The document analyzes the elementary school principal development program in Yogyakarta, Indonesia. It found that the program involves regulations, standards, grants, and professional development. Success depends on supervisor and principal performance, financial support, and meeting standards. However, limitations include complex administration, bureaucracy, compliance demands, lack of monitoring, and relationship issues.
The Mediating Effect of Sense of Efficacy on the Relationship Between Instruc...charisseasoncion1
The primary objective of this study was to determine the role of teacher self-efficacy in mediating the
relationship between teachers' instructional practices and organizational commitment.
Management Practices of School Principals to Enhance Teacher Excellence in Co...JoanieHaramain1
This article focuses on the management practices of public secondary school principals as perceived by school managers and secondary school teachers to improve teacher excellence and students' performance for the attainment of quality education.
Instructional supervision and its relationship with professional developmentTadele Akalu
The main purpose of this study was to examine the existing perceptions of teachers toward instructional supervision in secondary schools in Addis Ababa, Ethiopia. It also explores if there are differences between beginner and experienced teachers in their attitudes toward and satisfaction with supervisory practices, and (possible) relationships with perceived professional development.
The Mediating Effect of Sense of Efficacy on the Relationship Between Instruc...charisseasoncion1
The primary objective of this study was to determine the role of teacher self-efficacy in mediating the
relationship between teachers' instructional practices and organizational commitment.
Management Practices of School Principals to Enhance Teacher Excellence in Co...JoanieHaramain1
This article focuses on the management practices of public secondary school principals as perceived by school managers and secondary school teachers to improve teacher excellence and students' performance for the attainment of quality education.
Instructional supervision and its relationship with professional developmentTadele Akalu
The main purpose of this study was to examine the existing perceptions of teachers toward instructional supervision in secondary schools in Addis Ababa, Ethiopia. It also explores if there are differences between beginner and experienced teachers in their attitudes toward and satisfaction with supervisory practices, and (possible) relationships with perceived professional development.
Essential Elements for Optimising the Pedagogical FrameworkAJHSSR Journal
Pedagogy links theories and beliefs about teaching and learning to teaching practice in a
consistent and coherent way. The two broad concepts of teaching and learning have the clearest lines moving to
pedagogical applications. To achieve these values, effective teaching must be practiced by having teachers and
students work together. Educators must use various teaching methods in order for the students to have the
interest to learn and motivated to participate in class. The study aims to achieving an educational pedagogical
framework build on educational practice and experiences taken into consideration the feedback and feedforward
obtaining by the students during the course study and after the graduation. To sum up, the framework is
a continuous process that should be regularly reviewed and monitored. Staff/student liaison encourages the
mechanism of Feedback and feed-forward by obtaining students` feedback and communicating action taken in
response to feedback. To ensure validity and enable reliability of assessments, teaching objectives, modules and
learning outcomes must be analysed to establish the most appropriate assessment and feedback methods. The
HEI should encourage opportunities for staff to build good links with industry, government and employers so
that staff can contribute their knowledge to relevant partners in business and industry to benefit from the
opportunities of continuing professional development.
Relationship Between Teachers Motivation and Students Academic Performanceijtsrd
This paper examined the impact of teacher motivation on academic performance of students. It proceeded by defining teacher motivation as a general term applying to the entire class of drives, desires, needs, wishes and similar forces initiated for teachers, in order to induce them to act in desireable academically productive manner. On the other hands, it considered academic performance as the outcome of education; it constitute the extent to which a student, teacher or institution has achieved their educational goals. Determinants of teacher-learner interactions for better students academic performance were found to include -the status of teachers, class size, increasing workload, professional freedom, the work environment, teacher education and professional development, teachers' salaries and negotiations and consultations. Impacts of teacher motivation on the academic performance of students include among others-teacher motivation provides the de- sire in students to learn. This is because learners are encouraged to learn, to express themselves through answering questions, taking parts in both individual and group assignments; infact get involved or committed in the learning process by acquiring ideas, skills and concepts for total development. Finally, it was recommended among others that teacher should be paid salaries comparable with other professions requiring a similar level of qualifications and responsibility, making it possible for them to live with dignity on the salary from their work and not be forced to take on additional jobs Ms. J. Josely | Mrs. Vandana Devi"Relationship Between Teachers Motivation and Students Academic Performance" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-2 | Issue-4 , June 2018, URL: http://www.ijtsrd.com/papers/ijtsrd14422.pdf http://www.ijtsrd.com/humanities-and-the-arts/education/14422/relationship-between-teachers-motivation-and-students-academic-performance/ms-j-josely
Formative Assessment as an Essential Competence of University Teachersiosrjce
: In the framework of a competency-based education, teachers require to acquire previously the
formative assessment as a fundamental task to develop an educational process of higher quality. In this article
the complexity of the educational act is analyzed from a socio-cultural approach, presenting the theoretical
bases that support a continuous and ongoing evaluation of student performance. It is highlighted the role of
teachers in order to help students to achieve their learning objectives and it is promoted a comprehensive
evaluation, where self-assessment, peer assessment and hetero assessment are essential stages for feedback of
the teaching-learning-processes. The evaluation will be useful when strengths and weaknesses of the
educational process could be determined holistically, to consolidate and transfer strengths to other areas or
contexts overcoming weaknesses and shortcomings in time, before the end of the semester. It is recommended
that university teachers develop the competence of formative assessment so that they are in a position to redirect
scientific discourse to a scenario in which the educational process unfolds. For this, the teacher needs to
assume its role as a mediator of knowledge, so that the course contents are understood and assimilated by the
student.
