Journal articles on the topic 'Permanent teachers'
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Halim, Lidia, and Mochamad Sheisar Firmana. "ANALISIS TINGKAT KINERJA GURU TETAP YAYASAN DAN GURU TIDAK TETAP DI SMK SWASTA SE-KOTA MALANG." Jurnal Ilmiah Bisnis dan Ekonomi Asia 12, no. 1 (February 1, 2018): 40–48. http://dx.doi.org/10.32812/jibeka.v12i1.13.
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This study is based on the differences in rights received from permanent teacher and non-permanent teacher, such like teaching hours, benefits received, certification rights from government, and other incentives. So based on the background, the purpose of this research to identify and analyze differences in performance level of permanent teachers and non-permanent teachers at The Private Vocational High School in Malang City. The population on this research is all of Private Vocational High School in Malang City which amounted to 40 schools. The sample of this research is 10 schools, which each school will be represented by 5 permanent teachers and 5 non-permanent teachers. The total of each sample are 50 permanent teachers and 50 non-permanent teachers. This research uses questionnaire and quick interview method. This research’s data analysis is Chi-square statistics. The results showed that there was no difference in performance between permanent teacher and non-permanent teacher on Private Vocational High School in Malang City.
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Bhandari, Laxmi Prasad Bhandari. "Correlates of Job Satisfaction of Community School's Teachers of Phidim Municipality, Nepal." Dristikon: A Multidisciplinary Journal 11, no. 1 (August 17, 2021): 100–114. http://dx.doi.org/10.3126/dristikon.v11i1.39143.
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Teachers' satisfaction is a significant concern of the overall education system of a country. This study examines the factors influencing job satisfaction of community school teachers' of Phidim Municipality. More specifically, this paper aims to investigate whether the sex of the teacher, income, nature of the job, age, birthplace, religion and educational status affect teachers' job satisfaction or not. This study is a cross sectional survey where sample size is determined by using Slovin's formula and the data were drawn from a self-administered questionnaire from randomly selected community school teachers. The percentages, Chi-Square test, and binomial logistic regression model were used for univariate, bivariate, and multivariate analysis using SPSS. The yearly income, age of teachers, and nature of job were found significantly associated with teachers' satisfaction under bivariate analysis whereas the binomial logistic regression justified the association of teachers' satisfaction to income of teachers and nature of their job only. The association of teacher's satisfaction to the sex of respondent, religion, educational status, and birthplace were found not significant using both bivariate and multivariate analysis. It is the conclusion that the permanency of job and reasonable salary must be managed mainly to make teacher's satisfied. In the present Nepalese context, the adjustment of teacher's salary as per the changing cost of living figure is necessary for teacher's job satisfaction. Likewise, the formulation of the teacher service commission as constitutional body, and regular operation of examination for teacher's permanent recruitment can enhance teacher's job satisfaction.
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Ngabiyanto, Ngabiyanto, Daniel Daud Kameo, Pamerdi Giri Wiloso, and Bambang Ismanto. "The Dynamics of Public Policy for Non-Permanent Teachers in Semarang, Indonesia." Politik Indonesia: Indonesian Political Science Review 4, no. 2 (July 25, 2019): 233–54. http://dx.doi.org/10.15294/ipsr.v4i2.17213.
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This study examines the problems of non-permanent teachers from two sides. First, non-permanent teachers from the perspective of public policy. The focus of this study is on the government's reaction to the demands of non-permanent teachers formulated in legislation. Second, the government's strategy to accommodate the aspirations of non-permanent teachers and efforts to resolve the problems of non-permanent teachers through various public policies that are risen. This study is a follow-up to the implementation of research on non-permanent teachers in Semarang city. The data is taken based on the rules of qualitative research with in-depth interviewing techniques to obtain data in the field, especially primary data types. The results of this study find several interesting things. First, there is a change in orientation of non-permanent teachers from service to a struggle in improving social status and welfare. Second, the income of being a non-permanent teacher is not feasible to meet the minimum living needs of non-permanent teachers and their families. Third, public policy as the government's reaction to the demands of non-permanent teachers can be categorized into 5 models, they are: (1) Political Lobbying Model; (2) Blessing Amendment Model; (3) Impartial policy model; (4) Partial Policy Model; and (5) Response Policy Model. From these findings, it can be seen that the uniqueness of this study is the finding of the models of public policy which are a form of government reaction to the demands of non-permanent teachers.
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Indajang, Kevin, Jufrizen Jufrizen, and Azuar Juliandi. "Pengaruh Budaya Organisasi Dan Kepemimpinan Kepala Sekolah Terhadap Kompetensi Dan Kinerja Guru Pada Yayasan Perguruan Sultan Agung Pematangsiantar." JUPIIS: JURNAL PENDIDIKAN ILMU-ILMU SOSIAL 12, no. 2 (October 19, 2020): 393. http://dx.doi.org/10.24114/jupiis.v12i2.17881.
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The purpose of this research was to test and analyze the influence organizational culture and principals’s leadership on teacher’s performance which is moderated by teacher’s competence. The sample in this reseacrh was 98 permanent teachers from the Yayasan Perguruan Sultan Agung Pematangsiantar. Data collection was carried out by means of the questionnaire method. Methods used in this research were structural equation model partial least square (SEM-PLS). The results of this study indicate organizational culture does not significantly influence the teacher’s performance, the principal's leadership significantly influences the teacher’s performance, teacher competency significantly influences the teacher’s performance. Teacher’s competence does not moderate the relationship between organizational culture and teacher, teacher competence does not moderate the relationship between the principal's leadership and the teacher's performance of Yayasan Perguruan Sultan Agung Pematangsiantar.
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Suvera, Dr Pankaj S. "Psychological Adjustment: A Comparative Study of Sahayak and Permanent Teachers." International Journal of Scientific Research 2, no. 9 (June 1, 2012): 397–98. http://dx.doi.org/10.15373/22778179/sep2013/138.
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Kurgat, Joyce J., Kosgei K. Zachariah, and Tirop Anastacia. "Quest for Teacher Effectiveness Parameters." International Journal for Innovation Education and Research 4, no. 12 (December 31, 2016): 197–205. http://dx.doi.org/10.31686/ijier.vol4.iss12.75.
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Teacher effectiveness is the capacity of teachers to perform their duties optimally and achieve desired educational goals and standards. The purpose of this study was to establish the factors influencing teacher effectiveness and quality education in public and private secondary schools in the north rift region. To establish factors that influence the effectiveness of teachers, the study employed descriptive research design, which entailed the collection of data using questionnaires observations and interviews. The target populations for the study were teachers and head teachers in selected public and private secondary schools. Stratified sampling method was used in the selection of permanent and temporary teachers, whereas purposive sampling method was used in the selection of head teachers. The study sampled 22 temporary teachers from the private schools and 100 teachers from public schools, where 13 were temporary teachers and 87 were permanent teachers. Data were analyzed using both descriptive and inferential statistics. The findings showed that a myriad of parameters gravitate around the teacher effectiveness concept and the earlier these parameters are isolated and teased out the better for the education fraternity. The study therefore recommends that parameters such administration, teachers, students, and classroom be leveraged to improve teacher effectiveness in both public and private secondary schools.
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Santos, Vanessa Schweitzer dos, Gabriel Grabowski, and Jairo Lizandro Schmitt. "FORMAÇÃO INICIAL E CONTINUADA DE PROFESSORES DO COLETIVO EDUCADOR AMBIENTAL DE NOVO HAMBURGO/RS E SUA PERCEPÇÃO SOBRE AS PRÁTICAS EDUCATIVAS AMBIENTAIS REALIZADAS." Revista Conhecimento Online 3 (September 29, 2020): 50. http://dx.doi.org/10.25112/rco.v3i0.1869.
