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MboweniMatshidiso, L., and Matshidiso Joyce. "Understanding Teacher Morale Among Primary School Teachers." International Journal of Educational Methodology 8, no. 1 (March 15, 2022): 29–38. http://dx.doi.org/10.12973/ijem.8.1.29.
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<p style="text-align: justify;">Teacher morale affects all aspects of the school and education system. Yet, the current status of teaching does not provide a rosy picture as teachers are reported to be demoralized and stressed. This qualitative study explored teachers’ experiences that influence their morale. The study was guided by the research question: How do workplace experiences affect teacher morale in selected primary schools? Qualitative data were gathered through six focus group interviews with 36 teachers in four primary schools and were analyzed using a content analysis framework. Data revealed that teacher morale was low. Participants identified school climate factors such as inappropriate professional development activities and violence as threats to their morale. Furthermore, a lack of parental involvement in the affairs of the school was regarded as a setback by teachers. This study highlighted specific issues that influence teacher morale and contribute to the understanding of the state of their morale. The study recommends that more attention is given to ensuring that teacher morale is enhanced for educational goals to be realized. Improving teacher morale has many benefits in that it helps teachers to maintain a positive attitude and be happy at work.</p>
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Sari, Lili Aulia, and Anik Anik. "THE CONTRIBUTION OF PRINCIPAL SUPERVISION AND MOTIVATION FOR TEACHER ACHIEVEMENT TO THE MORALE OF ECCE TEACHERS IN PAHANDUT SUB-DISTRICT." E-CHIEF Journal 2, no. 2 (November 30, 2022): 32. http://dx.doi.org/10.20527/e-chief.v2i2.6769.
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Abstract: Based on the brief description, several problems were formulated in this study as follows: (1) whether there is a contribution of the principal's supervision to the morale of PAUD teachers in Pahandut District, Palangkaraya City (2) whether there is a contribution of teacher achievement motivation to the morale of PAUD teachers in Pahandut District, Palangkaraya City (3) whether the contribution of jointly supervising the principal and motivating the teacher's achievement to the morale of PAUD teachers in Pahandut District, Palangkaraya City. The method used is a descriptive method, which is to describe the contribution of the principal's supervision and motivation for achievement to the morale of PAUD teachers in Pahandut District, Palangkaraya City. The study population was PAUD teachers in Pahandut Subdistrict, Palangkaraya City as many as 233 teachers, using proportional random sampling techniques obtained a sample of 139 teachers. Data collection techniques for principal supervision variables (X 1), teacher achievement motivation variables (X 2) and teacher morale variables (Y) using questionnaires in the form of a Likert scale. Instrument testing uses data validation and reliability tests, while data analysis requirements testing uses normality tests, linearity tests, multicholinearity tests and heteroskedasticity tests. To determine the contribution of the principal supervision variable, the teacher achievement motivation variable to the teacher's morale in this study was carried out using regression and multiple regression tests using the SPSS 17.0 program application.Keywords: Principal Supervision, Teacher Achievement Motivation, Teacher Morale
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Nellitawati, Nellitawati. "The influence of teacher pedagogical competence of teachers’ work morale." Journal of Counseling and Educational Technology 3, no. 1 (March 20, 2020): 29. http://dx.doi.org/10.32698/0931.
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This study aims to analyze the influence of teacher pedagogical competence on teacher’s work morale. Using a quantitative approach through the correlational method. The research sample of 86 teachers. Data collection uses two instruments, the teacher’s pedagogical competency questionnaire, and the teacher’s work moral questionnaire. Data analysis techniques used One-Sample Kolmogorov-Smirnov for normality tests and simple regression techniques for linearity tests. The results showed that increasing teacher pedagogical competence influenced increasing teacher morale. It can be concluded that the teacher's pedagogical competence needs to be improved so that the teacher's work morale also increases so that educational goals can be realized.
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Stevens, Rita, and William White. "Impact of Teachers' Morale on the Classroom." Perceptual and Motor Skills 65, no. 3 (December 1987): 767–70. http://dx.doi.org/10.2466/pms.1987.65.3.767.
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The attitude and morale of 191 teachers in 15 school districts was measured by Rotter's Locus of Control Scale and White and Stevens' Survey of Teacher Morale. The Locus of Control score and three semantic differential variables generated from factor analysis of responses to 10 teacher concepts were placed in the stepwise regression analysis of the Standardized California Achievement Test scores in reading or language arts for each classroom. The multiple correlation of .22 was nonsignificant between locus of control scores, teachers' morale scores, and students' achievement scores.
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Ali, Umar, Ezra Tari, Hendrik A. E. Lao, and Lanny I. D. Koroh. "THE EFFECT OF PRINCIPAL SUPERVISION AND BURNOUT ON TEACHER WORK ETHICS AT RITA KAKA PUBLIC ELEMENTARY SCHOOL." Afeksi: Jurnal Penelitian dan Evaluasi Pendidikan 4, no. 4 (July 10, 2023): 399–413. http://dx.doi.org/10.35672/afeksi.v4i4.144.
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This research begins with the author's anxiety about the decline in the teacher's work ethic. Many factors affect the decline in work ethic. One of them is Burnout. Due to poor collaboration between superiors and subordinates, teacher incompetence is increasing, and teacher interruption rates are high. This is reflected in the work ethic of SD Negeri Rita-Kaka teachers. The teacher's work ethic still needs to be revised. The type of quantitative research used is descriptive regression, characterized by analyzing interactions between endogenous variables consisting of central school control, teacher burnout, and work ethic as exogenous variables. Regarding the impact of the principal's leadership and Burnout on the morale of SD Rita-Kaka Elementary teachers, it was found that, first, the contribution of the principal's leadership to teacher morale was less impressive. Second, Burnout's contribution to teacher morale is quite impressive. Third, the principal's supervision and burnout contribution are very influential.