Instructional Supervision by Principals An Appraisal from the Perspective of ...ijtsrd
This study focused on performance of instructional supervision by principals in selected secondary schools in Boyo Division, North West Region. The objective was to investigate the impact of instructional supervision on teachers' job performance. The sample had 30 respondents as principals and 274 as teachers. Data collected was by the use of two sets of questionnaires one for the principals and one for the teachers. The data collected was analyzed using the SPSS version 22.0 from a close Likert type scale. The findings were presented using frequencies, means, standard deviations, percentages, tables and bar charts. The study established that the supervisory practices used by principals in secondary schools included classroom visitations, provision of research facilities, etc. The study also established that the teachers feel instructional supervisory practices to a certain extent are ineffective, though there are some which bore great fruits such as improvement on their professional competences. This paper recommends that school principals should put emphasis on supervision in order to establish a trend of being in command with what the teachers are doing teachers should be more eager about being supervised by taking the first step in inviting the principals, principals should do refresher courses on school administration. For suggestions, a comparative study could be done on the effectiveness of principals who have had training in school administration prior to their appointment and those who had not. Ngong Gaius Mufua "Instructional Supervision by Principals: An Appraisal from the Perspective of Teachers Job Performance in Some Selected Secondary Schools in Boyo Division" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-6 , October 2019, URL: https://www.ijtsrd.com/papers/ijtsrd29254.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/29254/instructional-supervision-by-principals-an-appraisal-from-the-perspective-of-teachers-job-performance-in-some-selected-secondary-schools-in-boyo-division/ngong-gaius-mufua
This article examines the characteristics of school effectiveness and how the school effectiveness policy works in the context of education decentralization. The research approach is qualitative exploratory and was conducted in 2016 in 10 out of 35 districts/cities in Central Java Province. The results showed that there are eight characteristics of effective schools: effective school leadership, efficient learning processes, active community participation, a conducive school environment, increased professionalism of educators, heightened expectations of students, the commitment of teachers, which together lead to good student achievement. Local government policy has not been mentioned explicitly to build an effective school. The government system should contribute to creating effective schools through human resource development, community participation, provision of facilities and infrastructure, professional development of educators, guiding students’ and teachers' achievement, monitoring student progress, education financing to some degree, and the commitment of local governments to give appreciation to education actors.
Train Hard, Teach Stronger: Effectively Training Paraprofessionals in Special...RethinkFirst
This session provides a go to strategy for effective paraprofessional training. Learn how school districts are utilizing video-based training and on-site coaching to increase the knowledge, skills, and interaction of paraprofessionals supporting students with autism and other disabilities.
AN EFFECTIVE PROFESSIONAL DEVELOPMENT SERIES IMPROVES THE QUALITY OF TEACHERC...ijejournal
Just as the educational system in the United States is working to figure out the best ways to reach the developmentally diverse student population found in our public and private institutions; we should be looking how to best prepare our teachers. Over the years, the threat of trickle down curriculum has become a reality and there is increasing pressure on in-coming kindergarteners to be knowledgeable of more and more. Teachers express through honest feedback the lack of quality and/or effective professional
development opportunities available to them. There needs to be some sort of reform when the positive changes in the education system can been seen in the success of the students, which is directly affected by the quality and effectiveness in teacher instruction. A quality feedback through coaching model is the most
effective way to develop educators in order to improve teacher-child interactions that translates into high quality education.
Essential Elements for Optimising the Pedagogical FrameworkAJHSSR Journal
Pedagogy links theories and beliefs about teaching and learning to teaching practice in a
consistent and coherent way. The two broad concepts of teaching and learning have the clearest lines moving to
pedagogical applications. To achieve these values, effective teaching must be practiced by having teachers and
students work together. Educators must use various teaching methods in order for the students to have the
interest to learn and motivated to participate in class. The study aims to achieving an educational pedagogical
framework build on educational practice and experiences taken into consideration the feedback and feedforward
obtaining by the students during the course study and after the graduation. To sum up, the framework is
a continuous process that should be regularly reviewed and monitored. Staff/student liaison encourages the
mechanism of Feedback and feed-forward by obtaining students` feedback and communicating action taken in
response to feedback. To ensure validity and enable reliability of assessments, teaching objectives, modules and
learning outcomes must be analysed to establish the most appropriate assessment and feedback methods. The
HEI should encourage opportunities for staff to build good links with industry, government and employers so
that staff can contribute their knowledge to relevant partners in business and industry to benefit from the
opportunities of continuing professional development.
Relationship Between Teachers Motivation and Students Academic Performanceijtsrd
This paper examined the impact of teacher motivation on academic performance of students. It proceeded by defining teacher motivation as a general term applying to the entire class of drives, desires, needs, wishes and similar forces initiated for teachers, in order to induce them to act in desireable academically productive manner. On the other hands, it considered academic performance as the outcome of education; it constitute the extent to which a student, teacher or institution has achieved their educational goals. Determinants of teacher-learner interactions for better students academic performance were found to include -the status of teachers, class size, increasing workload, professional freedom, the work environment, teacher education and professional development, teachers' salaries and negotiations and consultations. Impacts of teacher motivation on the academic performance of students include among others-teacher motivation provides the de- sire in students to learn. This is because learners are encouraged to learn, to express themselves through answering questions, taking parts in both individual and group assignments; infact get involved or committed in the learning process by acquiring ideas, skills and concepts for total development. Finally, it was recommended among others that teacher should be paid salaries comparable with other professions requiring a similar level of qualifications and responsibility, making it possible for them to live with dignity on the salary from their work and not be forced to take on additional jobs Ms. J. Josely | Mrs. Vandana Devi"Relationship Between Teachers Motivation and Students Academic Performance" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-2 | Issue-4 , June 2018, URL: http://www.ijtsrd.com/papers/ijtsrd14422.pdf http://www.ijtsrd.com/humanities-and-the-arts/education/14422/relationship-between-teachers-motivation-and-students-academic-performance/ms-j-josely
Formative Assessment as an Essential Competence of University Teachersiosrjce
: In the framework of a competency-based education, teachers require to acquire previously the
formative assessment as a fundamental task to develop an educational process of higher quality. In this article
the complexity of the educational act is analyzed from a socio-cultural approach, presenting the theoretical
bases that support a continuous and ongoing evaluation of student performance. It is highlighted the role of
teachers in order to help students to achieve their learning objectives and it is promoted a comprehensive
evaluation, where self-assessment, peer assessment and hetero assessment are essential stages for feedback of
the teaching-learning-processes. The evaluation will be useful when strengths and weaknesses of the
educational process could be determined holistically, to consolidate and transfer strengths to other areas or
contexts overcoming weaknesses and shortcomings in time, before the end of the semester. It is recommended
that university teachers develop the competence of formative assessment so that they are in a position to redirect
scientific discourse to a scenario in which the educational process unfolds. For this, the teacher needs to
assume its role as a mediator of knowledge, so that the course contents are understood and assimilated by the
student.
