementation. This study aims to determine the effectiveness of localized Reading Materials among Grade 1 learners through a quasi-experimental research design. The two groups of participants serve as the comparison and experimental groups. A match-pairing technique was used to identify the 30 participants for each group. Weighted average mean, standard deviation, t-test, and independent t-test were utilized to analyze the data. Likewise, Cohen's D was used to determine the effect size or the size of the difference between the two test results. The findings revealed that most of the respondents in the experimental group obtained a higher mean score, while the comparison group was on average. The composite mean score and standard deviation obtained in the experimental and comparison group with a mean score and standard in the descriptive interpretation of experimental and comparison were average. The t-value yielded in the comparative analysis of formative scores of the experimental and comparison groups. The formative mean score of the Effect Size of Large implies the large statistical formative mean score of experimental and comparison groups.
新冠肺炎疫情不仅给菲律宾，也给世界各领域带来了恐惧、挑战和巨大变化。受影响最大的部门将是教育部门，因为尽管有大流行病，但学习必须继续进行。追求和提供高质量的教育是一个巨大的挑战，特别是因为所使用的策略是新颖的，教师在实施之前应该接受良好的培训。本研究旨在通过准实验研究设计来确定本土化阅读材料在一年级学生中的有效性。两组参与者分别作为对照组和实验组。采用配对技术来确定每组的30名参与者。采用加权平均值、标准差、t检验和独立t检验对数据进行分析。同样，Cohen's D用于确定效应大小或两个测试结果之间差异的大小。研究结果显示，实验组大多数被调查者的平均得分较高，而对照组的平均得分为平均值。实验组和对照组的综合均分和标准差均为平均，实验组和对照组描述性解释均为均分和标准。t值在实验组和对照组的形成性得分的比较分析中产生。效应大小(Effect Size of Large)的形成性平均得分表示实验组和对照组的统计形成性平均得分较大。
{"title":"Effectiveness of Localized Reading Activity Sheets in Enhancing the Reading Skills of Grade 1 Learners A Quasi-Experimental Research Design","authors":"Jelie Ann Paulette R Angeles, Karen A. Manaig, Sherwin B. Sapin, Aberto D Yazon, J. F. Tesoro","doi":"10.31098/ijtaese.v4i2.1087","DOIUrl":"https://doi.org/10.31098/ijtaese.v4i2.1087","url":null,"abstract":"Covid19 pandemic has brought fears, challenges, and great changes to all sectors, not only in the Philippines but the entire world. The most affected sector would be education since the learning must continue despite the pandemic. It is a great challenge to pursue education and deliver a quality one, especially since the strategies to be used are novel, and teachers should be trained well before their implementation. This study aims to determine the effectiveness of localized Reading Materials among Grade 1 learners through a quasi-experimental research design. The two groups of participants serve as the comparison and experimental groups. A match-pairing technique was used to identify the 30 participants for each group. Weighted average mean, standard deviation, t-test, and independent t-test were utilized to analyze the data. Likewise, Cohen's D was used to determine the effect size or the size of the difference between the two test results. The findings revealed that most of the respondents in the experimental group obtained a higher mean score, while the comparison group was on average. The composite mean score and standard deviation obtained in the experimental and comparison group with a mean score and standard in the descriptive interpretation of experimental and comparison were average. The t-value yielded in the comparative analysis of formative scores of the experimental and comparison groups. The formative mean score of the Effect Size of Large implies the large statistical formative mean score of experimental and comparison groups.","PeriodicalId":52740,"journal":{"name":"International Journal of Theory and Application in Elementary and Secondary School Education IJTAESE","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45435484","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-31DOI: 10.31098/ijtaese.v4i2.1088
Marivi R Escobin, A. Yazon, C. Tan, Marcial M. Bandoy, Lerma P. Buenvinida
The emergence of the COVID-19 pandemic created a radical transformation in teaching-learning in schools worldwide. This phenomenon challenged the self-efficacy of teachers and school heads in public schools in the Philippines, specifically on how to apply social media learning, which is a new modality. Through a mixed research method, 232 schoolteachers and 26 school heads participated in answering an adopted modified questionnaire; and ten school personnel participated in answering a researcher-made interview guide. The findings showed that profile variables such as age, sex, educational background, and length of service did not significantly correlate with school performance. In contrast, the challenges associated with self-efficacy in terms of educational management, instructional leadership, moral leadership, and application of social media learning tools were all significantly correlated with school performance. This indicated that self-efficacy improves school performance in both teachers and school heads and is influenced by their positive and healthy attitudes. From the qualitative data, the derived themes have implications with economic conditions, knowledge, and skills on the application of technology, transfer of knowledge to students, maintaining coordination, collaboration, and support from educational stakeholders, curriculum design and adherence with educational standards, imposing disciplinary measures, and compliance with school requirements. Officials in the educational setting should consider upgrading policies on personnel capability and capacity building, enhancing professional development, and equipping them with the application of modern teaching methods. All these concepts were considered in a proposed recommendation to the Department of Education, Philippines, for policy enhancement.