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Buenvinida, Lerma P., and Rea G. Tamayo. "School Heads Leadership and Attributes and Teachers’ Morale: Its Impication to School Performance." Advances in Social Sciences Research Journal 7, no. 6 (July 3, 2020): 661–70. http://dx.doi.org/10.14738/assrj.76.8507.
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This study determined the relationship among the school heads’ leadership and attributes, teachers’ morale and implication to school performance. Respondents of the study were 68 school heads and 532 teachers from public elementary schools of the Division of Laguna. The Level of Teacher’s Morale in terms of Teacher Rapport with Principal scored as good; while in terms of Satisfaction with Teaching was found moderately satisfied. Further, the relationship between school head leadership and professional attributes and teacher’s Morale in terms of rapport and personal and professional attributes are evident using the Chi-Square Test of Independence. The correlation between Building High Performance Team scores and Teacher Morale in terms of rapport comes out to be highly significant. However, School Leadership in terms of Problem Solving and Coordinating with Others and Leading & Managing Changes were not significant. For Interpersonal Sensitivity of School Heads and Teacher Morale in terms of rapport, the correlation is significant at p<.05. There are significant relationships between leading and managing changes to cohort survival, interpersonal sensitivity and completion rate with p<.05; and relationship between Teacher’s Morale in terms of satisfaction to completion rate. School heads need to evaluate and monitor the training needs assessment to address teachers’ professional growth and assist in improvement of the school performance. A similar research can be conducted to determine the validity of the relationship between teacher’s morale and school performance and to verify the results of this study.
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Pressley, Tim, David T. Marshall, Savanna M. Love, and Natalie M. Neugebauer. "Teacher Morale and Mental Health at the Conclusion of the COVID-19 Pandemic." Education Sciences 13, no. 12 (December 8, 2023): 1222. http://dx.doi.org/10.3390/educsci13121222.
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As teachers entered the 2021–2022 school year, schools tasked teachers with the challenge of closing the learning loss gap, maintaining the same standards as a typical school year, implementing COVID-19 safety protocols and teaching to grade-level standards. The current study used the theoretical framework of teacher demoralization to explore teachers’ experiences of morale and mental health at the end of the 2021–2022 school year. The participants included 830 PK-12 individual teachers from across the United States who completed an online survey. The data were analysed using Pearson’s correlation and the hierarchical multiple regression model to determine the predictor variables. The results showed significant predictors for both teacher morale and mental health. The implications focus on steps that school leaders can take to support teachers’ morale and mental health.
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Ryu, Shin Jeong, and Ho Soo Kang. "Structural Relationship among Teacher’s Decision-making Authority, Morale·engagement, and teacher efficacy." Korean Society for Holistic Convergence Education 27, no. 4 (December 31, 2023): 23–45. http://dx.doi.org/10.35184/kshce.2023.27.4.23.
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The purpose of this study is to investigate the structural relationship among teacher’s decision-making authority and morale·engagement on teacher efficacy. For this purpose, high school teacher data from the 9th year of the Gyeonggi Education Longitudinal Study (GEPS) were used, and a structural equation model was used. The results are as follows; First of all, teachers’ decision-making authority have a static significant impact to morale·engagement and teacher efficacy. Secondly, teachers’ morale and engagement have a significant effect to teachers’ efficacy. Third, indirect effect between teachers’ decision-making authority and teachers’ efficacy are significant madiated teachers’ morale and engagement. Based on these findings, we proposed policies necessary to maintain and improve teacher efficacy. The results of this study have implications in that it proves that supporting teachers’ decision-making authority is a effective way to develop sustainable school education.
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Dunn, Alyssa Hadley. "“A Vicious Cycle of Disempowerment”: The Relationship Between Teacher Morale, Pedagogy, and Agency in an Urban High School." Teachers College Record: The Voice of Scholarship in Education 122, no. 1 (January 2020): 1–40. http://dx.doi.org/10.1177/016146812012200101.
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Background/Context This research is framed by theories of teacher morale and teacher empowerment and contributes to the literature on neoliberal educational policies and teacher burnout and attrition. Purpose and Research Questions The purpose of this study is to understand the intersections of teachers’ experiences with neoliberal policies, at one high school in the urban south. The research questions include: (1) How is the morale of exceptional urban teachers affected by the contextual factors of a neoliberal school climate? (2) How does their morale relate to teachers’ reports of their pedagogy? Research Design This study utilized a qualitative case study design and, in addition to traditional analytic methods used in case studies, drew on grounded theory methodology. I collected quantitative data from approximately 30 staff members in the form of two surveys and qualitative data from eight focal participants. These participants were all (1) veteran teachers, (2) recognized as strong/exceptional teachers according to both neoliberal and non-neoliberal indicators, and (3) represented a diversity of other identity markers. My analysis here focuses on the qualitative data, and I use the quantitative results as a way to contextualize the data of my eight focal participants. Types of qualitative data include: interviews (semi-structured), a focus group, participant observations (of meetings at the district and school level), document analysis (of district-produced documents, school newspaper articles, local newspaper articles, and teachers’ written reflections), and researcher journals and memos. Findings/Results Results indicate that: (1) Morale is influenced by a variety of contextual factors at multiple levels, and being in a “good” school or being labeled an “exceptional” educator is not enough to keep one from feeling the effects of disempowerment brought about by top-down mandates, and (2) Teachers overwhelmingly reported that low morale impacted their view of their own pedagogy, contributing to a “vicious cycle” of low morale, disempowerment, and less effective pedagogy. The focal participants, even though they were hailed as successful educators, felt discouraged and unable to maintain quality pedagogy because of restrictive educational policies. Thus, I argue that educational policies at the school, district, state, and national level significantly decrease teachers’ morale and have a negative influence on their perception of their pedagogy. In a vicious cycle, low morale makes them feel like less effective teachers, and their belief that they are less effective lowers their morale.