Instructional Supervision by Principals An Appraisal from the Perspective of ...ijtsrd
This study focused on performance of instructional supervision by principals in selected secondary schools in Boyo Division, North West Region. The objective was to investigate the impact of instructional supervision on teachers' job performance. The sample had 30 respondents as principals and 274 as teachers. Data collected was by the use of two sets of questionnaires one for the principals and one for the teachers. The data collected was analyzed using the SPSS version 22.0 from a close Likert type scale. The findings were presented using frequencies, means, standard deviations, percentages, tables and bar charts. The study established that the supervisory practices used by principals in secondary schools included classroom visitations, provision of research facilities, etc. The study also established that the teachers feel instructional supervisory practices to a certain extent are ineffective, though there are some which bore great fruits such as improvement on their professional competences. This paper recommends that school principals should put emphasis on supervision in order to establish a trend of being in command with what the teachers are doing teachers should be more eager about being supervised by taking the first step in inviting the principals, principals should do refresher courses on school administration. For suggestions, a comparative study could be done on the effectiveness of principals who have had training in school administration prior to their appointment and those who had not. Ngong Gaius Mufua "Instructional Supervision by Principals: An Appraisal from the Perspective of Teachers Job Performance in Some Selected Secondary Schools in Boyo Division" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-6 , October 2019, URL: https://www.ijtsrd.com/papers/ijtsrd29254.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/29254/instructional-supervision-by-principals-an-appraisal-from-the-perspective-of-teachers-job-performance-in-some-selected-secondary-schools-in-boyo-division/ngong-gaius-mufua
This article examines the characteristics of school effectiveness and how the school effectiveness policy works in the context of education decentralization. The research approach is qualitative exploratory and was conducted in 2016 in 10 out of 35 districts/cities in Central Java Province. The results showed that there are eight characteristics of effective schools: effective school leadership, efficient learning processes, active community participation, a conducive school environment, increased professionalism of educators, heightened expectations of students, the commitment of teachers, which together lead to good student achievement. Local government policy has not been mentioned explicitly to build an effective school. The government system should contribute to creating effective schools through human resource development, community participation, provision of facilities and infrastructure, professional development of educators, guiding students’ and teachers' achievement, monitoring student progress, education financing to some degree, and the commitment of local governments to give appreciation to education actors.
Train Hard, Teach Stronger: Effectively Training Paraprofessionals in Special...RethinkFirst
This session provides a go to strategy for effective paraprofessional training. Learn how school districts are utilizing video-based training and on-site coaching to increase the knowledge, skills, and interaction of paraprofessionals supporting students with autism and other disabilities.
AN EFFECTIVE PROFESSIONAL DEVELOPMENT SERIES IMPROVES THE QUALITY OF TEACHERC...ijejournal
Just as the educational system in the United States is working to figure out the best ways to reach the developmentally diverse student population found in our public and private institutions; we should be looking how to best prepare our teachers. Over the years, the threat of trickle down curriculum has become a reality and there is increasing pressure on in-coming kindergarteners to be knowledgeable of more and more. Teachers express through honest feedback the lack of quality and/or effective professional
development opportunities available to them. There needs to be some sort of reform when the positive changes in the education system can been seen in the success of the students, which is directly affected by the quality and effectiveness in teacher instruction. A quality feedback through coaching model is the most
effective way to develop educators in order to improve teacher-child interactions that translates into high quality education.
An Examination of the Influence of Leadership in the Achievement of Goals and...iosrjce
This study sought to examine the influence of the school head’s leadership in the achievement of
goals and objectives using the quantitative methodology. The study adopted the descriptive survey design. The
target population comprised of all secondary school teachers from Chikomba District in Mashonaland East
Province in Eastern Zimbabwe. The sample consisted of 120 teachers randomly sampled and of these, 64 were
female and 56 male. All the information was collected through a questionnaire which largely had close-ended
questions and two-open ended questions. The study revealed that the majority of teachers were not confident
with the leadership provided by their heads. The study recommends that the Ministry of Primary and Secondary
Education should prioritise training or retraining of heads on leadership skills.
THE PRINCIPAL HUMAN RELATION STRATEGIES AND TEACHERS JOB PERFORMANCES OF SECO...ResearchWap
This study examined principal human relation strategies and teachers' job performance in secondary schools in Patigi Local Government
Area, Kwara State.
A sample of secondary schools was randomly selected. The questionnaire was administered to one hundred and sixty principals and Teachers for research, questions were generated and tested for the study. The result obtained showed good principal human relation strategies and Teachers' job performance by involving them in Motivation, Communication, Safety and collaboration for smoothly running of the school.
Therefore, the principal and Teachers should continue having a good relationship to bring about improvement of the teacher and output of the school (student). The principal can also influence the teacher’s activities towards improving teacher skills, organizing workshops, in-service training and seminars.