{"title":"A Mixed Study on the School Head's and Teacher's Self-Efficacy and School Performance: An Input for Policy Enhancement for Social Media Learning in the Philippines during the New Normal","authors":"Marivi R Escobin, A. Yazon, C. Tan, Marcial M. Bandoy, Lerma P. Buenvinida","doi":"10.31098/ijtaese.v4i2.1088","DOIUrl":"https://doi.org/10.31098/ijtaese.v4i2.1088","url":null,"abstract":"The emergence of the COVID-19 pandemic created a radical transformation in teaching-learning in schools worldwide. This phenomenon challenged the self-efficacy of teachers and school heads in public schools in the Philippines, specifically on how to apply social media learning, which is a new modality. Through a mixed research method, 232 schoolteachers and 26 school heads participated in answering an adopted modified questionnaire; and ten school personnel participated in answering a researcher-made interview guide. The findings showed that profile variables such as age, sex, educational background, and length of service did not significantly correlate with school performance. In contrast, the challenges associated with self-efficacy in terms of educational management, instructional leadership, moral leadership, and application of social media learning tools were all significantly correlated with school performance. This indicated that self-efficacy improves school performance in both teachers and school heads and is influenced by their positive and healthy attitudes. From the qualitative data, the derived themes have implications with economic conditions, knowledge, and skills on the application of technology, transfer of knowledge to students, maintaining coordination, collaboration, and support from educational stakeholders, curriculum design and adherence with educational standards, imposing disciplinary measures, and compliance with school requirements. Officials in the educational setting should consider upgrading policies on personnel capability and capacity building, enhancing professional development, and equipping them with the application of modern teaching methods. All these concepts were considered in a proposed recommendation to the Department of Education, Philippines, for policy enhancement.","PeriodicalId":52740,"journal":{"name":"International Journal of Theory and Application in Elementary and Secondary School Education IJTAESE","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43419589","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-31DOI: 10.31098/ijtaese.v4i2.1031
Arnel D. Borja, Karen A. Manaig, C. A. C. Buama
This study determined the correlations between occupational stress, job anxiety, personality dimensions and instructional competence of elementary teachers. The study employed the descriptive-correlational research design. There were 161 respondents composed of different teachers from small and big schools in the District of Los Banos, Laguna. The study utilized standardized questionnaires to assess the Occupational Stress, Job Anxiety, Personality Dimensions, and Instructional Competence of Elementary Teachers. The data gathered were treated using Mean, Standard Deviation, and ANOVA. The findings revealed that occupational stress has a significant relationship with the teacher's competence in terms of communicative competence. However, occupational stress has no significant relationship between the teacher's competence in terms of instructional competence and social skills. The result also shows that there is a significant relationship between job anxiety in terms of recognition and teacher's competence in terms of instructional competence. However, there is no significant relationship between job anxiety in terms of recognition and teacher's performance in terms of communicative competence and social skills. Similarly, there is a significant relationship between job anxiety in terms of self-esteem and teacher's competence in terms of instructional and communicative competence. However, there is no significant relationship between job anxiety in terms of self-esteem and teacher's competence in terms of social skills. Lastly, the result shows that there is no significant relationship between job anxiety in terms of security, human relations at work, rewards and punishment, future prospects and capacity for work, and teacher's performance in terms of instructional competence, communicative competence, and social skills.