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RESUMOAs práticas de Educação Ambiental (EA) devem ser inseridas permanentemente e de maneira interdisciplinar nos currículos escolares, promovendo boas práticas ambientais aos estudantes. Quando estes educandos vivenciam práticas ambientais adequadas, podem adquirir competências e criticidade para agirem adequadamente, no plano ambiental. Compreende-se que os docentes envolvidos nestes processos são fundamentais para o sucesso das atividades. Torna-se importante verificar a maneira como a EA acontece, fundamentalmente no ensino público. O presente trabalho verificou a formação docente dos profissionais envolvidos com EA realizada na Rede Municipal de Ensino de Novo Hamburgo/RS, com questionários. Nesta rede pública há um grupo docente em formação permanente em EA, denominado Coletivo Educador Ambiental, do qual fazem parte os professores participantes da pesquisa. Foi verificada também a percepção destes docentes referente às práticas educativas ambientais realizadas, no âmbito do Coletivo Educador. O grupo entrevistado percebe as ações de EA desenvolvidas positivamente, em sua maioria, considerando que as mesmas fazem diferença nas comunidades envolvidas. Verifica-se a demanda por ações mais práticas e contínuas e a necessidade de condições favoráveis à realização da EA. Concluiu-se que desenvolver a EA por meio de um grupo docente em formação permanente, promovendo estas ações enquanto rede de ensino, é uma boa alternativa de inserção da EA na rede pública. Esta formatação atende duas orientações presentes tanto na Política Nacional de EA quanto nas Diretrizes Curriculares Nacionais para a EA: formação permanente dos recursos humanos envolvidos e o desenvolvimento de atividades permanentes e interdisciplinares, sem uma disciplina específica para esta finalidade.Palavras-chave: Coletivo educador. Educação ambiental. Ensino público. Formação docente. Práticas educativas ambientais.ABSTRACTEnvironmental Education (EE) practices should be inserted permanently and interdisciplinarily in school curricula, promoting good environmental practices for students. When these learners experience appropriate environmental practices, they can acquire the skills and criticality to act appropriately, in the environmental field. It is understood that the teachers involved in these processes are fundamental to the success of the activities. It becomes important to check how EA happens, fundamentally in public education. The present study verified the teacher training of the professionals involved with EE carried out in the Teaching Network of Novo Hamburgo/RS, with questionnaires. In this public network there is a teaching group in permanent formation in EE, called Collective Environmental Educator, which includes the participating teachers of the research. It was also verified the perception of these teachers regarding the environmental educational practices carried out, within the scope of the Educative Collective. The interviewed group perceives the actions of EE developed positively, in the majority, considering that they make a difference in the communities involved. There is a demand for more practical and continuous actions and the need for favorable conditions for EE. It was concluded that the development of EE through a teaching group in permanent formation, promoting these actions as a teaching network, is a good alternative for the insertion of EE into the public network. This format meets two guidelines in both the National EE Policy and the National Curricular Guidelines for EE: permanent training of the human resources involved and the development of permanent and interdisciplinary activities, without a specific discipline for this purpose.Keywords: Collective educator. Environmental education. Public education. Teacher training. Environmental education practices.
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Baldwin, Roger G., and Matthew R. Wawrzynski. "Contingent Faculty as Teachers." American Behavioral Scientist 55, no. 11 (May 26, 2011): 1485–509. http://dx.doi.org/10.1177/0002764211409194.
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Contingent faculty (full-time and part-time) who are not eligible for tenure or permanent employment provide a large portion of the instruction in U.S. higher education institutions, especially at the undergraduate level. However, in spite of the important functions contingent faculty perform, we know relatively little about their teaching practices or their impact on the educational environment of colleges and universities. This article uses data from the 2004 National Study of Postsecondary Faculty (NSOPF-04) to determine if contingent faculty (full-time and part-time) and “permanent” (tenured and tenure-eligible) faculty differ in their use of subject-centered and learning-centered teaching strategies. Holland’s academic environments model was also used to examine the subject-centered and learning-centered teaching practices of permanent and contingent faculty within broad academic areas. Findings indicate that the teaching practices of part-time contingent faculty differ in important ways from their other faculty colleagues. In contrast, the teaching practices of full-time contingent faculty more closely parallel those of their tenured and tenure-eligible colleagues. Based on these findings, implications for policy, practice, and additional research on this growing segment of the U.S. professoriate are included.
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Siahaan, Yuni Listya Owada, and Rini Intansari Meilani. "Sistem Kompensasi dan Kepuasan Kerja Guru Tidak Tetap di Sebuah SMK Swasta di Indonesia." Jurnal Pendidikan Manajemen Perkantoran 4, no. 2 (July 1, 2019): 141. http://dx.doi.org/10.17509/jpm.v4i2.18008.
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In Indonesia, the existence of non-permanent teachers has become an inseparable part of achieving national education goals. However, a diverse and non-standard compensation system for non-permanent teachers in this country seems to have an impact on the types and amounts of compensation they receive. This triggers, in general, the high level of dissatisfaction in their work and the lack of optimal quality of their work as teachers. This article discusses the results of research aimed at knowing the effect of compensation systems for non-permanent teachers, of a private vocational high school in West Java, on their job satisfaction. Data was obtained through questionnaires distributed to 30 non-permanent teachers. Collected data were analyzed descriptively and inferentially. The results showed that the compensation system was in the category of being quite effective and the level of teacher jobsatisfaction was in low category. This shows that the compensation system has a positive and significant effect on non-permanent teachers’ job satisfaction. The effectiveness of the compensation system for non-permanent teachers, especially the type and amount of incentives, is the main focus that must be improved by schools’ authority and the government, along with the improvement of the quality of psychological aspects, especially in terms of creating an environment that supports non-permanent teachers to feel comfortable and be willing to continue working.ABSTRAKDi Indonesia, keberadaan guru tidak tetap telah menjadibagian yang tidak terpisahkan dalam pencapain tujuan pendidikan nasional. Namun demikian, sistem kompensasi yang beragam dan belum baku bagi para guru tidak tetap di negara ini nampaknya berimbas pada ketidaktetapan jenis serta jumlah kompensasi yang mereka terima. Hal ini memicu tingginya tingkat ketidakpuasan mereka dalam bekerja dan belum optimalnya kualitas kerja mereka sebagai guru. Artikel ini membahas hasil penelitian yang ditujukan untuk mengetahui pengaruh sistem kompensasi bagi para guru tidak tetap di sebuah SMK Swasta di Jawa Barat terhadap kepuasan kerja mereka. Data diperoleh melalui angket yang disebarkan kepada 30 orang guru tidak tetap. Data yang terkumpul dianalisis secara deskriptif dan inferensial. Hasil penelitian menunjukkan sistem kompensasi berada pada kategori cukup efektif dan tingkat kepuasan kerja guru tidak tetap berada pada kategori rendah. Hal ini menunjukkan bahwa sistem kompensasi berpengaruh positif dan signifikan terhadap kepuasan kerja guru tidak tetap. Efektivitas sistem kompensasi bagi guru tidak tetap, khususnya jenis dan besaran insentif menjadi fokus utama yang harus ditingkatkan kualitasnya oleh sekolah dan pemerintah, berikut dengan peningkatan kualitas aspek psikologis dalam hal penciptaan lingkungan yang mendukung para guru tidak tetap agar merasa nyaman dan betah untuk terus bekerja.
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Wood, Jack M., and Joan A. Cooper. "Sex Differences and Attitudes towards Permanent Part-time Work in Education." Australian Journal of Education 32, no. 1 (April 1988): 58–74. http://dx.doi.org/10.1177/000494418803200104.
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The typical stereotype of the part-time teacher is that they are: married females who are currently employed as casual teachers, without job security; married females employed on a full-time basis wishing to work on a part-time basis; or unemployed married females seeking to enter teaching who are unable to obtain full-time teaching positions. The composition of the part-time workforce is diversifying away from this stereotype in many fields. Many single and married males now express a preference to work on a permanent part-time basis. This study examined the comparative perceptions of a random sample of male and female primary teachers regarding the costs and benefits that would be associated with the introduction of permanent part-time teaching (PPTT). The most important finding was the high degree of support for PPTT among male primary teachers. These findings challenge the widely held stereotype that only females want to work on a PPTT basis. Such results also demonstrate the magnitude of social and economic change that is occurring in education labour markets.
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Nelly and Lican Gultom. "Menerapkan Keteladanan Yesus sebagai Guru berdasarkan Injil Lukas bagi Guru SMA Kristen Adhi Wiyata Jember." PEADA' : Jurnal Pendidikan Kristen 1, no. 1 (June 26, 2020): 59–71. http://dx.doi.org/10.34307/peada.v1i1.12.