The curriculum management strategies of highly experienced and less experienced secondary school
principals were compared in this study. The study was guided by a single research topic, and a null hypothesis was tested at the 0.05 level of significance. The study was conducted using a descriptive survey research approach. The participants in this study were 106 secondary school principals and vice principals from 44 public secondary schools in the Nnewi Education Zone. Because the research population was manageable, no sampling was done. As a result, the study’s population size was made up of 106 secondary school principals and vice principals. Data was collected using a questionnaire produced by a researcher called the Curriculum Management Practice Scale. Two professionals independently verified the tool. Cronbach alpha was employed to examine the instrument’s internal
consistency, and reliability values of 0.75 were obtained. The researcher and five research assistants used direct administration to collect data for the study. There was a 100% return rate. The study question was answered using arithmetic mean and standard deviation scores, and the null hypothesis was tested using a t-test at the 0.05 level of significance. The study’s findings indicated that there is no discernible difference in the curriculum management techniques of highly experienced and less experienced secondary school principals. Most school heads do a review of all course curricula and hold meetings to establish what type of extra-curricular activities are required. The study’s implications and findings were drawn.
Teachers Teaching Efficacy as a Predictor of Teachers Effectiveness in Nigeri...AJHSSR Journal
ABSTRACT: This study examined the role of teaching efficacy as a predictor of teaching effectiveness in Nigeria
through a comprehensive literature review. The focus is on the Nigerian educational system, aiming to shed light
on the multifaceted influence of teaching efficacy on teacher motivation, instructional practices, student
achievement, professional development, and school culture. The goal is to inform educational stakeholders and
policymakers to enhance educational standards and student outcomes in Nigeria. The review underscores the
dimensions of teacher effectiveness, highlighting aspects such as content knowledge, pedagogical knowledge,
classroom management, differentiated instruction, assessment and feedback, relationship building, and continuous
professional development. Several studies in the Nigerian educational context consistently demonstrate a positive
correlation between teachers' self-efficacy and their effectiveness. Teachers with higher self-efficacy exhibit
improved teaching techniques, heightened student motivation and achievement, and greater job satisfaction.
Recommendations based on the literature review include advocating for comprehensive professional development
programs, promoting mentorship and collaboration among educators, fostering supportive school leadership,
integrating research-informed policies into educational practices, and encouraging further research to deepen the
understanding of teaching efficacy and effectiveness within the Nigerian context. The study underscores the
importance of addressing teaching efficacy in educational policies and practices to elevate teaching standards and
improve student outcomes in Nigeria.
KEYWORDS: Teaching efficacy, Teacher effectiveness, Teacher professional development, Nigerian educational
system
The Implementation of Curriculum Innovation and Islamic Religious Education L...inventionjournals
This study aims to explore curriculum innovation and PAI teaching at Al Azhar integrated SMA in Medan. This research used qualitative approach with four research questions: How does the curriculum innovation, strategy, media and evaluation of PAI learning in integrated Senior high school Al Azhar Medan? Data collection was done through interviews, observation and documentation. The findings of the study are: Curriculum. The Learning used 2013 curriculum with a scientific-based approach, and KTSP curriculum. The method/strategy. The learning model is a goal-oriented, but the majority has shifted towards the process and achievement of competence, although not total. Applied learning methods have also undergone innovation in order to support a smooth learning. Media, media was used quite well, but in order to support a smooth and achievement of learning in line with the principles embodied in the curriculum applied, this fact needs to be improved towards better, both in terms of accuracy, presentation and materials used. Evaluation, applying the evaluation, including: an oral question in class, quizzes, daily tests, individual assignments, group assignments, repeat semester examination, reports practical work or lab reports, response or practice exams, and a final exam.
International Journal of Science and Business.pdfArlene424524
Dividends are a portion of a company's profits that are distributed to its shareholders. When you own shares in a company, you become a part-owner, and as a result, you may be entitled to a share of the company's earnings. Dividends are typically paid out on a regular basis, such as quarterly, semi-annually, or annually, but this can vary depending on the company's policies.
Perspectives of Public Secondary School Teachers on the Effectiveness of Perf...AJHSSR Journal
ABSTRACT : The purpose of the study was to examine the perspectives of public secondary school teachers
on the effectiveness of performance review, training, and development in the Candelaria District, Schools
Division Office of Zambales, during SY 2021-2022. The study will utilize the descriptive method of research.
The participants are the 113 public secondary school teachers that includes both junior and senior high school.
The data will be statistically treated using frequency, percentage, mean, t-test, analysis of variance (ANOVA),
Pearson r and Likert Scaling. The study revealed that most of the teacher-respondents are 31-40 years old,
female, Teacher I, 6-10 years in service, married and with Masteral Units and have an outstanding performance
in their IPCRF Rating. Teachers strongly agreed with the effectiveness of performance review and training and
development. The Effectiveness of Performance Review is insignificantly different when grouped according to
age, sex, years of service and civil status but significant to position and highest educational attainment.
Moreover, the Effectiveness of Training and Development is insignificantly different when grouped according
to age, sex, and civil status but significant to position, years in service, and highest educational attainment.
There is a significant positive moderate correlation between the performance rating of the public secondary
school teachers and their perspectives on the effectiveness of performance review and the effectiveness of
training and development. Lastly, the proposed Comprehensive Training Program towards the performance
review and training and development of teachers. The researcher recommends that School Heads provide realtime mentoring and coaching and help get through problems and help teachers figure out what they need, what
they want, and what problems they face, and school heads are prepared with information from various sources.
School Heads must also create training and development that could help teachers reduce stress and boost-up
morale, increase motivation of teachers, create a positive and productive work culture, future leadership,
retention and increase the quality of their job, make fewer mistakes, advance toward more progressive
responsibilities, and serve their customers more efficiently.