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Muis, Abdul, Hosaini hosaini, Eriyanto Eriyanto, and Agus Readi. "Role of the Islamic Education teacher in the Moral Improvement of Learners." Jurnal At-Tarbiyat: Jurnal Pendidikan Islam 5, no. 3 (November 15, 2019): 411–22. http://dx.doi.org/10.37758/jat.v5i3.487.
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This research is driven by a student's moral decadence, which is worrying and complex, for illustration beating students to teachers who died, brawls between students, and other lawless acts; from these problems, PAI teachers play a role in improving student morale. This study describes PAI teachers' role as educators, models and role models, and evaluators in improving students' morale. The research method used in this study is a descriptive qualitative approach because the researchers wanted to describe several phenomena related to the problems and problems that occurred. The results show 1) The role of the teacher as an educator in improving the morale of students at SMP N 02 AjungJember is to always explain moral values in everyday life through cults, giving a penalty, and 5 S cultural habits (smiles, greetings, Salim, polite, and courteous), 2) The role of PAI teachers as models and role models in improving students' morale, Always trying to offer good examples for students, so they give good feedback in everyday life, 3) The role of PAI teachers as evaluators in improving students' morale, mainly by providing a thorough evaluation, because evaluation discuss analytical aspects and further evaluations in affective and psychomotor aspects.
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Chirayath, Susan. "Teacher as a Change Agent and Community Worker — A Co-relational Study on Organizational Climate and Teacher Morale in the High Schools of Jharkhand." Management and Labour Studies 34, no. 3 (August 2009): 365–94. http://dx.doi.org/10.1177/0258042x0903400304.
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The present study entitled “Teacher as a change agent and community worker- A co- relational study on organizational climate and teacher morale in the high schools of Jharkhand” is intended to find out the type of organizational climate prevailing in the high schools of Jharkhand, morale of teachers working in those schools and the nature and extent of relationship between them. It was thought desirable to give a brief account of the theoretical framework of the concept and the various dimensions of organizational climate and teacher morale followed by review of related studies. They arc presented in the first two sections with the following purposes: (1) for identifying the problem and its significance; (2) for formulating workable hypotheses to be tested in this investigation; and (3) for interpreting the results of the study.
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Nurna Dewi, Nuning, Ach Fathoni Rodli, and Fitri Nurhidayati. "Effect of Work Engagement, Work Environment and Work Spirit on Teacher Satisfaction." International Journal of Business, Technology and Organizational Behavior (IJBTOB) 1, no. 3 (June 9, 2021): 226–40. http://dx.doi.org/10.52218/ijbtob.v1i3.97.
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This study aims in general to prove and analyze the effect of work involvement, work environment and work morale on teacher job satisfaction at SDN Aeng Beje Kenek. The population of this study were all permanent teachers at SDN Aeng Beje Kenek IV, Kecamatan Bluto recorded in mid-2013 with a total of 80 people. the following results are obtained: (1) The three independent variables, namely work involvement, work environment and morale have a significant positive effect on teacher job satisfaction at SDN Aeng Beje Kenek IV Kecamatan Bluto, thus proving that the three independent variables simultaneously have a significant effect on teacher job satisfaction. (2) Involvement work has a positive effect on teacher job satisfaction. The regression coefficient of 0.3677 shows, if there is an increase in work involvement by 1 point, it will increase teacher job satisfaction by 0.3677 points. Although it has a positive significant effect, job involvement has the smallest effect on teacher job. (3) The work environment in this study has a positive and nutritious effect on teacher job satisfaction. (4) Morale is the most effective and greatest in increasing job satisfaction of a teacher. Keywords: work involvement, work environment, Satisfaction
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Fatima, Zunaira, Uzma Shahzadi, and Shaista Khalid. "Does Working Conditions Affect Teacher’s Morale of Teaching: Teacher’s Self Perception." Journal of Business and Social Review in Emerging Economies 3, no. 1 (June 30, 2017): 155. http://dx.doi.org/10.26710/jbsee.v3i1.185.
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Purpose: Education is the field of study that deals with the pedagogy of teaching and learning. The teacher is the person who is responsible for all these acts. As the importance of teacher is a proven fact so it is necessary that a teacher should be enthusiastic and dedicated towards his teaching. The above mentioned state is termed as teacher’s morale. The study was to investigate teacher self-perception about their morale for teaching affected by different internal working conditions like: teacher’s rapport with head, rapport among the teachers, salary and curriculum issues. The nature of this study was quantitative. Questionnaire consisted upon 39 items, was modified from a reliable and valid instrument constructed by Bentley and Remple 1970. 90 teachers from 24 departments of University of Sargodha were selected as sample of the study by using convenient sampling technique. Data was collected personally. Collected data was analyzed by using descriptive and inferential statistics techniques. The results showed that there is significant difference between teacher’s morale and internal factors. Insignificant difference was found among teachers of different age and gender. BUT there was significant difference among masters. M.Phil. and PhD qualified teachers. The study suggested that another research may be conducted to investigate different external working conditions like environment and family background.