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The example of a teacher is very important in the world of education. This is because the teacher's example influences the learner's personality or character. The Gospel of Luke is one of the books that was deleted about Jesus' example as a teacher. In His ministry as a teacher, Jesus' example appears from how to teach, train, send, pray, hold on to the scriptures, serve wholeheartedly, thank you and be faithful. As a teacher, He not only teaches theory, but all who do also carry out His research every day. Modeling must be permanent and consistent. The purpose of this article is to describe Jesus' example as a teacher based on the Gospel of Luke and how the teachers applied it. By asking for qualitative, this research applies a descriptive method to Adhi Wiyata Jember Christian High School teachers. The conclusion is that teaching has become the main task of a teacher, but not just cognitive knowledge, but rather the exemplary life as Jesus taught in the Gospel of Luke, so that it brings changes to students and looks for others. Keteladanan seorang guru sangat penting dalam dunia pendidikan. Hal ini dikarenakan keteladanan guru memengaruhi kepribadian atau watak peserta didik. Injil Lukas merupakan salah satu kitab yang mencatat tentang keteladanan Yesus sebagai guru. Dalam pelayanan-Nya sebagai guru, teladan Yesus tampak dari cara mengajar, melatih, mengutus, berdoa, berpegang pada kitab suci, melayani sepenuh hati, kasih dan setia. Sebagai guru, Ia tidak hanya mengajar secara teori, namun semua yang diajarkan juga ditunjukkan melalui perbuatan-Nya setiap hari. Keteladanan harus bersifat permanen dan konsisten. Tujuan dari artikel ini adalah mendeskripsikan keteladanan Yesus sebagai guru berdasarkan Injil Lukas dan bagaimana para guru mengaplikasikannya. Dengan pendekatan kualitatif, penelitian ini menerapkan metode deskriptif pada guru-guru SMA Kristen Adhi Wiyata Jember. Kesimpulannya adalah mengajar sudah menjadi tugas utama dari seorang guru, tetapi bukan hanya berfokus pada pengetahuan kognitif saja, namun lebih kepada keteladanan hidup seperti yang Yesus ajarkan dalam Injil Lukas, sehingga membawa perubahan perilaku pada murid-murid dan menjadi saksi bagi orang lain.
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Kožuh, Anna, Jelena Maksimović, and Lazar Stošić. "Working with problem methods – possibilities for pupils and teachers." Cypriot Journal of Educational Sciences 15, no. 5 (October 29, 2020): 1215–27. http://dx.doi.org/10.18844/cjes.v15i5.5164.
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Development of self-assurance, improvement of interpersonal communication, development of the sense of security, an opportunity to share one’s experiences and ideas, as well as cooperation and interaction, which supplant rivalry and competition are just a few benefits resulting from working with the problem methods for the pupils. We have discussed the issue of benefits for both pupils and teachers resulting from working with the problem methods and the diagnosis of skills of the teachers of early education in the field of applying problem methods in their work with the pupils. The basic method applied during the study was diagnostic survey. The main technique of collecting data was the questionnaire survey, which was used to collect opinions of teachers from selected schools in Poland. In the second part of the analysis of research we present the profits for teachers working with problem methods. Remarks provided by teacher-respondents reveal very conscious attitude of the teachers, who understand the principles of permanent education and challenges they have to face in their work. The questionnaire of the survey was drawn up specifically for the conducted study.
Key words: teacher’s didactic workshop, theory and practice, teaching strategy, didactic competence
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Bau, Natalie, and Jishnu Das. "Teacher Value Added in a Low-Income Country." American Economic Journal: Economic Policy 12, no. 1 (February 1, 2020): 62–96. http://dx.doi.org/10.1257/pol.20170243.
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Using data from Pakistan, we show that existing methods produce unbiased and reliable estimates of teacher value added (TVA) despite significant differences in context. Although effective teachers increase learning substantially, observed teacher characteristics account for less than 5 percent of the variation in TVA. The first two years of tenure and content knowledge correlate with TVA in our sample. Wages for public sector teachers do not correlate with TVA, although they do in the private sector. Finally, teachers newly entering on temporary contracts with 35 percent lower wages have similar distributions of TVA to the permanent teaching workforce. (JEL I21, J31, J41, J45, O15)
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Popova, Rozalina, and Ljupco Koskarov. "The Lifelong Education of the Teachers in the Republic of Macedonia." Practice and Theory in Systems of Education 11, no. 4 (November 1, 2016): 262–70. http://dx.doi.org/10.1515/ptse-2016-0025.
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AbstractThis paper analyzes important issues related to the lifelong education of the teachers in the Republic of Macedonia. The goal of the research, which is a part of the project Permanent Education of the Teachers (the current situation and challenges), is to get an idea about the current situation and the need for permanent education of the elementary school teachers in the Republic of Macedonia. We analyzed the forms and content of the permanent education, and the need for this type of education while taking into consideration: the location of the school (urban or suburban area), work experience, type of initial education, gender and ethnicity. The sample of 288 teachers from 11 schools from Skopje (the city and the rural environment) was formed by stratified random sampling and an assessment sample, based on the goals of the research and the different characteristics of the respondents. The calculations in the research were made with the statistical package SPSS 17.0. The research was carried out in five planned stages from 2010 to 2012. The gathered data confirms the fact that the existing forms and content of the permanent education do not meet the needs of the elementary school teachers in full. This implies that we need a new concept of permanent professional and pedagogical training of the teachers based on their needs and modern scientific accomplishments.
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Hasanah, Amalia, and Ummi Kultsum. "How Principals of Madrasah Ibtidaiyah Negeri Dealt with Obstacles." Jurnal Manajemen Pendidikan: Jurnal Ilmiah Administrasi, Manajemen dan Kepemimpinan Pendidikan 2, no. 2 (October 31, 2020): 178–91. http://dx.doi.org/10.21831/jump.v2i2.34510.
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This study was intended to find out how principals of Madrasah Ibtidaiyah Negeri (MIN) in remote regions in South Sumatra dealt with obstacles of shortage of permanent teachers and lack of infrastructure. This study was a qualitative interpretivist study. Semi-structure interviews and observations were implemented to collect the data. Four MIN principals in remote regions in two districts in South Sumatra were interviewed. The results showed that to overcome the shortage of permanent teachers, the principals took the non-permanent teachers to be in charge as homeroom teachers and placed teachers available to teach subjects that were not suitable with their education background. To overcome the lack of infrastructure, the principals used available rooms in the school for other purposes needed, used the classes in turn, and limited the number of students enrolled in the school.
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Firdaus, Robby Anzil, Dian Purnamasari, and Stefy Falentino Akuba. "The Influence of Motivation, Leadership and Perceived Workload as Intervening on Teacher Commitment." Journal of Educational Science and Technology (EST) 5, no. 3 (December 19, 2019): 268. http://dx.doi.org/10.26858/est.v5i3.10847.
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At various schools, there are problems related to teacher commitment for carrying out their work. In schools that were the object in this study, problems related to low teacher commitment can be seen in the exit interview process when teachers submit resignations. This study objective is to look for the influence of leadership, motivation and perceived workload on teacher commitment at the school. This research was conducted at an Islamic school in the southern city of Tangerang.The method of sampling is census of 61 permanent teachers under the organization. The analizing method is SEM using SmartPLStm software. The result from SEM intrepertation shows there is significant influence on leadership and perceived workload, motivation and commitment as well as perceived workload and commitment. Leadership can also influence commitment through mediating perceived workload. Base on the results, the conclusios are, to increase teacher’s commitment, we need to see the leadership style of the principles of the school (as direct supervisor), gave a good insight for their perceived workload so that they do not feel overwhelming. Thus their commitment will also increasing.
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Kordiman, Asep, and Suwatno Suwatno. "Motivasi dan Kepuasan Kerja Sebagai Determinan Kinerja Guru Tidak Tetap." Jurnal Pendidikan Manajemen Perkantoran 3, no. 1 (January 2, 2018): 192. http://dx.doi.org/10.17509/jpm.v3i1.9455.
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This paper reviews specifically about motivation and job satisfaction of teachers as a factor that effecting teacher’s performance. Based on the data analysis result that used multipple regression and product moment correlation, the data collected through survey method using questionnaire to 48 respondents which is non-permanent teachers of one privat vocational school in Bandung. The result of analysis shows that motivation and teacher’s job satisfaction have a correlation on the teacher’s performance either partially or simultaneously. The results of this study can provide an implication of the optimal teacher’s performance and also as an assessment of education to improve motivation and job satisfaction of teachers as a variable that affects the teacher’s performance that could improve teacher productivity.ABSTRAKTulisan ini mengkaji secara khusus tentang motivasi dan kepuasan kerja guru sebagai faktor yang diduga mempengaruhi kinerja guru. Berdasarkan hasil analisis data dengan menggunakan regresi ganda dan korelasi product moment dimana data yang dikumpulkan melalui metode survey dengan menggunakan angket terhadap 48 responden yaitu guru tidak tetap pada salah satu Sekolah Menengah Kejuruan (SMK) swasta di Bandung. Hasil analisis data menunjukan bahwa motivasi dan kepuasan kerja guru memiliki korelasi yang sedang terhadap kinerja guru baik secara parsial maupun simultan. Hasil penelitian ini dapat memberikan impilikasi terhadap optimalnya kinerja guru dan juga sebagai pengkajian pendidikan untuk meningkatkan motivasi dan kepuasan kerja guru sebagai variabel yang mempengaruhi kinerja guru yang mampu meningkatkan produktivitas kerja guru.