KEYWORDS:Quantitative, performance review, training, and development, descriptive, Candelaria,
Zambales, Philippines
INVOLVEMENT AND IMPLEMENTATION LEVEL ON REHABILITATION PROGRAM AMONG PERSONS DEPRIVED OF LIBERTY IN THE BUREAU OF JAIL MANAGEMENT AND PENOLOGY, ALTA VISTA, ORMOC CITY: A BASIS FOR PROGRAM REVIEW AND ENHANCEMENT
Establishing Trust Between School Teachers and University Facultynoblex1
The professional development school initiatives show the greatest promise in school reform due to collaborative efforts in teacher preparation. Educators in both public schools and in universities must work together in the preparation of teachers who are culturally, socially and instructionally responsive to student diversity. This lofty preparation aim begins with selecting the most promising teacher candidates for admittance into the program. The author describes an admissions procedure that has proven to be not only efficient and effective, but reflects the collaborative values of the program.
For over a decade, advocates of educational reform have supported professional development schools (PDSs) as a way for school and university partners to promote simultaneous renewal of both institutions. PDS aims are now commonplace: (a) provide exemplary education for preservice teachers, (b) support continuing professional development of experienced teachers, (c) engage in the renewal of curriculum and instruction, and (d) involve schools and universities in collaborative research.
Essential to these aims is the collaborative process. Establishing trust, recognizing cultural differences, and breaking perceived roles between school teachers and university faculty are key if partnerships are to be anything more than traditional in nature. University instructors, including teacher educators, are entering into cooperative working ventures with more frequency than ever before. Critical to the successful attainment of any partnership project are the people involved and the common commitment to program quality and coherence. In the ongoing process of developing, nurturing, and maintaining partnerships, one can expect to confront both predictable and unforeseen obstacles. Sharing information on program structures and systems will help advance the development of university and K-12 partnerships. The purpose of this article is twofold: (a) to describe, and (b) to analyze an admissions procedure, which reflects the values of the program and efficiently and effectively promotes the involvement of K-12 personnel in what is traditionally a university decision. To this end, we briefly discuss the history of this partnership and the key values that drive our work. Next, we elaborate on the admissions process and how it reflects those values in linking the university and schools. In taking stock of where we have made progress and where we have not, we examine the perceptions of major stakeholders in this process. We conclude with a discussion of recommendations to others considering similar efforts.
Source: https://ebookschoice.com/establishing-trust-between-school-teachers-and-university-faculty/
Leading the Instructional Program and its effect on Academic Achievement of s...inventionjournals
ABSTRACT: The purpose of this study was to determine the relationship between instructional program and academic achievement of students in national examinations in public secondary schools in Tinderet sub county Kenya. The objective of this study was: to determine the impact of leading the instructional program on the students’ academic achievement in national examinations. The study was guided by the effective schools model by Lezotte (2010), which states that an effective school is characterized by seven correlates namely: leading the instructional program, focus on school mission, safety and orderliness of schools, expectations for success, home-school relations, frequent monitoring of students progress and opportunity to learn for students. The researcher employed a survey design targeting all the 18 public secondary schools in Tinderet Sub County, all the 18 principals and the 225 teachers. Stratified sampling technique was used to select 10 schools for the study from the total 18 schools in the distinct. The sampled schools were stratified according to the academic performance for the last three years (2011-2013). All the principals of the sampled 10 schools took part in the study. Simple random sampling was used to select 90 teachers (9 teachers from each school selected). The sample size was 100 respondents. Questionnaires and interview guide were used to collect data. The descriptive survey allowed the generation of both qualitative and quantitative data. Quantitative data was analyzed using the descriptive statistics including frequencies and percentages. Pearson product moment correlation coefficient and Anova were used to make inferences. Qualitative data was put under themes consistent with the research objectives. The analyzed data was then presented in form of graphs, pie charts and tables for easy interpretation. Findings from the study showed that, majority of the principals indicated that they always led the instructional program. Majority of the teachers on the other hand indicated that, principals did not always engage in these leadership practices but did engage sometimes. Analysis of variance between principals' and teachers' responses on similar issues indicated that there was a significant difference in the manner teachers and principals were responding to questions. Findings on the effect of leadership practices on academic performance were consistent as the teachers and principals were in agreement that these leadership practices when applied had a positive effect on academic performance. Correlation test however revealed that the effect was weak as indicated by the correlation coefficients which were below 0.5. The study concluded that; leading the instructional program was not being implemented fully. The study recommended that; Implementation of leading the instructional program practices should be effected in schools by all principals. Various stakeholders that is teachers, students, Board of Management and princi
Running head TEACHER PREPARATION PROGRAMS .docxtodd521
Running head: TEACHER PREPARATION PROGRAMS 1
TEACHER PREPARATION PROGRAMS 2
Teacher Preparation Programs
Teacher Preparation Programs
Abstract
Poor attitudes towards teacher training programs by the policymakers have had a huge impact on the education of children with disability. This has been contributed by the continuous poor speculations and perceptions among the key stakeholders who argue that the programs have not had a huge impact on the students not the teachers in their teaching techniques in school. Teachers who have attended teacher training programs have not showed any impact on their way of handling students with disabilities. This perception has grounded the growth of teacher training programs not only in the country but all over the world. This calls for research into the need for teacher training programs. This research is aimed at filling the gap between the perceptions and the teacher training programs. The findings of this research are projected to prove the existence of poor attitude towards the training of teacher’s programs. In addition, the research projects that there is a great impact on a teacher training program which has been shown by teachers teaching in special schools. There is also a connection between teacher training programs and quality education provision for students with various disability. The research also projects recommendations which can ensure that teacher training programs which has attracted poor attitudes can be transformed in order to provide quality education to students with special needs. The recommendations include integration of teacher’s coursework with hands-on practical to enable teachers to relate the two, carry out more research of importance of teacher training programs and also determine the impact of teacher training on students with special needs. The research applies a quota qualitative sampling method in the selection of the sample size. The sample group for the research is teacher training programs, special school teachers and lastly the education department for special education was chosen involving 2000 participants which gave a 100% representation. Data collected included the use of questionnaires and interviews for primary data and journals, articles and documentaries for secondary data. Data presentation used tables, charts and graphs. Analysis of the collected data applied narrative analysis in analyzing secondary data and discourse analysis in analyzing primary data. The results were presented widely and discussed to give a clear picture of the findings from the research study. All the research data from the research were also summarized to come up with a conclusion. The study has also cited gaps in the previous studies and given necessary suggestions which should be welcomed and used in the transformation of attitudes.