{"title":"A Correlational Study on Teachers' Occupational Stress, Job Anxiety, Personality Dimensions and Performance","authors":"Arnel D. Borja, Karen A. Manaig, C. A. C. Buama","doi":"10.31098/ijtaese.v4i2.1031","DOIUrl":"https://doi.org/10.31098/ijtaese.v4i2.1031","url":null,"abstract":"This study determined the correlations between occupational stress, job anxiety, personality dimensions and instructional competence of elementary teachers. The study employed the descriptive-correlational research design. There were 161 respondents composed of different teachers from small and big schools in the District of Los Banos, Laguna. The study utilized standardized questionnaires to assess the Occupational Stress, Job Anxiety, Personality Dimensions, and Instructional Competence of Elementary Teachers. The data gathered were treated using Mean, Standard Deviation, and ANOVA. The findings revealed that occupational stress has a significant relationship with the teacher's competence in terms of communicative competence. However, occupational stress has no significant relationship between the teacher's competence in terms of instructional competence and social skills. The result also shows that there is a significant relationship between job anxiety in terms of recognition and teacher's competence in terms of instructional competence. However, there is no significant relationship between job anxiety in terms of recognition and teacher's performance in terms of communicative competence and social skills. Similarly, there is a significant relationship between job anxiety in terms of self-esteem and teacher's competence in terms of instructional and communicative competence. However, there is no significant relationship between job anxiety in terms of self-esteem and teacher's competence in terms of social skills. Lastly, the result shows that there is no significant relationship between job anxiety in terms of security, human relations at work, rewards and punishment, future prospects and capacity for work, and teacher's performance in terms of instructional competence, communicative competence, and social skills.","PeriodicalId":52740,"journal":{"name":"International Journal of Theory and Application in Elementary and Secondary School Education IJTAESE","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43279406","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-31DOI: 10.31098/ijtaese.v4i2.968
Linus Kali Palindangan, Nawan Katarina Hatiningsih, Sumaryati Tjitrosumarto
In recent years, SDN Pondok Pucung 05 Bintaro has experienced an alarming decline in the number of students. In fact, students who attend SDN are free of charge because the costs are paid by the government. This phenomenon reflects the problems that are happening at SDN Pondok Pucung 05 Bintaro. One of the problems that urgently and urgently needs to be addressed is the teacher's performance. Based on some literature, it is known that to improve organizational performance; a conducive organizational climate is needed–where there is full employee engagement and employee satisfaction. Therefore, the performance of teachers at SDN Pondok Pucung 05 Bintaro is thought to be influenced by several factors, such as organizational climate, job satisfaction, and teacher engagement. The purpose of this study was to determine the effect of organizational climate and job satisfaction on teacher performance mediated by teacher engagement at SDN Pondok Pucung 05 Bintaro, Indonesia. The research model used in this study is a structural model to test the proposed hypothesis using path analysis. There were 30 teachers who participated in this survey using a saturated sample. The data collection instrument used was a questionnaire distributed to 30 teachers at SDN Pondok Pucung 05 Bintaro. This study indicates that teacher performance in SDN Pondok Pucung 05 Bintaro is influenced by many factors, which organizational climate, job satisfaction, and employee engagement are important parts of the factors supporting the teacher's performance. The limitation of this study is that there are many other variables that can affect teacher performance in SDN Pondok Pucung 05 Bintaro but were not examined in this study, such as work motivation, organizational commitment, school facilities, and perceptions of public and private schools. These variables are suggested to be investigated in further research. The originality of this study shows that these results emphasize the importance of creating and managing organizational climate, job satisfaction, and employee engagement to improve teacher performance at SDN Pondok Pucung 05 Bintaro in carrying out their duties and obligations at school.