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Маймистов and Denis Maymistov. "“Portfolio” type of personnel behaviour." Management of the Personnel and Intellectual Resources in Russia 2, no. 3 (July 1, 2013): 47–48. http://dx.doi.org/10.12737/559.
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A new "portfolio" type of teachers’ behavior is considered in this article. It is noted that earlier the personnel of educational institutions tried to have a permanent job in the educational institute. But nowadays teachers realize several strategies simultaneously. Staff of educational institutions still has the main place of work (where they get salaries on the basis of their working time and all the risks are the headaches of employers), but now teachers do not consider their work «forever». In such a case the main risk for the teacher is that employers may not extend the contract, and this risk is considerably growing.
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Fauzi, Ahmad, and Anik Herminingsih. "THE EFFECT OF WORK DISCIPLINE, MOTIVATION, AND COMPENSATION ON TEACHER PERFORMANCE SMK YUPPENTEK 1 TANGERANG." Dinasti International Journal of Management Science 2, no. 4 (March 10, 2021): 517–36. http://dx.doi.org/10.31933/dijms.v2i4.781.
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The research aims to analyze the effect of work Discipline, motivation, and compensation on teacher performance. The data analysis is quantitative with the purpose of answering the predetermined research hypotheses. The sampling technique that used in this research is nonprobability technique, with the research subjects totaling 45 permanent teachers who work in the organization of SMK Yuppentek 1 Tangerang. The results obtained, show that: (1) Work discipline partially has a positive and significant effect on the teacher performance, (2) Motivation partially has a positive and significant effect on the teacher performance, (3) Compensation has no significant effect on the performance of teachers at SMK Yuppentek 1 Tangerang.
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Torres-Cepeda, Nancy María, and Bertha Ramos-Holguín. "Becoming Language Teachers: Exploring Student-teachers’ Identities Construction through Narratives." GiST Education and Learning Research Journal 18 (June 21, 2019): 6–27. http://dx.doi.org/10.26817/16925777.441.
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This paper reports on the findings of a qualitative narrative study. Its aim was to analyze what student-teachers’ narratives unveiled about the construction of their identity as language learners, and the connections made with being future in-service teachers. This study, which was carried out with undergraduate students from a public university in Tunja, was the product of permanent interaction and dialogue with student-teachers in their initial teaching experiences. Narratives, in-depth interviews, and journals were used as data collection instruments. Data were analyzed using the grounded theory approach. The results suggest that student-teachers construct and re-construct their identities as language learners and future teachers across classroom interactions and their empowerment through teaching and reflection
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Yohanes Dakhi, Timotius Duha,. "Job Satisfaction of Non-Permanent Teachers in South Nias Amid Limitation." Jurnal Manajemen 24, no. 2 (June 24, 2020): 250. http://dx.doi.org/10.24912/jm.v24i2.646.
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Teachers in South Nias still adhere to their culture and customs. They really hope that they are given the opportunity to get permission to attend indigenous cultural and cultural events as part ofbalancing work and life.Most of the teachers in South Nias only have the status of non-permanent teachers, or volunteers, but they are very proud of being teachers even with a small salary. Participants in this study were 46 junior highpublic school teachers in remote villages. Data were analyzed by Partial Least Square method to test the mediation effect to determine the effect of exogenous constructs with endogenous constructs through mediating variables. The result showed that work life balance had a positive and significant influence on self-esteem and job satisfaction. Self-esteem has a positive and significant influence on job satisfaction. Moreover, the total effect of work life balance on job satisfaction increases after mediated by self-esteem.
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Wijaya, Dedi Kusuma, and Susan Murphy. "Performance Management Dynamics of Short-Term Employees in A Non-Profit Educational Organization: A Study of Indonesia Teaches Movement." ANIMA Indonesian Psychological Journal 33, no. 1 (October 25, 2017): 11–31. http://dx.doi.org/10.24123/aipj.v33i1.1438.
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Departing from their roots in private-sector organizations, studies on performance management have extended to non-profit sector. However, most research comes from Western and/ or developed countries with more emphasis on permanent employees. This study outlined the performance management system in Indonesia Teaches Movement (ITM), a non-profit educational organization in Indonesia. It explored how performance management was implemented to “young teachers”, graduates from highly ranked universities who were recruited to work as teachers in remote and impoverished areas in Indonesia for one year. Data were collected through performance management-related archival data and semi-structured interviews with six “young teachers” and three ITM officers. Thematic analysis indicated that performance management cycle had been adopted by the organization despite a short tenure of the job. Results also revealed the roles of organizational vision and culture in harnessing performance and the strength of outcome mapping as strategic tools closely aligned with performance management. Ultimately, this study confirms that Performance Management is a dynamic and adaptive system that can be applied to non-profit organizations, particularly to non-permanent jobs with unconventional work arrangements.
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Silva, Flávia Beatriz de Oliveira, Luiz Sodré Neto, and Thamara de Medeiros Azevedo. "CONCEPÇÕES DE PROFESSORES SOBRE FORMAÇÃO DOCENTE PARA A PRÁTICA DE ENSINO DE CIÊNCIAS." Revista Prática Docente 3, no. 2 (December 26, 2018): 506–18. http://dx.doi.org/10.23926/rpd.2526-2149.2018.v3.n2.p506-518.id228.
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Resumo: A formação docente para o Ensino de Ciências é imprescindível também pelos constantes avanços nesta área, que devem ser acompanhados pelos professores em formação e em atividade. Diante disso, o presente estudo objetivou investigar concepções de nove professores sobre aspectos das formações inicial e continuada que influenciam o trabalho em sala de aula. Para tanto, foi desenvolvida uma pesquisa qualitativa por meio de entrevistas com professores de Ciências de cinco escolas públicas na Paraíba. Os resultados indicaram que predomina entre professores uma visão de distanciamento entre formação inicial e continuada, cuja primeira é considerada como suficiente para a atuação em aula, enquanto a segunda é interpretada como uma complementação. Além disso, prevaleceu entre os professores a concepção de que a prática em sala de aula tem relevância equivalente ao curso de licenciatura para a atuação docente. Possivelmente, a prática é interpretada como forma de consolidar o que foi visto na formação inicial e uma justificativa para a ausência de continuidade na formação profissional. Propõe-se neste trabalho, portanto, que a formação docente seja vista como um processo permanente na qual os conhecimentos construídos no percurso das formações inicial e continuada sejam interdependentes.Palavras-chave: Ensino de ciências. Prática docente. Formação permanente Abstract: Teacher training for Science Teaching is also essential due to constant advances in this area, which must be accompanied by the teachers in training and in activity. Thus, this work aimed to investigate teachers' conceptions about aspects of initial and continuing training that influence their work in the classroom. For that, a qualitative research was developed through interviews with science teachers from five public schools in Paraíba, Brazil. Results indicated a predominant idea of distance between initial and continued training, whose first is considered sufficient for the performance in class, while the last is interpreted as a complementation. In addition, it prevailed among teachers the conception that practice in the classroom and graduation course have an equal relevance to the teaching performance. Possibly, practice is interpreted as a way of consolidating what was learned in the initial formation and a justification for the lack of continuity in professional formation. It is proposed, therefore, that teacher education be seen as a permanent process in which the knowledges built during initial and continuing training be interdependent.Keywords: Science teaching. Teaching practice. Permanent training.
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Kusmaryono, Imam, Nila Ubaidah, Nuhyal Ulya, and Sri Kadarwati. "HAVE TEACHERS NEVER BEEN WRONG? CASE STUDIES OF MISCONCEPTIONS IN TEACHING MATHEMATICS IN ELEMENTARY SCHOOLS." Daya Matematis: Jurnal Inovasi Pendidikan Matematika 7, no. 2 (July 30, 2019): 209. http://dx.doi.org/10.26858/jds.v7i2.9817.