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Pratiwi, Ni Made Ariesta Yuna, and I. Gusti Salit Ketut Netra. "MOTIVASI, KOMUNIKASI, DAN LINGKUNGAN KERJA BERPENGARUH TERHADAP SEMANGAT KERJA GURU DI SMP NEGERI 5 DENPASAR." E-Jurnal Manajemen Universitas Udayana 9, no. 7 (July 3, 2020): 2475. http://dx.doi.org/10.24843/ejmunud.2020.v09.i07.p01.
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Work morale is the mental attitude of individuals and groups that are able to create work atmosphere, encourage cooperation, and can complete tasks on time. To increase morale, it is necessary to pay attention to the factors that influence it. The purpose of this study was to determine the effect of motivation, communication, and work environment on work morale. This research was conducted at SMP Negeri 5 Denpasar. 56 teachers are used as sampleswith saturated sampling method. Data collection collected by interviews and questionnaires. The analysis technique used is multiple linear regression. Motivation, communication, and work environment have positive and significant effect on teacher morale. SMP Negeri 5 Denpasar is expected to further improve health care, pay attention to the communication of fellow teachers, and arrange the room so that teachers feel comfortable in working.
Keywords: motivation, communication, work environment, work morale
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Khanthap, Juladis. "Teacher Motivation and Morale Influencing the Effectiveness of Bangkok Metropolitan Administration Schools." World Journal of Education 12, no. 6 (December 17, 2022): 39. http://dx.doi.org/10.5430/wje.v12n6p39.
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This study aimed to examine the teacher motivation and morale in Bangkok Metropolitan Administration schools, the school effectiveness, the relationship between the factors of teacher motivation and morale in performing their jobs that influence school effectiveness, and the development of guidelines for enhancing teacher motivation and morale in relation to school effectiveness. In the study, the researcher employed a mixed research methodology. In the initial phase, questionnaires were used to collect data. The population consisted of Bangkok Metropolitan Administration school teachers who served their duty in 2022. A multistage random sampling selected 375 persons in total. Mean, percentage, and standard deviation were applied as descriptive statistics. In the last phase, the researcher conducted in-depth interviews with seven experts selected through purposive sampling to gather their perspectives on the applicability, possibility, and usefulness of the the guidelines for enhancing teacher motivation and morale in relation to school effectiveness. The data was analyzed using a content analysis method. According to the findings, the multiple correlation coefficient was .760 (R = 0.760 at the .05 level of significance. The predictive coefficient or predictive power of 57.7 percent (R2 = 0.577), with the regression coefficient () arranged in descending order: 1) Professional Success (β=0.321) 2) Career Growth (β=0.238) 3) School Policies (β=0.162) 4) Workplace atmosphere and environment (β=0.102) 5) Governance Aspects (β=.096). The forecast equations can be generated using the regression coefficients of the predictors in raw score (b) and standard score () as follows: In raw score (unstandardized score) form, the forecast equation is Y' = 1.391 + 0.255 (x 6 )0.183 (x 10 x 10) 0.124 (x 5 (x 5 )0.050 (x 3 (x 3 )0.075 (x 2 (x 2). Standardized score forecast equations Zy = 0.321 (x 6) + 0.238 (x 10) + 0.162 (x 5) + 0.102 (x 3) + 0.096 (x 2). The researcher also devised a guideline containing nineteen recommendations for enhancing the top five teacher motivation and morale factors that influence school effectiveness. There are 19 guidelines for improving teacher morale, which affects school effectiveness.
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JIMMELYN N. NAYON and DENMARK S. MACALISANG. "Interpersonal self-efficacy, morale, and personality traits of public elementary school teachers vis-à-vis teaching performance." International Journal of Science and Research Archive 12, no. 1 (May 30, 2024): 231–40. http://dx.doi.org/10.30574/ijsra.2024.12.1.0793.
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In the landscape of education, the role of elementary school teachers stands as a cornerstone in shaping the intellectual and emotional development of young minds. Amidst the myriad of factors influencing teaching effectiveness, the interplay between interpersonal self-efficacy, morale, personality traits, and teaching performance emerges as a critical area of inquiry. This study employed descriptive correlational research to determine the level of interpersonal self-efficacy, morale, and personality traits of public elementary school teachers vis-à-vis teaching performance in the Division of Ozamis City, School Year 2022-2023. Respondents of the study were the public school teachers from District 5 and 6 of Ozamis City Division with a total of 117 teacher respondents. Frequency Count, Percentage, Mean, Weighted Average Mean, Kruskal-Wallis Test, Dunn’s Pairwise Tests, and Spearman rho were the statistical tests. Study revealed that the majority of respondents were female teachers with a range of one to five teaching experience. The teachers demonstrated high levels of interpersonal self-efficacy and morale, indicating their confidence in guiding and inspiring their pupils, as well as their satisfaction with their interactions and contributions to the school and community. While no significant differences were found in self-efficacy, morale, and personality traits based on age, sex, and highest educational attainment. It is worth noting that personality traits had a significant but very low correlation with performance. These findings highlight the importance of cultivating positive teacher attributes and promoting a supportive environment to enhance teacher performance and ultimately improve the quality of education in the region.
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Purba, Violita, and Sariana Marbun. "The Role of Teachers in Developing the Morals of Children Aged 5-6 Years in Private Kindergarten Petro T.A 2022/2023." Indonesian Journal of Advanced Research 2, no. 8 (August 31, 2023): 1117–26. http://dx.doi.org/10.55927/ijar.v2i8.5399.