The study investigated the effect of headteachers’ supervisory styles and teachers’ job performance in public basic schools in the Mankessim Education Circuit of the Mfantseman Municipality in the Central Region of Ghana. A descriptive survey in the form of mixed methods was used for the study. Through purposive and stratified sampling techniques, 134 respondents made up of 16 headteachers and 118 teachers were selected and used for the study. Two sets of questionnaires, one each for headteachers and teachers were used to collect quantitative data. Qualitative data were obtained through semi-structured interview guide from 10 respondents (headteacher and teachers) who were conveniently sampled. Means, standard deviation, t-test, one-way ANOVA, and multiple regression were used to analyse the quantitative data while content analysis was used to analyse the qualitative data. The study revealed that headteachers used directive control supervisory style most frequently as compared to collaborative, directive informational, and non-directive supervisory styles. Generally, teachers’ job performance was very good. Besides, the study discovered that headteachers’ supervisory styles were good predictors of teachers’ job performance. It was concluded that supervisory styles of headteachers were essential factors that influence teachers’ job performance in schools. Among the recommendations is that in-service training in the form of workshops and seminars should be organised for both headteachers and teachers on the need for effective supervision in public basic schools in the Circuit to achieve school and educational goals.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
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Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
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1. PSYCHOLOGY AND EDUCATION: AN INTERDISCIPLINARY JOURNAL
Elementary School Principals Development Program in
Yogyakarta, Indonesia
Nurtanio Agus Purwanto & Husaini Usman
State University of Yogyakarta, Indonesia
Abstract
The purpose of this study was to analyze development program for
elementary school principals in Yogyakarta, Indonesia. A sequential explanatory
design was used in this study, by combining both qualitative and quantitative
research methods. Data were collected through in-depth interviews, direct
observations, and documentation. The Interactive Analysis Model was used in
data analysis. The results showed that the current development program for
elementary school principals involved the making of regulations, setting up of
standards, providing block grants, and improving professionalism. The success
of a development program was influenced by the performance of the education
office, school supervisor andprincipal 's positive response, financial support, and
fulfillment of minimum service standards in school programs. However, some
factors contribute to limitation of success such as complexity of school
administration, bureaucracy, demands for compliance with the National
Education Standards, lack in principal 's performance monitoring, and
interpersonal relationships between the principals and school supervisors.
Introduction
Indonesian human resources are currently less competitive compared to other
countries. Education is viewed as a main tool to overcome this problem through
the improvement of development components. Principals or headmasters are key
components that affect school development. Principals are charged with the
responsibility to manage and improve school quality within the complex system
Wahjosumidjo (2005, p. 83) noted that a principal's primary task is to lead a
school where teaching-learning processes and student-teacher interactions occur.
A principal plays a pivotal role in elevating the school's development and
performance, and enhancing the teaching-learning environment, and its impact on
society.
According to the Indonesian government regulations, there are some
requirements for a principal, including academic and non-academic staff. To be
appointed as a principal, one must go through certain procedures, including
evaluation of his/ her educational background, experiences, age, incumbency, and
integrity. The government lists these requirements in the Regulations ofMinister
of Education Number 28 (2010), about the designation of teachers as a school
(madrasah) principal. The designation is the authority of the regent or the mayor
of certain region. Such policy could lead to some mismatch on the competence of
principal candidate and ideal principal required for a school. Some findings were
generated from initial interviews for this study.
2. Elementary School Principals Development Program 51
The designation of a principal has not regarded the Regulations ofMinister
of Education and Culture Number 13 (2017), about the standards for school
(madrasah) principals, including standardized qualifications and competences.
Sustained professional development or Pengembangan Keprofesian
Berkelanjutan (PKB) of a principal should contain the competencies as stated and
followed in the Regulations of the Minister of Education and Culture. Such
findings can be derived from the interview with the Chief of Board of Principal
Development and Empowerment (Lembaga Pengembangan, dan Pemberdayaan
Kepala Sekolah, LPPKS). This board is responsible to monitor, prepare and guide
principals to improve their instructional and evaluation competences. However,
data shows that guidance as one important tool to improve principals quality is
still not optimized. And, there is a lack of follow-up activity with this program.
School principals require good human relations. Such skills are critical and
contribute to positive impact and effective leadership on the school. Hadi (2014,
p. 78) stated that an effective principal's leadership should empower teachers in
teaching-learning process, build a harmonic relationship with the society, work in
team and achieve school's goals based on designed criteria. Thus, a principal must
demonstrate effective leadership practices to optimize school performance and be
a good role model.
This study investigated a previous development program to improve
principals leadership performance at a regency level. The aim was to analyze
implementation of program along with leadership factors that contribute to school
improvements. This section introduced the problem and pUIJ?OSe of the study. Part
two reviews relevant works on the topic. Research method is described in part
three. Part three describes results of the research, discussion and final the part
concludes the study.
Literature Review
Cheney and Davis (2011) reviewed and found that one-quarter (25%) of
incumbent principals contribute to effective student achievements. The principal
plays a significant role in the development and empowerment of teachers who are
closely involved with their students. Valdez and Budge (2012) evaluated and
reported that some school staff, teachers, principals, and counselors, in the United
States were depressed in their training. The result of this research shows that the
professional training increases the awareness and knowledge about the depression
that occurs at school and resolutions of the problem.