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Misconceptions of teaching mathematics in elementary schools often occur, not only to students but also experienced by teachers. Elementary school teachers are required to master many subjects where not all learning material (one of them mathematics) can be mastered by the teacher well. An elementary school teacher may be proficient in the field of language, but on the other hand is weak in the field of mathematics. So that it should be suspected, one of the causes of misconception in students is the teacher. Therefore, through a qualitative research approach, the types and causes of misconceptions in mathematics learning in elementary schools will be revealed by teachers. Research data was revealed through questionnaires and interviews. The findings show that there have been "type misconceptions: pre-conception, undegenneralization, and modeling error" that are stable, permanent and rooted in mathematics teaching in elementary schools
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Zacharias, Nugrahenny T. "A study of three Indonesian teachers’ participation in a US graduate program." Indonesian JELT: Indonesian Journal of English Language Teaching 12, no. 1 (May 31, 2017): 39–59. http://dx.doi.org/10.25170/ijelt.v12i1.1460.
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Many research have focused on the identity construction of Asian teachers (see, among others, Chang, 2004; Cui, 2006; Ha & Que, 2006; Tang, 1997; and Tsui, 2007). Among all these, studies focusing on Indonesian teacher identity construction are rare. Thus, the study aimed at filling the gap. The study examined the identity development of three Indonesian English teachers navigating in an in-service program in the US. The study found that their identities varied with one subject experienced identity shift while others illustrate the case of identity as relatively permanent. Whereas previous studies on L2 teachers have focused primarily on the construction of teacher identity per se, the findings of the study indicated that the construction of the three Indonesian teacher identities were grounded in other identity options such as nonnative speaker, gender as well as learner identity.
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Maciejowska, Iwona. "CALCULATIONS IN CHEMISTRY: PERMANENT PROBLEM OF STUDENTS AND THEIR TEACHERS." GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION 6, no. 3 (December 5, 2009): 38–43. http://dx.doi.org/10.48127/gu-nse/09.6.38b.
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Problems requiring calculation at chemistry lessons cause a peculiar difficulty to students. The bibliography concerning the methods of solving calculus problems is very extensive. Several propositions ((visualisation of an algorithm, teamwork with students-experts and addition of context to text of exercises) verified in practice are described there. They can make easier the teacher work in developing students’ skills in solving calculus assignments in chemistry, particularly in classes where chemistry is taught at basic level. But the most important issue is to reflect not “how” but “why” a teacher includes calculus problem in her/his own chemistry lessons. Key words: calculations, teaching in context, chemistry education.
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Kuimova, Marina Valeryevna, Galina Ya Dzoz, and Ekaterina V. Gerasimchuk. "Emotional burnout in professional activity of a technical university teacher." Contemporary Educational Researches Journal 5, no. 2 (January 15, 2016): 70. http://dx.doi.org/10.18844/cerj.v5i2.237.
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Higher education makes high demands on a teacher, his knowledge, pedagogical skills and personal features to ensure that he meets the demands of students and the requirements of employers. Teachers are constantly asked to innovate and update their competences and improve students learning outcomes. High requirements for professionalism, permanent workload, necessity for regular update of knowledge and inefficacious management style may lead to emotional burnout. The authors study the causes of emotional burnout, research the burnout syndrome among university teachers whose length of teaching experience is over 20 years based an a short questionnaire and give recommendations for further studies. Keywords: emotional burnout; higher education; job satisfaction; occupational stress; teacher burnout.
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Apriyani, Peni, Entis Sutisna, and Henny Suharyati. "EMPOWERMENT VISIONARY LEADERSHIP AND JOB SATISFACTION TO IMPROVE TEACHER CREATIVITY." JHSS (JOURNAL OF HUMANITIES AND SOCIAL STUDIES) 3, no. 2 (November 4, 2019): 90–94. http://dx.doi.org/10.33751/jhss.v3i2.1463.
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This study examines the improvement of teacher creativity which is driven by the visionary leadership strength of the principal and teacher job satisfaction. The survey method with the correlational approach was used in this study to describe the strong relationship between teacher creativity as the dependent variable with the visionary leadership of the principal and teacher satisfaction as an independent variable. The population in this study were all permanent teachers of foundation Private Vocational High Schools in Parungkuda Sukabumi District. Samples were taken using a proportional random sampling technique totaling 96 teachers. The data analysis technique of the research results consisted of the first, statistical description and the second by using inferential statistics to test the hypothesis. The results showed that: (1) there was a very significant positive relationship between Principal Visionary Leadership and Teacher Creativity with a simple linear regression equation Ŷ = 89.33 + 0.32 X1 and the correlation coefficient value ry.1 = 0.217. The coefficient of determination r2y.1 = 0.217 means that the Visionary Leadership of the Principal (X1) contributes to the teacher's creativity by 16.50%; (2) there is a very significant positive relationship between Job Satisfaction with teacher creativity with a simple linear regression equation Ŷ = 88.48 + 0.31 X2 and the correlation coefficient ry.2 = 0.319, and the coefficient of determination r2y.2 = 0.122 which means that the contribution of Job Satisfaction (X2) to the creativity of teachers is 20.46%. (3) there is a very significant positive relationship between Principal Visionary Leadership and Job Satisfaction together with teacher creativity with multiple linear regression equations 88 = 77.25 + 0.21 X1 + 0.12 X2 and the value of the correlation coefficient ry. 12 = 0.165. The coefficient of determination r2y.12 = 0.390 means that the Visionary Leadership of the Principal (X1) and Job Satisfaction (X2) jointly contribute to the teacher's Creativity (Y) of 21.70%.
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O’Neill, Cas. "‘We weren’t trained for this’: Teachers, foster care and permanent care." Children Australia 24, no. 4 (1999): 55–59. http://dx.doi.org/10.1017/s103507720000938x.
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Schools and teachers are increasingly seen to be an integral part of the welfare system and are expected to cope with very challenging children, many of whom are in residential or alternative family care. The longitudinal action-oriented research which is described in this article, highlighted the joys and difficulties which teachers face in supporting these children and their foster, permanent care and adoptive parents. Themes of role, power, control and support in the teachers’ accounts are explored and three implications for practice are suggested.
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Juhri, A. M., Y. H. Tri, and S. Agus. "The effectiveness of teacher work between permanent and non-permanent teachers on the implementation of school-based management in Muhammadiyah Metro elementary school." Educational Research and Reviews 12, no. 20 (October 23, 2017): 980–87. http://dx.doi.org/10.5897/err2017.3358.
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Tamrin, A. G., S. Slamet, and S. Soenarto. "The link and match of the demand and supply for productive vocational school teachers with regard to spectrum of vocational skills in the perspective of education decentralization." Jurnal Pendidikan Vokasi 8, no. 1 (February 28, 2018): 40. http://dx.doi.org/10.21831/jpv.v8i1.15135.
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The purpose of this study was to describe the pattern of link and match of the demand and supply for productive vocational school teachers which should be carried out in the future. This study is descriptive qualitative with the grounded theory approach. The unit of analysis consisted of: policy makers at central level; policy makers at local level; productive vocational school teachers; Teacher Education Institutes (LPTK), and Non-Teacher Education Institutes (Non-LPTK). The data were analyzed using the three phases: open coding, axial coding, and selective coding. The research results are as follows. (1) The pattern of the demand for productive vocational school teachers has been fulfilled through such programs as Three Year Diploma for Vocational Teacher of Engineering, Bond-based Remuneration for Bachelor’s Level, Civil Servant Recruitment, Regional Civil Servant Recruitment, and Non-permanent Teachers. (2) Productive vocational school teachers supplied included LPTK graduates majoring in 22 vocational skills training programs and Non-LPTK graduates majoring in 45 vocational skills training programs out of 48 programs. (3) Productive vocational school teachers were distributed in three types of programs. (4) A system of vocational teacher education was conducted by increasing and refining. (5) Link and Match pattern of demand and supply for productive vocational school teachers involved integration of supply for LPTK graduates and that of Non-LPTK graduates, the distribution of such supply, and the pattern of implementation of vocational teacher education.
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Teneva, Mariya Slavova. "Trends in the preparation and qualification of the modern bulgarian teacher." Годишник на Педагогически факултет, Тракийски университет 15 (2018): 8–31. http://dx.doi.org/10.15547/ybfe.2018.01.
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The study presents the tendencies in the preparation and qualification of the modern Bulgarian teacher. The idea of a competent approach in the process of professional training of the pedagogical specialists in the higher school is revealed. An emphasis has been put on synchronizing the training of Bulgarian teachers with common European documents concerning the realization of the ideas for permanent training, the formation of key competences, training aimed at realizing smart, sustainable and inclusive growth. The regulations for acquiring the professional qualification “teacher” after the democratic changes in Bulgaria are analyzed. An analysis of the last ordinance regulating the status and professional development of teachers, directors and other pedagogical specialists is made.