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This study aims to determine the moral development achievements of children aged 5-6 years and the role of teachers in developing the morale of children aged 5-6 years. This research is a qualitative descriptive study. Data was collected through observation, interviews and documentation. The results showed that 1) The achievement of the moral development of children aged 5-6 years, the majority of children's moral development which had developed very well consisted of 9 children and those whose moral development had developed quite well consisted of 4 children. 2) the role of the teacher in developing the morale of children aged 5-6 for the first time, the role of the teacher as a model in developing the morale of the teacher applies it by applying daily habits by greeting each other, saying hello, praying before and after carrying out teaching and learning activities, giving advice by a fun way, and invites children to socialize with the environment.
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Gasiwo, Moses Magoola, and Dr Peninah Beinomugisha. "CAUSES OF TEACHER ABSENTEEISM IN SELECTED SECONDARY SCHOOLS OF KAYUNGA DISTRICT IN UGANDA. A DESCRIPTIVE STUDY." SJ Education Research Africa 1, no. 7 (July 3, 2024): 9. http://dx.doi.org/10.51168/d7z5ds76.
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Background: Teacher absenteeism is when the teacher is out of school either by delaying, leaving before official closing time, not attending school at all, or when the teacher is at school but missing classes. Absenteeism is caused by many factors like personal illness, a relative’s sickness, family conflicts, lack of job satisfaction leading to low morale, lack of personal competence, lack of friendly work group norms, poor leadership at the workplace, in effective supervision and inspection, assignment of other duties outside the workplace, bad weather conditions, union influence, and poor working conditions. The study aims to examine the causes of absenteeism in selected secondary schools of Kayunga District in Uganda. Methodology: This is a descriptive survey design in which quantitative research methods were used on 210 who included the DEO, 10 head teachers, 100 teachers, and 100 Students. Results: 54.0% of the respondents were male while 46.0% were females. According to teacher responses, 67% agreed that female teachers are usually absent due to family responsibilities, and 58% agreed that male teachers are usually absent because of attending their business to substitute for their income. 52% agreed that old teachers are mostly absent because they lost their morale.64% of the teachers agreed that teachers are absent due to illness. 46% of teachers agreed that teachers of low level of education attend further education programs. (46%) agreed that teachers absent themselves because they are not satisfied with their job. Conclusion: Teachers absent themselves because they are unsatisfied with their jobs, family responsibilities, substitute income, undertaking further studies, lost morale, and are tired and some miss due to illness. Recommendation: School employers should ensure that there is constant supervision and remuneration to motivate teachers as a way of curbing teachers’ absenteeism.
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Arlina, Arlina, Nur Fauziyah, Putri Maymuhamnah Rahayu, Muhammad Afrizal Nainggolan, and Adila Amalia. "Strategi Guru PAI Dalam Membina Akhlakul Karimah Siswa." At-Tadris: Journal of Islamic Education 2, no. 2 (March 4, 2023): 193–202. http://dx.doi.org/10.56672/attadris.v2i2.81.
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This survey was carried out to learn about the initiatives used to raise student morale in the course of akhlakul karimah. Researchers used qualitative methods with a phenomenological approach. By using this method, researchers obtained the results of interviews about their efforts to improve student morals. The researcher selected the teacher contact for this study. From the research we conducted, it is clear that any effort an educator or teacher can make to improve student morals is to set a good example, starting with the teacher and emulating by students. Efforts made by the teacher include giving lessons on reading the Qur'an and memorizing Juz 30, providing memorization related to dhuha prayers, carrying out congregational prayers, and instilling good morals in their students. This effort is made to ensure that students have good morals. The result of these efforts is that around 98% of students already reflect good morals. Efforts to improve student morals have been successful, and it can be said that many students already have good morals. However, because of the environment in which students live, this attitude does not rub off on some students.
Keyword: Build, Akhlakul Karimah, Student
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Adigun, O. T., D. R. Nzima, M. C. Maphalala, and N. D. Ndwandwe. "COVID-19 and learners with disabilities: Towards divergent praxis in teacher preparation for equity and epistemic justice." South African Journal of Higher Education 36, no. 4 (2022): 225–42. http://dx.doi.org/10.20853/36-4-5178.
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Emergence of COVID-19 further exposed educational inequalities and epistemic injustices experienced by learners with disabilities (LwDs). COVID-19 presents additional challenges for teachers and LwDs whose life and active learning engagements depends largely on social interaction. While the lockdown persisted, teachers of LwDs became anxious about potential relapse of previously gained learning outcomes and aggravated disabling condition. Unfortunately, there seem to be less teachers’ capacities to continually foster learning among their LwDs during the lockdown because there exist low teachers’ morale and pedagogical gaps for digital teaching. Based on current realities, it is evident that there is need for a paradigm shift in teacher preparation and training towards equity and epistemic justice for LwDs. Hence, this intellectual piece advanced the need to modify the existing teacher education curriculum to extensively build on teachers’ morale while it consciously infuses technological pedagogies in preparation programmes of teachers of LwDs in Africa.
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Evans, Linda. "Teacher Morale: an individual perspective." Educational Studies 18, no. 2 (January 1992): 161–71. http://dx.doi.org/10.1080/0305569920180203.
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Fagell, Phyllis L. "Career Confidential: Teacher wants to motivate an apathetic student." Phi Delta Kappan 104, no. 5 (February 2023): 63–65. http://dx.doi.org/10.1177/00317217231156239.