近年来，SDN Pondok Puchung 05 Bintaro的学生人数出现了惊人的下降。事实上，参加SDN的学生是免费的，因为费用由政府支付。这一现象反映了SDN Pondok Puchung 05 Bintaro正在发生的问题。急需解决的问题之一是教师的表现。基于一些文献，我们知道要提高组织绩效；需要一个有利的组织氛围&员工充分参与，员工满意。因此，SDN Pondok Puchung 05 Bintaro的教师表现被认为受到几个因素的影响，如组织氛围、工作满意度和教师敬业度。本研究的目的是确定组织氛围和工作满意度对印度尼西亚宾塔罗SDN Pondok Puchung 05的教师参与中介的教师绩效的影响。本研究中使用的研究模型是一个结构模型，使用路径分析来检验所提出的假设。有30名教师使用饱和样本参与了这项调查。使用的数据收集工具是向SDN Pondok Puchung 05 Bintaro的30名教师分发的问卷。本研究表明，SDN Pondok Puchung 05 Bintaro的教师绩效受到许多因素的影响，其中组织氛围、工作满意度和员工敬业度是支持教师绩效的重要因素。本研究的局限性在于，还有许多其他变量可以影响SDN Pondok Puchung 05 Bintaro的教师表现，但本研究没有对这些变量进行检验，如工作动机、组织承诺、学校设施以及对公立和私立学校的看法。建议在进一步研究中对这些变量进行调查。本研究的独创性表明，这些结果强调了创造和管理组织氛围、工作满意度和员工敬业度的重要性，以提高SDN Pondok Puchung 05 Bintaro的教师在履行学校职责和义务时的表现。
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Pub Date : 2022-10-31DOI: 10.31098/ijtaese.v4i2.984
N. Mtshatsha, B. Omodan
Observation and literature confirmed that men are unduly scarce in the count of foundation phase teachers in South Africa and the few that are presented as foundation phase teachers are often criticized and ridiculed with the argument that foundation phase teaching is for women. Therefore, the study sought to understand gendered ideologies in order to address the issue of missing male teachers in the foundation phase, which is currently considered to be feminized. Using Sandra Bem’s Gender Schema Theory, the study explores the perceptions embedded within gender issues and how these influence the appointment of male teachers in the foundation phase in the Amathole Education District of the Eastern Cape Province. A qualitative approach was adopted, and a case study research design was employed where six participants (three males and three females) were purposely sampled and interviewed. Data were analyzed using content analyses where some themes emerged. The study revealed that most males are unwilling to work with younger kids, while the study also confirms their roles as very important in the development of younger kids. The study concludes that male teachers’ positive influence cannot be underestimated; hence the government should devise a way to motivate male teacher educators toward the world of work in the foundation phase.