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B, Vijayakumar A. "Professional Commitment of First Grade College Teachers in Karnataka." Restaurant Business 118, no. 6 (June 25, 2019): 36–47. http://dx.doi.org/10.26643/rb.v118i6.7236.
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Global education system has tremendous impact on changes in all aspects of development. Nothing is stagnant in this global world and every country is running behind sustainability and progression. In this phenomena, education system is one of the major key indicator to evaluate the country’s development and the education system does not remain static/constant. It is a dynamic process in which many rapid changes emerge from time to time according to the requirement of the country’s progress. Education is the bed rock for a healthy and progressive society, the transmission of knowledge, skills and application of these aspects could be learnt through education system. The variables used in this study are Self appraisal, Salary, awards and rewards, performance appraisal, Department Climate, Infrastructure In Terms Of Library, Psychological Advantage, Professional Development And Higher Studies, Locational disadvantage, Infrastructure.This study has designed to evaluate professional commitment of first grade college teachers, the study covers total 800 respondents (permanent Commerce teachers) from all six regions, 400 respondents (permanent Commerce teachers) from Rural colleges and 400 permanent Commerce teachers from city colleges in Karnataka. Out of the 800 respondents 623 respondents have responded, thus making the response rate as 77.86 per cent. Simple linear regression model is used to analyse the data (SPSS 19.0).
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Páez Pérez, Vilma, and Salvador Escalante Batista. "THE ROLE OF SELF-REFLECTION FOR THE PERMANENT FORMATION AND DEVELOPMENT OF FOREIGN LANGUAGE TEACHERS." Revista Cognosis. ISSN 2588-0578 1, no. 3 (August 26, 2016): 81. http://dx.doi.org/10.33936/cognosis.v1i3.255.
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ABSTRACT
The importance of creating opportunities and means for the students to reflect on their own teaching practice is clearly seen in the results obtained by the students majoring in English at the University of Holguin. These students like the language and cherish the idea of becoming translators and interpreters but do not think the same about becoming teachers. It is, therefore, a hard task to motivate them to learn as much as possible from their practical teaching experience and seek for pre-professional development. Making the student- teachers aware of their strengths and weaknesses by a continuous reflection process on the teaching-learning process outcomes has proven its effectiveness. The results of a pilot study applied during the last three years are presented in this paper.
KEYWORDS: pre-service teaching practice; self-reflection; teacher development.
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Zúñiga, Carmen Gloria, Priscila Cárdenas, Rosendo Martínez, and Laura Valledor. "Teachers’ classroom practices for citizenship education: Experiences of teachers rated as outstanding." Citizenship, Social and Economics Education 19, no. 1 (November 14, 2019): 3–22. http://dx.doi.org/10.1177/2047173419887972.
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The objective of this research is to characterise classroom teaching practices that promote citizenship education by history teachers who were rated as outstanding (maximum) in the Chilean Teacher Evaluation System. Following an interpretive approach and using methods of data collection and analysis from grounded theory, the recordings of 45 teachers’ classes, equivalent to 30 chronological hours, were analysed. Results indicate that although practices favouring citizenship education cannot be classified all the same way, common elements can be observed that promote learning in this field. These were classified into two main levels: a permanent one that manifested in a similar manner among the observed teachers (willingness to educate citizens, generation of an open classroom environment, and monitoring learning through classroom interaction) and a variable one that presented different features among participants (inclusion of citizenship topics and implementation of multiple learning activities). These results aim to disseminate with concrete examples what is being done well in real educational contexts so that actors in different schools, universities and academic systems can incorporate it into their professional work and promote it within their area of action.
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Basnet, Hom Bahadur, and Dawa Sherpa. "Underlying Factors for Attitude Formation: Study on Secondary School Teachers." Rupantaran: A Multidisciplinary Journal 3 (October 2, 2020): 34–42. http://dx.doi.org/10.3126/rupantaran.v3i0.31739.
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Teachers’ roles are more significant in the students learning process. Thus, a teacher’s attitude towards teaching and his job satisfaction have a great impact upon students’ learning and their successes. Teacher’s attitude towards their job affects student’s achievements, student’s educational outcomes. This study aims to explore the underlying factor in attitude formation of secondary school teachers in Dolakha district. For this purpose, this study has designed the research question focused on what are the determining factors for attitude formation of secondary school teachers? In this context phenomenological research design enables me to explore the participants’ perceptions regarding their attitude formation towards their job. This study concluded that job security is a significant part for the attitude formation. If teachers are permanent in job nature his attitude towards his job and profession would be positive and if not, he would be negative. Only satisfied and motivated individuals perform the task well. Social values and judgement are the factors for attitude formation. The home access job and facilities of provident fund freedom of workplace create the positive attitude and absence of it make negative attitude.
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Ekka Suryapriadi, Yudi. "MANAJEMEN TENAGA PENDIDIK BERBASIS KINERJA DI SEKOLAH LABORATORIUM PERCONTOHAN (LABSCHOOL)." Didaktik : Jurnal Ilmiah PGSD STKIP Subang 6, no. 2 (December 31, 2020): 216–20. http://dx.doi.org/10.36989/didaktik.v6i2.151.
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Teacher management is very important in every institution in order to regulate the activities carried out, schools as educational organizations really need the management of teachers that are carried out properly. This study aims to review, analyze and describe the implementation of performance based teacher management oriented to improving the quality of teaching and learning activities (TLA). The method used is qualitative with research subjects are management officials, BPS (School Management), School Principal, Curriculum vice principal and classroom teachers and subject teachers. Research location at SD Labschool UPI. Data obtained through document review guidelines, interview guidelines, observation guidelines and self assessment. Data processing and analysis is done through the steps: data categorization and classification, data verification, data validation, member check, description of research results, and analysis and discussion of research results. The results showed that SD Labschool had the status of UPI academic supporting elements that developed educational innovations, educational management practices, and learning models, and carried out community service. SD Labschool is in the management of a one roof school management system and share authority and responsibilities between UPI and the Bandung Education Office (share authority and responsibility of school management system), teacher status is permanent teachers BPS (GT BPS), analysis of teacher needs based on on competence, teaching load, number of existing teachers, school programs, recruitment, distribution and placement of teachers is done at any time based on needs, the teacher shows good performance from preparation, implementation to evaluation of learning.
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Ekka Suryapriadi, Yudi. "MANAJEMEN TENAGA PENDIDIK BERBASIS KINERJA DI SEKOLAH LABORATORIUM PERCONTOHAN (LABSCHOOL)." Didaktik : Jurnal Ilmiah PGSD STKIP Subang 6, no. 2 (December 31, 2020): 216–20. http://dx.doi.org/10.36989/didaktik.v6i2.151.
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Teacher management is very important in every institution in order to regulate the activities carried out, schools as educational organizations really need the management of teachers that are carried out properly. This study aims to review, analyze and describe the implementation of performance based teacher management oriented to improving the quality of teaching and learning activities (TLA). The method used is qualitative with research subjects are management officials, BPS (School Management), School Principal, Curriculum vice principal and classroom teachers and subject teachers. Research location at SD Labschool UPI. Data obtained through document review guidelines, interview guidelines, observation guidelines and self assessment. Data processing and analysis is done through the steps: data categorization and classification, data verification, data validation, member check, description of research results, and analysis and discussion of research results. The results showed that SD Labschool had the status of UPI academic supporting elements that developed educational innovations, educational management practices, and learning models, and carried out community service. SD Labschool is in the management of a one roof school management system and share authority and responsibilities between UPI and the Bandung Education Office (share authority and responsibility of school management system), teacher status is permanent teachers BPS (GT BPS), analysis of teacher needs based on on competence, teaching load, number of existing teachers, school programs, recruitment, distribution and placement of teachers is done at any time based on needs, the teacher shows good performance from preparation, implementation to evaluation of learning.
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Bado, Basri, and Revoluance Adimuntja. "Pengaruh Kualifikasi Pendidikan, Pengalaman Kerja dan Disiplin Kerja Terhadap Kinerja Guru Di SMA Frater Makassar." JEKPEND: Jurnal Ekonomi dan Pendidikan 4, no. 1 (January 31, 2021): 89. http://dx.doi.org/10.26858/jekpend.v4i1.16557.