Pont (2014) stated that the responsibilities of the principal are getting more
challenging and complicated due to globalization. He further suggested some
policies to ensure principals can improve the quality ofthe school. Some strategic
key policies are continued assessment and evaluation of principals performance,
and provided "professional development" programs, essential for personal and
professional improvements, and its impact on school improvement.
3. 52 PSYCHOLOGY AND EDUCATION: AN INTERDISCIPLINARY JOURNAL
HeiBenberger (2016) reported that the relationship between the innovative
principal and the innovative school was foundin the following areas of the
school's leadership: 1) instructional development; 2) classroom management,
school organization; 3) social interaction; 4) personnel development; 5)
cooperative; 6) infrastructure, and; 7) school marketing. Peters et al. (2016)
conducted a survey of the effectiveness of educational leadership development in
the United States, and the research showed enhanced preparation assisted ideal
principals. Grigsby and Vesey (2011) found that the responsibilities for
administrators, including principals, has shifted from "primary" managerial
leadership to required instructional leadership, which requires more special
knowledge, education, and skills.
Staub and Bravender (2014), regarding principal preparation programs,
showed that supporting policies for potential principals to prepare them for future
leadership in schools is critical. Versland (2013) indicated that the conditions
related to the recruitment of the principal candidates, social isolation, changing
peer relationships, and the lack of guidance contributes negative effects on the
principal's trustworthiness and leadership.
Tobin (2014) explained that principals face numerous problems related to
their leadership and school organizations. The evidence shows that a successful
leader is affected by teacher's support and development, as well as positive and
supporting organizational practices. Financial support plays a significant role in
principal development programs. As noted by Lochmiller·-(2014), principal
professional preparation, and continued development .adequate financial and
supporting development programs.
Research Method
This study was conducted in Sleman Regency, Yogyakarta, Indonesia. The
subjects were principals of state elementary schools, school supervisors, Chief of
Local Office of Ministry of Education and Culture, and Chief of Board of
Principal Development and Empowerment. Principals from 190 state elementary
schools were participants in this study. Data were collected by in-depth
interviews, direct observation, and documentation. The analysis techniques in this
study included an interactive model, including data collected, data condensation,
data display and drawing and verifying conclusions. All process was interactive,
and continuous so that it creates a cycle (Miles, Huberman, & Saldafia, 2014, pp.
12-13).
Results and Discussion
Development Program for Elementary School Principals
In general, development program for teachers, including principals and
supervisors, consist of four main activities. The first is through a regulations
arrangement as an operational umbrella to direct teacher professionalism training.
The second is through the design of teacher competency standards, as the
reference of the professionalism competency improvement and certification to
4. Elementary School Principals Development Program 53
manage and confirm quality. The third is through advocated research, to give
technical guidance, supervision, and evaluation regarding teacher training in
formal education. The fourth is by providing financial assistance-block grant•
related activities to professional training and improvements for teachers, in both
formal and non-formal education.
The four activities are aimed/directoed to improve teacher ability in: 1)
creating meaningful (teaching and learning), enjoyable, creative, dynamic, and
dialogic educational environment; 2) having a professional commitment to
improving the quality of education; and 3) being a role model and keeping up the
credibility of the institutions, profession, and position based on the mandate given
to them. A principal is also a supporting teacher role model. A principal must
serve as a teacher for at least six sessions. According to the Regulations of the
Government Number 19, Article 38 (2005), a teacher can be a principal if he/she
fulfills some requirements such as: 1) working as a teacher; 2) having the
competency and academic qualification as a teaching· agent based on the
regulations; 3) having at least 3 years experience; and 4) having the leadership
and entrepreneurship ability in the educational field. The importance of some
skills and qualifications has also been found in previous works (Gumus, 2015;
Morten & Lawler, 2016; Sarnriangjit, Tesaputa, & Somprach, 2016).
A principal or a teacher can also become a school supervisor, whose job is to
do supervision based on his/her discipline/sub field. According to the Regulations
of the Government Number 19, Article 39 (2005), a supervisor should fulfill the
following requirements: 1) being a teacher for at least eight years or a principal
for at least four years in which the educational backgroundis linear to the school
as supervision subject; 2) having a functional education certificates as a school
supervisor; and 3) passing the fit and proper test.
The local Office of Ministry of Education and Culture selects an instructive
"coaching model" because it is more accessible and applicable to develop
teachers' capacity. The Local Office of Ministry of Education and Culture, as a
local government agent, formulates the vision, mission, and aims, which are
elaborated in Regency programs, including specific program for principals.
Coaching as an assistive program to achieve goals for principals, has been found,
and is viewed among best practice in improving teacher capacity (Tanzeh, 2009,
p. 144).
A principal holds both an academic and political position so that he/ she
should follow the regulations of Local Office of Ministry of Education and
Culture. Therefore, in the Steman Regency, development program for the
elementary school principals is performed with instructive patterns. In this case,
the school supervisors, as Local Office of Ministry of Education and Culture
agents, visit the schools, supervise, and create activities in the
regency/municipality/district about the "coaching" of elementary school
principals. This mechanism is effective because of the limited numbers of the
5. 54 PSYCHOLOGY AND EDUCATION: AN INTERDISCIPLINARY JOURNAL
supervisors. It requires well-arranged scheduling, with the supervisors and school
agendas.
Wright (2008) focused and reported the importance of the principal
leadership experience in addressing the principal's responsibilities. His research
suggested further investigations to discover the proper leadership experiences that
affect school improvement. Wright's (2008) suggestion for sustainable
competence development is in line with current research finding. Ennest (2010)
suggested seven dimensions in professional development for principal. This
current research is in line with his report on the importance of effective
communication and coordination skills and knowledge.