{"title":"Positioning Male Teachers In the Foundation Phase In South Africa: A Case of One Education District","authors":"N. Mtshatsha, B. Omodan","doi":"10.31098/ijtaese.v4i2.984","DOIUrl":"https://doi.org/10.31098/ijtaese.v4i2.984","url":null,"abstract":"Observation and literature confirmed that men are unduly scarce in the count of foundation phase teachers in South Africa and the few that are presented as foundation phase teachers are often criticized and ridiculed with the argument that foundation phase teaching is for women. Therefore, the study sought to understand gendered ideologies in order to address the issue of missing male teachers in the foundation phase, which is currently considered to be feminized. Using Sandra Bem’s Gender Schema Theory, the study explores the perceptions embedded within gender issues and how these influence the appointment of male teachers in the foundation phase in the Amathole Education District of the Eastern Cape Province. A qualitative approach was adopted, and a case study research design was employed where six participants (three males and three females) were purposely sampled and interviewed. Data were analyzed using content analyses where some themes emerged. The study revealed that most males are unwilling to work with younger kids, while the study also confirms their roles as very important in the development of younger kids. The study concludes that male teachers’ positive influence cannot be underestimated; hence the government should devise a way to motivate male teacher educators toward the world of work in the foundation phase.","PeriodicalId":52740,"journal":{"name":"International Journal of Theory and Application in Elementary and Secondary School Education IJTAESE","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41920486","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-31DOI: 10.31098/ijtaese.v4i2.1091
Mary Kris Faye D Aya, Lerma P. Buenvinida, C. Tan, Marcial M. Bandoy, Karen A. Manaig
This study investigated the relationship between the leadership practices, adversity quotient, and school-based management practices in the new normal. It employed a descriptive-correlational design with an online survey as the primary data collection tool. The respondents are 104 school heads and 597 teachers from public elementary schools in the City Schools Divisions of Biñan, Cabuyao, Calamba, and Sta. Rosa. Frequency Count, Percentage, Mean, Standard Deviation, and Pearson Product Moment of Correlation were the statistical tools utilized to analyze and interpret the data gathered. The findings revealed that school heads highly practiced the new normal leadership practices in terms of adaptability, decision-making, and planning and implementation as perceived by teachers. For the adversity quotient, teachers indicated below average adversity quotient while the school heads indicated average adversity quotient. The respondents assessed the extent of SBM practices as the presence of evidence indicating practices and procedures satisfying quality standards. Correlation analyses denoted a significant relationship between perceived school heads' leadership practices and assessed SBM practices and between teachers' adversity quotient and assessed SBM practices. Only the control dimension of the adversity quotient of school heads indicated a significant relationship with assessed SBM practices in terms of leadership and governance, accountability and continuous improvement, and management of resources.
{"title":"Leadership Practices, Adversity Quotient, And School-Based Management Practices In The New Normal: A Descriptive-Correlational Approach","authors":"Mary Kris Faye D Aya, Lerma P. Buenvinida, C. Tan, Marcial M. Bandoy, Karen A. Manaig","doi":"10.31098/ijtaese.v4i2.1091","DOIUrl":"https://doi.org/10.31098/ijtaese.v4i2.1091","url":null,"abstract":"\u0000This study investigated the relationship between the leadership practices, adversity quotient, and school-based management practices in the new normal. It employed a descriptive-correlational design with an online survey as the primary data collection tool. The respondents are 104 school heads and 597 teachers from public elementary schools in the City Schools Divisions of Biñan, Cabuyao, Calamba, and Sta. Rosa. Frequency Count, Percentage, Mean, Standard Deviation, and Pearson Product Moment of Correlation were the statistical tools utilized to analyze and interpret the data gathered. The findings revealed that school heads highly practiced the new normal leadership practices in terms of adaptability, decision-making, and planning and implementation as perceived by teachers. For the adversity quotient, teachers indicated below average adversity quotient while the school heads indicated average adversity quotient. The respondents assessed the extent of SBM practices as the presence of evidence indicating practices and procedures satisfying quality standards. Correlation analyses denoted a significant relationship between perceived school heads' leadership practices and assessed SBM practices and between teachers' adversity quotient and assessed SBM practices. Only the control dimension of the adversity quotient of school heads indicated a significant relationship with assessed SBM practices in terms of leadership and governance, accountability and continuous improvement, and management of resources. \u0000","PeriodicalId":52740,"journal":{"name":"International Journal of Theory and Application in Elementary and Secondary School Education IJTAESE","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41819151","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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