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In this regular column, Phyllis Fagell gives workplace advice to educators. This month, a teacher is frustrated that she can’t make much change at her school without becoming an administrator. Another teacher is concerned that the Negative Nellies at her school are bringing down the morale of new teachers. And a principal wants to know what to do about a teacher who is annoying her colleagues.
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Zuryati, Zuryati, and Ibrahim Ibrahim. "ANALISIS FAKTOR LINGKUNGAN KERJA, KARAKTERISTIK INDIVIDU DAN ORGANISASI TERHADAP SEMANGAT KERJA GURU MTSN DI KABUPATEN BIREUEN PROVINSI ACEH." IndOmera 4, no. 8 (September 26, 2023): 78–87. http://dx.doi.org/10.55178/idm.v4i8.353.
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The research aims to analyze and obtain empirical input on the facts that occur in the research object relating to the influence of work environment factors, individual characteristics of teachers and school organizations on the work spirit of State Madrasah Tsanawiyah teachers (MTSN) in Bireuen Regency. In the form of a survey with data collection through questionnaires. Described quantitatively by analyzing the problem using a path analysis model. The results were found; 1) there is a causal relationship between work environment variables, individual characteristics of teachers and school organizations with an average correlation level of 0.475 or medium category, 2) there is a direct and indirect influence of the work environment on teacher morale of 36.05%. Meanwhile, individual characteristic factors were 57.87% and organizational factors were 52.91%. 3) Simultaneously the work environment, individual and organizational characteristics contribute 48,7% to teacher morale
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Arong, Lovelyn. "Impact of the Elementary School Heads Leadership Behavior on the Teacher’s Morale in School Districts of Pilar." JPAIR Institutional Research 22, no. 1 (June 28, 2024): 26–42. http://dx.doi.org/10.7719/irj.v22i1.891.
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The study focused on elementary school heads' leadership behaviors and their impact on teacher morale in Pilar's school districts, aiming to provide valuable insights into educational leadership dynamics. It outlines the objectives of analyzing leadership behavior, assessing teacher morale, determining impacts, identifying challenges, describing measures, and proposing a leadership model to address these issues comprehensively. The mixed-methods study used surveys and document analysis to examine how leadership behavior influenced teacher morale. Quantitative methods measured the impact on commitment and assessed various attitudes and challenges. Qualitative methods analyzed leadership behaviors reflected in OPCRF and described measures to address challenges. Findings indicate proactive leadership practices, contributing to positive teacher morale, yet challenges such as workload and communication gaps persist, indicating areas for improvement. Measures to address these challenges include embracing technology, fostering collaboration, and enhancing communication channels to create a supportive and conducive work environment. The proposed Adaptive Transformational School Leadership Behavior and Change Model integrates adaptive and transformational leadership theories, offering a holistic framework to address challenges and drive positive change within educational contexts. In conclusion, the study underscores the crucial role of school leadership in shaping teacher morale and organizational dynamics, highlighting the importance of supportive environments, effective communication, and targeted interventions to enhance educational outcomes and foster a conducive learning environment within Pilar's elementary schools.
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Gozali, Marwan, and Muhammad Tamrin. "Peranan Pimpinan dan Guru dalam Pembinaan Akhlak Siswa Pada Madrasah Tsanawiyah Negeri Kupang." Hikmah 17, no. 1 (June 30, 2020): 26–33. http://dx.doi.org/10.53802/hikmah.v17i1.79.
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This study aims to analyze: 1) leadership policies on student moral development, 2) implementation of teacher guidance in implementing student morals, 3) supporting and inhibiting factors in moral development, 4) The success of teachers in developing student morale. This research was conducted at Madrasah Tsanawiyah Negeri Kupang. This research was conducted with a descriptive analytic method with a qualitative approach. The results showed that the leadership policy towards the moral development of students in MTs. Negeri Kupang, namely by making school regulations that support the development of student morals, the implementation of teacher guidance in developing student morals can be seen from the combination of Islamic religious learning with the delivery of subject matter related to morals and extracurricular activities. The supporting factor for the development of student morals is the existence of regulations. madrasah regarding the obligations of students to take part in extracurricular activities that have been determined by the schedule, the existence of a madrasah leadership policy program related to the creation of school conditions that have a nuanced hospitality, there are inhibiting factors. The success of students' moral development can be said to be less than optimal because the indicators of success are the same as changes in student character for the better.
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Seo, Young Sik, and Taeyoung Kim. "Comparison of Students’ Math Achievement in Two Nordic Countries: Multi-level Analysis of PISA Results." Journal of Curriculum and Teaching 11, no. 5 (August 1, 2022): 162. http://dx.doi.org/10.5430/jct.v11n5p162.
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The present study was aimed to investigate whether Finnish and Danish students’ math achievement differed and which student-level factors, if any, explained the achievement gaps and whether teacher participation in decision making and teacher morale, among the school-level factors, explained the achievement gaps in Finland and Denmark. To this end, this study used both student- and school-level datasets of two countries from the Program for International Student Assessment (PISA) 2012 study and employed hierarchical linear models (HLM) – a fully unconditional, a partially unconditional, and a fully conditional model to address the hierarchical structure of research units and importance of predictors of math achievement at each level. Results indicated that Finnish students outperformed Danish peers in math achievement and that between-school homogeneity and gender equity were more salient in Finland than in Denmark. However, the findings of HLM showed that neither teacher participation in decision making nor teacher morale was associated with student math achievement in Finland and Denmark. The findings indicated that neither teacher participation in decision making nor teacher morale translated directly into improved student achievement among Finnish and Danish 15-year-old students, when adjusting for various student and school-level factors. Implications and future studies related to database linking and potential mechanisms, such as school principals’ leadership traits and practices, in the relationships between teacher participation in decision making, teacher morale, and student achievement were briefly discussed.