Factors Supporting the Success ofDevelopment Program
In application, the principal development program is conducted mainly by
the school supervisor following an instructive pattern. The school supervisor visits
the schools or creates some structured activities for principal. There are several
factors supporting the success of the development program in Sleman Regency
such as I) good performance of the school supervisors and Local Office of
Ministry of Education and Culture; 2) the principal's positive responses to
development programs in schools, Local Office of Ministry of Education and
Culture office or other locations; 3) the financial support from school and Local
Office of Ministry of Education and Culture; 4) the need for the completion of the
National Education Standard by schools which requires upgraded school
performance; and 5) the support from the board of education, school committee,
and school society in supporting the school programs.
The school supervisor's main responsibility is to assess and guide the
implementation of education in some schools. Therefore, the supervisors function
as the guarantor of the teaching/learning process at schools. This function is
written in the Regulations of the Ministry of Empowerment of State Apparatus
Number 118, Article 4 (1996). The correct response to school supervision is
among the main functions of principal (Sudrajat, 2004, p. 112). Thus, principal
response to programs carried out by school supervision is critical for school
success.
In doing supervision as part of development program for principals, school
supervisors can take direct and indirect approaches. In the direct approach, school·
supervisors meet principals face to face in the principal's office or in other forum.
The direct approach can be conducted through discussions, meetings, questions
and answers, field visits, home visits, etcetera. In the indirect approach, school
supervisors provide training through mass media such as written instruction,
correspondence, bulletin spreading, and electronic media such as radio, cassettes,
or internet. Both the direct and indirect approaches can be used in the principal
training to make the program run as what it has been planned and decided.
The indirect approach is commonly used by school supervisors when
principal training is carried out in collective meetings. In this situation, the
6. Elementary School Principals Development Program 55
indirect approach is usually applied through the structured-training mechanism,
in which program is conducted in stages based on organizational structure. A
school supervisor is the closest component to the principal so that the training
might be more effective ifit is conducted directly. It allows the supervisor to give
some note and feedbacks for the next processes.
Society, as an inseparable instrument from educational activities, contributes
as a school improvement. The synergy between the schools, government, and
society is an effective media to support the education process in schools. There
are also some mediators such as a school committee and an education board which
link the school and society. If those elements work optimally and proportionally,
then the education process in the school level may run following the vision and
mission. The importance of environment to success of program may be good
indicator for school as previously described by many researchers (Farver & Holt,
2015).
Factors Inhibiting the Success ofDevelopment Program
There are some obstacles in development program faced mainly by school
supervisors: 1) the complexity of school's administrative problems that require
more attention, time, and energy from the principal, 2) the abundant school
requirements to fulfill the National Education Standard, and 3) the minimum of
principal performance instrumental monitoring, and 4) the interpersonal problems
between the principal and the school supervisors.
The success of the principal development program is affected by both internal
and external factors. The internal factors are related to the principal motivation as
well as his moral and academic responsibility as the learning, organizing, and
managing leader. The principal will show good performance when he has
dedication and service spirit for the school and society. Thus, he will receive the
program from school supervisors more easily then apply what he gets in the field.
However, the low dedication will affect the success of the development program.
Moreover, the external factors are the factors coming from outside which affect
the success of the principal development program. For example, sometimes,
principal may fully participate only in programs which he or she think provide
more benefit and avoid other program. Djibat's (2017) findings in different region
also emphasize leadership and commitment of principal for successful schools.
This implies the importance of principal characters to ensure good leadership in
school.
Another factor that inhibit the success of development program is the weak
monitoring from the school supervisor to the principal due limited time available.
Moreover, the success of the principal development program is also affected by
the monitoring from the society to the principal performance. So far, the social
control both from the society and education board as facilitation between the
government and society is less optimal. The education board tends to touch
normative things rather than the practical ones so that its existence merely
7. 56 PSYCHOLOGY AND EDUCATION: AN INTERDISCIPLINARY JOURNAL
becomes a complementary instrument rather than a connecting agent of the
government, school, and society. The other factor is the school committee's roles
which should be an agent of change to control the principal performance
improvement rather than merely focused on the administrative things. According
to Djibat (2017), school evaluation also play critical role for principal success and
in this context, monitoring from related stakeholders should be considered for
further development program.
Conclusion
Based on previous results and discussion, the conclusion of this study can be
summarized as follow. There are four main development programs for principals
of elementary schools in Sleman Regency: (1) arrangement ofregulations as the
basis of principal development; (2) standardization of teachers competency; (3)
providing block grant for many activities about development; and (4) improving
school professionalism. Current practice in supervision shows the instructive
model in which supervisor visits school, manages structured activities and others
to improve principals quality.
A successful development program for principals in Sleman Regency is based
on many factors: (a) performance of local office and school supervisors; (b)
principals positive response to development program; (c) financial supports; (d)
fulfillment of minimum service standard in school; and (e) support from the
school committee. Above all, principals become important component to maintain
school quality.
Some factors impact and contribute to limitation of program success: (a)
complexity in school administration and bureaucracy; (b) high demand for school
to achieve minimum service standards; (c) limited instrumental supervision for
principals; (d) interpersonal problem due to a misunderstanding between
principals and school supervisors.
This study provides several positive insights on development program for
elementary school principals, as currently practiced in Sleman Regency,
Yogyakarta, Indonesia. The results should be considered for a specific area,
although some findings can also be concluded from research in different regions.
Furthermore, this study has identified successful key elements for program.
improvement and further direction for research can be aimed to analyze or create .
a more relevant development program for region context.
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Author Note:
Correspondence concerning this article should be addressed to Dr. Nurtanio
Agus Purwanto, Universitas Negeri Yogyakarta, JI. Colombo No. I,
Caturtunggal, Depok, Kabupaten Sleman, DI Yogyakarta, Indonesia, Postal
Code 55281, Email: nurtanio@uny.ac.id