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This research is a type of quantitative research that aims to determine and analyze how educational qualifications, work experience and work discipline influence the performance of teachers at Frater Makassar Senior High School. The independent variables in this study are educational qualifications, work experience and work discipline while the dependent variable is teacher performance. The population in this study were all teachers of SMA Frater Makassar consisting of ASN status teachers, permanent foundation teachers, contract teachers, and apprentice teachers as many as 41 teachers, while the sample used saturated sample techniques, namely the entire population was used as the research sample. Research data obtained by using a questionnaire, observation and documentation. The data analysis method used was validity test, reliability test and spearman rank correlation test. The data analysis techniques used were descriptive analysis (average score, standard deviation, variance and percentage), classical assumption test (normality test, linearity test, multicollinearity test, heteroscedasticity test) multiple regression test, t-test, f-test and determination coefficient delta test (ΔR2). The results showed that educational qualifications, work experience and work discipline simultaneously affect teacher performance, the amount of influence given is 24.2%, while the remaining 75.8% is explained or influenced by other variables not selected in this study.
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Mufidatun, Mufidatun, and Siti Nur Azizah. "PENGARUH LINGKUNGAN KERJA NON FISIK, GAYA KEPEMIMPINAN TRANSFORMASIONAL, DAN PERSON-ORGANIZATIONAL FIT TERHADAP KOMITMEN ORGANISASI (Study pada Guru Tetap Yayasan SMK Ma'Arif 9 Kebumen)." Jurnal Ilmiah Mahasiswa Manajemen, Bisnis dan Akuntansi (JIMMBA) 1, no. 1 (December 4, 2019): 132–45. http://dx.doi.org/10.32639/jimmba.v1i1.402.
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The purpose of this study was to determine the effect of non-physical work environment, transformational leadership style, and person-organizational fit on organizational commitment to Permanent Teachers of the Kebumen Vocational School SMK Ma'arif 9 Data collection through questionnaires. Respondents in this study were 32 permanent teachers of the foundation. This research uses descriptive and statistical analysis techniques including validity test, reliability test, classic assumption test, multiple linear regression analysis, t test, F test and coefficient of determination using the SPSS for windows program. The results of this study indicate that non-physical work environment variables have no significant effect on organizational commitment, transformational leadership style variables have a significant effect on organizational commitment, the person-organizational fit variable has a significant effect on organizational commitment, and jointly non-physical work environment, style transformational leadership, and person-organizational fit has a significant effect on organizational commitment to Permanent Teachers of Kebumen SMK Ma'arif 9 Foundation.
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Onyejaka, NnekaKate, EmmanuelObiajulu Amobi, ChidozieIfechi Onwuka, and LindaOge Okoye. "Primary school teachers' knowledge of immediate management of permanent tooth avulsion." Nigerian Journal of Medicine 29, no. 3 (2020): 390. http://dx.doi.org/10.4103/njm.njm_22_20.
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Wardhani, Roro Aditya Novi, and Shendy Andrie Wijaya. "Pengaruh Kompetensi Terhadap Pengembangan Karir Dan Kinerja Guru Ekonomi SMA Negeri di Kota Jember." Jurnal Pendidikan Ekonomi Undiksha 12, no. 1 (June 30, 2020): 148. http://dx.doi.org/10.23887/jjpe.v12i1.24797.
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The purpose of this study is to analyze the role of career development in influencing competence on teacher performance. The study was conducted in all the high schools in Jember. The variables used in this study consisted of competence, career development and teacher performance. The type of research is a quantitative approach research with explanatory research methods. The population is all economics teachers in Jember City Public High School. The method used to determine the sample is purposive sampling with the criteria of permanent teachers who have worked for 2 years at a minimum. Data analysis method uses path analysis. After being analyzed, the results of the t test and path analysis, can be seen that competence has a significant effect on teacher career development and teacher performance. The analysis also shows that career development is able to mediate competence in teacher performance. A teacher who has competence, it will be easy to develop a career which will have an impact on performance. Professional teachers, will always have high demands in their work, so with competence and good career development, the performance will also be better.
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DeAngelis, Karen J. "A Look at Returning Teachers." education policy analysis archives 21 (February 18, 2013): 13. http://dx.doi.org/10.14507/epaa.v21n13.2013.
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Research shows that one-quarter to one-third of teachers who leave the profession return, the majority after only a short absence. Though returning teachers can constitute a substantial share of newly hired teachers in schools each year, little is known about them, the factors associated with their decisions to return, or the schools to which they return. In this study, I use a 20-year longitudinal dataset to examine the characteristics of returning teachers as well as the personal, school, and district factors associated with their return both to the profession and to particular schools. In addition, I consider the extent to which returning teachers contribute to the systematic sorting of teachers across schools. Contrary to conventional wisdom, the loss of teachers to attrition from the profession is more likely to be permanent for smaller schools and districts outside of urban and suburban areas. In addition, both personal and job-related factors impact whether and where former teachers return, albeit differently by gender. Interestingly, personal and pecuniary factors in teaching appear to play a greater role than non-pecuniary factors on male leavers’ decisions regarding whether and where to return, whereas personal, pecuniary, and non-pecuniary factors all influence female leavers’ decisions. Finally, the study demonstrates that returning teachers on average reenter schools that are very similar in terms of student and teacher characteristics to those that they left.
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Duchesne, Claire. "TROIS REPRÉSENTATIONS RACIALISÉES À PROPOS DES ENSEIGNANTS ISSUS DE L’IMMIGRATION EN INSERTION PROFESSIONNELLE." Regards croisés de la recherche sur l’accompagnement professionnel en milieux scolaire et universitaire 55, no. 1 (March 11, 2021): 176–98. http://dx.doi.org/10.7202/1075725ar.
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More and more immigrant teachers have found their place in Canadian elementary and secondary schools, notably in francophone Ontario. Some face difficulties to integrate the profession, while those who have been offered a long-term teaching contract deploy considerable efforts to transform this opportunity into a permanent position. Drawing from the results of two qualitative studies conducted with immigrant students enrolled in a teacher training program and immigrant teachers during their professional integration, this article will present the racialized representations of the victim, the foreigner, and the incompetent to which they are subjected. Explanations of and solutions to this phenomenon will also be discussed.
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Malheiros, Ana Paula Dos Santos, Régis Forner, and Lahis Braga Souza. "Formação de professores em Modelagem e a escola: que caminhos perseguir?" Revista Brasileira de Educação em Ciências e Educação Matemática 4, no. 1 (May 6, 2020): 01–22. http://dx.doi.org/10.33238/rebecem.2020.v.4.n.1.24566.
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Resumo: Buscamos, com este texto, discutir possibilidades para a formação de professores em Modelagem, considerando o contexto no qual eles atuam ou irão atuar: as escolas. Em um ensaio teórico, pautado no paradigma qualitativo, e com base em pressupostos freireanos, nosso debate se dá pelo viés das potencialidades da formação de professores frente ao contexto atual em que estamos inseridos, no qual impera um currículo prescrito. Imbricados nesse cenário e a partir de nossas vivências como formadores, defendemos que a escola se constitui como um lócus privilegiado para a formação dos professores e que as pesquisas desenvolvidas podem colaborar com a prática daqueles que estão diretamente envolvidos com os alunos, assim como com os futuros professores. Nessa dinamicidade, advogamos em favor da Modelagem enquanto uma possível abordagem passível de contribuir para a formação e para a prática do professor de Matemática, além de outros significados matemáticos para os alunos em uma perspectiva emancipadora e transformadora.Palavras-chave: Educação Matemática; Formação Inicial de Professores; Formação Permanente de Professores; Paulo Freire. Formation of teachers in Modeling and school: which ways to go?Abstract: With this text, we seek to discuss possibilities for teacher training in Modeling, considering the context in which they work or will work: schools. From a theoretical essay, in a qualitative paradigm and based on Freire’s assumptions, our debate is based on the potential of teacher education in the current context in which we are inserted, in which a prescribed curriculum prevails. Imbricated in this scenario and from our experiences as formators, we defend that the school constitutes as a privileged locus for the formation of the teachers and that the research developed can collaborate with the practice of those directly involved with students, as well as with future teachers. In this dynamism, we advocate in favor of Modeling as a possible approach that can bring ways for the formation and practice of the Mathematics teacher, in addition to other mathematical meanings for students in an emancipatory and transformative perspective.Keywords: Mathematical Education; Initial Formation of Teachers; Permanent Formation of Teachers; Paulo Freire.
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Perandones González, Teresa Mª, and Lucía Herrera Torres. "AUTOEFICACIA DOCENTE Y FORTALEZAS Y VIRTUDES PERSONALES EN DOCENTES DE REPÚBLICA DOMINICANA." International Journal of Developmental and Educational Psychology. Revista INFAD de Psicología. 3, no. 1 (November 4, 2017): 387. http://dx.doi.org/10.17060/ijodaep.2017.n1.v3.1006.