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Reutzel, D. Ray, and Parker C. Fawson. "Waking Rip Van Winkle: A proposal to redesign the education workforce." Phi Delta Kappan 103, no. 3 (November 2021): 22–27. http://dx.doi.org/10.1177/00317217211058510.
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The education model in which a single teacher instructs a single classroom of students has been remarkably persistent, but teacher shortages, low morale, and poor teacher retention are signs that it’s not working well for teachers. Ray Reutzel and Parker Fawson describe how Utah’s Center for the School of the Future is seeking to redesign the teacher workforce to improve outcomes for both teachers and students without increasing costs. Their integrated workforce model brings students together in a pod led by a master teacher, classroom teachers, teacher interns, aides, and tutors. Students receive more individualized support, and prospective teachers have more opportunities to practice their skills before receiving a license and becoming a lead teacher. The model also includes pathways for paraprofessionals to complete education coursework while they continue to earn an income.
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Pramana, I. Kadek Erwin, and Anak Agung Sagung Kartika Dewi. "The Effect of Work Environment, Work Motivation and Compensation on Teacher Morale at SMA Negeri 1 Rendang." European Journal of Business and Management Research 8, no. 2 (March 9, 2023): 85–88. http://dx.doi.org/10.24018/ejbmr.2023.8.2.1881.
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This research was conducted at educational institutions SMA Negeri 1 Rendang. The theory used in this study is the ERG theory which studies individual needs divided into 3 namely existence, connectedness, and growth to increase motivation. The number of samples in this study were 51 teachers. The saturated sampling technique is used to select the number of respondents in the data collection process through interviews with a questionnaire instrument. Data calculation analysis was assisted by SPSS software, which resulted in findings that the work environment, work motivation, and compensation have a positive and significant effect on teacher morale. Therefore, SMA Negeri 1 Rendang needs to pay attention to aspects of the work environment, motivation, and compensation to increase teacher morale.
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Olaifa, Adeseko Sunday, Lauratu Haruna Sani, Ebunlomo Oreoluwa Olaifa, and Moses Adeleke Adeoye. "Principals’ Delegation of Functions and Teachers’ Job Performance Amidst Covid-19 Pandemic in Public Senior Secondary Schools." Jurnal Pedagogi dan Pembelajaran 7, no. 1 (May 21, 2024): 70–77. http://dx.doi.org/10.23887/jp2.v7i1.70213.
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There are a lot of impact of the COVID-19 pandemic on principals' delegation functions and teachers' job performance in a public Senior Secondary school. The study aimed to analyze the level at which principals delegate functions to teachers, the relationship between principals' delegation function techniques and teacher job performance, and the factors that hinder effective delegation practices. A descriptive survey research design was used with 1604 teachers and principals from 38 public secondary schools. Four research questions were raised to guide the study. Data collection was conducted using a self-structured questionnaire. The results showed that principals used various delegation functions and techniques during the pandemic, such as delegating departmental heads to monitor teachers' performance, assigning form masters to enforce school rules, directing heads of departments to mark lesson notes, cross-checking teachers' comments on student report cards, demanding reports from parent-teacher associations, and cross-checking departmental head teachers' classroom attendance books. These delegation functions and techniques were found to be effective in enhancing teachers' morale, meeting curriculum outlines, and achieving educational goals. The pandemic has driven the need for adaptable school leadership, and the efficiency of principals' delegation functions must be improved to boost teacher morale and ensure the achievement of educational goals.
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Azizah, Azizah. "Strategy of Akidah Akhlak Teachers in Improving the Morals of Generation-Z Students at MTs Walisongo Pecangaan Jepara." Al Hikmah: Journal of Education 3, no. 2 (September 2, 2022): 179–90. http://dx.doi.org/10.54168/ahje.v3i2.123.
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The rapid flow of globalization has an influence on technological developments, thus giving birth to a new generation, namely Generation Z who have known technology since birth. It also has an impact on moral decadence or the decline in student morale which is currently being felt in the world of education. Teachers play an important role in efforts to improve student morale. Therefore, the objectives of this study are: 1) to find out the strategy of akidah moral teachers in improving the morale of generation Z students at MTs Walisongo Pecangaan Jepara, 2) to evaluate the strategies of teachers of aqidah morality in improving the morale of generation Z students at MTs Walisongo Pecangaan Jepara, and 3) to identify the supporting factors and inhibiting factors of the strategy of the moral aqidah teacher in improving the morale of generation Z students at MTs Walisongo Pecangaan Jepara. This research method is descriptive qualitative using interview and observation approach. The results of the study show that the strategies that have been applied by moral aqidah teachers such as school rules, habituation strategies, giving advice and motivation, giving sanctions, etc. have a positive influence on increasing student morale. as for the supporting factors, namely support from parents and the family environment, socio-cultural aspects in the school environment, school leaders including teachers and school infrastructure. Meanwhile, the inhibiting factors are the negative influence of the Internet, lack of attention from parents and families, different environmental conditions of students, and limited time.
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Mohamed Najia, Ruba. "What is the Nature And Extent of the Influence of Educational Leadership on Staff Morale, Job Satisfaction, and Motivation?" International Journal of Applied Language Studies and Culture 4, no. 1 (June 30, 2021): 21–30. http://dx.doi.org/10.34301/alsc.v4i1.31.