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Abstract.TEACHER SELF-EFFICACY AND PERSONAL STRENGTHS AND VIRTUES IN TEACHERS FROM DOMINICAN REPUBLIC.The aim of this research it to analyze the relationship between perceived teacher efficacy and personal strengths and virtues. For it, 564 teachers from Dominican Republic took part in the study, 29.6% males and 70.4% females, mean age of 39.72 years (SD = 8.09), and an average teaching experience of 15.67 years (SD = 3.83). Teachers developed their professional activity in 18 provinces of the 32 that integrate Dominican Republic. Three instruments were used for data collection: the Teacher Efficacy Scale (Teacher Efficacy Scale-Short Form), the Teacher Self-Efficacy Scale (Teacher’s Sense of Efficacy Scale-Short Form), and the Personal Strengths Questionnaire VIA (Values in Action Inventory of Strengths: VIA-IS). The psychometric characteristics of the instruments (reliability and validity) were evaluated. The results obtained through the analysis of correlation revealed a positive relationship between the different subscales of the two tests used to evaluate teacher self-efficacy as well as between teacher self-efficacy and the personal strengths and virtues of teachers. The highest correlations were found with the personal strengths of Wisdom and Knowledge, on the one hand, and Humanity, on the other. The need to incorporate in the training, initial and permanent, the work of strengths and personal virtues as the basis of development and personal and professional effectiveness is discussed.Keywords: teacher efficacy, teacher self-efficacy, personal strengths and virtues, Dominican RepublicResumen.El objetivo de esta investigación es analizar la relación entre la percepción de eficacia docente y las fortalezas y virtudes personales en docentes dominicanos. Para ello, participaron 564 docentes de educación infantil y primaria de República Dominicana, 29.6% hombres y 70.4% mujeres, con una edad media de 39.72 años (DT = 8.09) y una media de experiencia profesional de 15.67 años (DT = 3.83). Los docentes desarrollaban su actividad profesional en 18 provincias de las 32 que componen República Dominicana. Se emplearon tres instrumentos de evaluación: la Escala de Eficacia Docente (Teacher Efficacy Scale, Short Form), la Escala de Autoeficacia Docente (Teacher’s Sense of Efficacy Scale-Short Form) y el Cuestionario VIA de Fortalezas Personales (Values in Action Inventory of Strengths: VIA-IS). Se evaluaron las características psicométricas de los instrumentos (fiabilidad y validez). Los resultados obtenidos a través del análisis de correlación pusieron de manifiesto una relación positiva entre las distintas subescalas de las dos pruebas empleadas para evaluar la autoeficacia docente así como entre la autoeficacia docente y las fortalezas y virtudes personales del profesorado. Las correlaciones más altas se encontraron con las fortalezas personales de Sabiduría y conocimiento, por una parte, y Humanidad, por otra. Se discute la necesidad de incorporar en la formación, tanto inicial como permanente, el trabajo de las fortalezas y virtudes personales como base del desarrollo y efectividad personal y profesional.Palabras clave: eficacia docente, autoeficacia docente, fortalezas y virtudes personales, República Dominicana
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Vásquez, Claudia, María José Seckel, and Ángel Alsina. "Belief system of future teachers on Education for Sustainable Development in math classes." Uniciencia 34, no. 2 (July 31, 2020): 1–30. http://dx.doi.org/10.15359/ru.34-2.1.
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This paper studied the belief system of future Chilean teachers of Early Childhood Education and Primary Education regarding their competencies to incorporate Education for Sustainable Development (EDS) in the classroom, specifically, in math classes. To this end, a survey was applied to 87 Primary Education preservice teachers and 58 Early Childhood Education preservice teachers, which was analyzed from an interpretative approach. Results are not clear regarding ESD and its scope, despite being valued. In addition, there is a clear need for training in this regard and the potential of mathematical education as a tool to incorporate ESD into the school classroom. It is concluded that ESD-related competencies need to be incorporated in initial and permanent teacher training programs in a transversal way, in our case for Mathematics Education.
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Sudirman, Acai, Darwin Lie, Sherly Sherly, and Edy Dharma. "The Impact of Work Discipline and Work Ethic on the Teacher Performance of Sultan Agung Pematangsiantar Private Middle School Teachers T.A. 2018/2019." International Journal of Business Studies 3, no. 3 (January 15, 2020): 125–35. http://dx.doi.org/10.32924/ijbs.v3i3.83.
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This study aims to examine the effect of work discipline and work ethic on the performance of Sultan Agung Private Middle School teachers. The number of samples in this study were 31 teachers obtained by the census method. The instrument used in this study was a questionnaire that was distributed directly to the teacher as a respondent. Testing research instruments using validity and reliability tests. Data analysis used multiple linear regression, correlation, coefficient of demertination, simultaneous and partial test. The results of the research and hypothesis testing show that work discipline variables and the ethic of apes have a positive and significant effect on teacher performance. The empirical findings indicate that in order to improve work discipline at Sultan Agung Pematangsiantar Private Middle School there needs to be a transparent system in recruiting permanent teachers who only teach at Sultan Agung Pematangsiantar Private Middle School so that the teacher focuses on his/her work. Then to improve the work ethic of Sultan Agung Pematangsiantar Private Middle School teachers, the principal as the leader should be able to provide personal and organizational motivation so that every teacher who works can maintain a balance of work ethic competently. Furthermore, to improve performance, every teacher should have the characteristics of self-enhancing potential so that the consistency of teacher professionalism can develop.
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Baskan, Gulsun, and Nedime Ayda. "A Case Study on the Problems of Teacher Training System Based on the Opinions of Faculty Members, School Administrators, Teachers, and Unionists in North Cyprus." Education Sciences 8, no. 3 (August 22, 2018): 127. http://dx.doi.org/10.3390/educsci8030127.
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The aim of this study is to establish the problems in training teachers who will be working at primary schools in the North Cyprus based on the opinions of faculty members, school administrators, teachers, and unionists. Using the qualitative research approach, open-ended, semi-structured questions developed by the authors were directed to the participants in order to establish the “teacher training problems” and to obtain data. The study group of the research was made up of six primary school teachers of the Ministry of National Education of North Cyprus, six school principals, six unionists from the administrative board of the Cyprus Turkish Teachers Union, and six faculty members from universities in the North Cyprus, which makes up a total of 24 people. The data obtained were analyzed using the inductive content analysis technique. The research revealed problems such as the inadequacy of application lessons in the teacher training system in the North Cyprus, the existence of selecting teacher candidates without a control or criteria, inadequacy of the pedagogical formation education, existence of teacher candidates entitled to get into permanent teaching positions after working as temporary teachers for 36 months, problems of supervision during the years of candidacy, appointing teachers for political interests, a teacher training process becoming a business for profit, inadequacy of faculty members in developing themselves, and in-service trainings not being implemented in a planned manner. In conclusion, recommendations were developed for educational faculties and the Ministry of National Education towards solving the problems of the system.
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Buenvinida, Lerma P., Maria Teresa M. Rodriguez, Sherwin B. Sapin, Nilda S. Alforja, and Francisco P. Panopio. "Senior High School Teachers’ Readiness In Implementing 21st Century Learning: An Input To School Improvement Plan." Advances in Social Sciences Research Journal 7, no. 9 (September 10, 2020): 42–51. http://dx.doi.org/10.14738/assrj.79.8967.
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This study aimed to identify the level of teachers’ readiness in implementing the 21st century learning; determine the relationship between teachers’ demographic profile and level of understanding 21st century learning; determine the difference between Bay and Los Baños districts teachers’ readiness; and design a training program for teachers. The respondents were the regular/permanent senior high school teachers of the Department of Education in the said districts, School Year 2019-2020. The teacher-respondents were from three and six public senior high schools from Bay and Los Baños, Laguna, respectively; adopted questionnaire and used simple random sampling technique. Findings, reveal that the level of teachers’ readiness was high but they still need professional development in order to: increase the knowledge about 21st century learning; assessment of students, use technology as a tool in teaching; and have advanced training on different strategies in handling 21st century students. The teachers’ profiles such as sex, age, teaching position, years in service and educational attainment influenced the level of teachers’ understanding in implementing the 21st century learning; while there is no difference on teachers’ level of readiness between the Bay and Los Baños districts. Hence, a comprehensive training program is recommended to enhance teachers’ professional and technical skills.