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In a time where retaining qualified teachers is crucial, one cannot ignore the importance of teacher job satisfaction, morale, and motivation in shaping teachers’ intentions to remain in the profession. This is where educational leadership comes into play. This paper looks at the nature and extent of the impact of educational leadership on three important aspects of the job, namely staff morale, job satisfaction, and motivation. The latter constructs are each redefined and reconceptualized as the lack of consensus and the ambiguity in their respective meanings can greatly affect how they are applied as well as their results. When applied to the teaching context, Herzberg’s motivation hygiene theory was found to be unapplicable in relation to theory transferability and the separate categorization of job satisfaction and dissatisfaction. The latter are greatly affected by not only leadership style per se, but more precisely by the teacher’s perception of a certain leadership style. This individuality dimension also affects the ideological compatibility between teachers and work contexts, having a direct impact on job satisfaction. Nonetheless, although educational leadership has proven not to be the sole factor in teacher job satisfaction, morale and motivation, leaders must possess the right knowledge and understanding about the needs, expectations, attitudinal responses, and characteristics of their staff as individual members of a group in order to be able to positively affect their perceptions.
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Maguire, Meg. "Teacher morale, job satisfaction and motivation." Teacher Development 4, no. 2 (July 1, 2000): 305–13. http://dx.doi.org/10.1080/13664530000200287.
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Evans, Linda. "Understanding teacher morale and job satisfaction." Teaching and Teacher Education 13, no. 8 (January 1997): 831–45. http://dx.doi.org/10.1016/s0742-051x(97)00027-9.
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Lester, Paula E. "Fifty Ways to Improve Teacher Morale." Clearing House: A Journal of Educational Strategies, Issues and Ideas 63, no. 6 (February 1990): 274–75. http://dx.doi.org/10.1080/00098655.1990.9955786.
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Mustofa, Ali, and Muhammad Abdul Alim. "Kepemimpinan Kepala Madrasah dalam Peningkatkan Motivasi Kerja Guru di MA Al-Mahrusiyah Lirboyo Kediri." Al-Idaroh: Jurnal Studi Manajemen Pendidikan Islam 5, no. 1 (March 29, 2021): 118–34. http://dx.doi.org/10.54437/alidaroh.v5i1.249.
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KThe head of a madrasa is a person who leads an educational institution where one of the duties is a Motivator. The results showed that: The principal of madrasah increased teacher motivation. Namely a) Motivating morale through providing good infrastructure in accordance with the capabilities of the madrasah and holding general recitation, b) Creating togetherness between teachers and friends. c) Disciplinary fostering, this is done through meetings or deliberations with teachers and employees. d) Giving awards this is done through giving praise and giving gifts or rewards to teachers who are considered to have achievements. e) Creating security in the environment. f) Building active and creative working groups. g) Developing the teaching profession. The inhibiting factor arises from the existence of personal problems in terms of personality such as from the side of his family, the learning that comes in the morning and those that enter the afternoon, must know the ability of each teacher so that when giving assignments according to their abilities, each person's behavior is different so they must also respond in different ways. , the morale of the teachers is sometimes great, sometimes it also decreases. The supporting factors are: Always motivating and motivating each other, providing facilities, and understanding the differences in the character of each teacher.
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Muthmainah, Annisa, Dhea Citra Melisa, Dena Dwitami, Intan Ratu Anggia, Nasya Nurlillah Kusuma Putri, Salman Al Hanif, Saiful Ardhiyansah, Syifa Atiatul Hasanah, and Yayang Furi Furnamasari. "Peran Guru dalam Mendidik Generasi Muda dengan Nilai-Nilai Pancasila." Indo-MathEdu Intellectuals Journal 5, no. 2 (May 20, 2024): 2310–18. http://dx.doi.org/10.54373/imeij.v5i2.1026.
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Pancasila as the main view of life for the people of Indonesia. Teachers have an important role in educating the younger generation to be able to apply the values of Pancasila well. Pancasila not only serves as a guideline for interacting in society, but also as a foundation for building strong character and morals in the younger generation. Through Pancasila education, students are educated to apply these values from the first precept to the last precept in various aspects of life. This research uses a qualitative approach through the literature review method. Literature research uses methods to collect, evaluate, and synthesize data from various sources about the research subject. The data of this research article is sourced from articles published on Google Scholar. The data analysis used is qualitative data analysis consisting of data reduction, data presentation, and conclusion drawing. Studies show that the role of teachers in building Pancasila values has a significant influence on student morale. The teacher is not only a teacher, but also an example to follow and a guide who guides students in the learning process. In creating an educational environment that facilitates the formation of character and morals in accordance with the values of Pancasila, teachers play a very strategic role. The role of teachers in educating the younger generation with the values of Pancasila is important in building a civilized and cultured society.
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CHANDRA.R.K, CHANDRA R. K., and Dr G. SINGARAVEL Dr.G.SINGARAVEL. "Study of Teacher Morale and Personality Dimensions of Interns." Indian Journal of Applied Research 3, no. 7 (October 1, 2011): 183–85. http://dx.doi.org/10.15373/2249555x/july2013/56.
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Syahril, Syahril, and Hadiyanto Hadiyanto. "Improving School Climate for Better Quality Educational Management." Journal of Educational and Learning Studies 1, no. 1 (December 30, 2018): 16. http://dx.doi.org/10.32698/0182.
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School climate is a situation formed by a relationship between the principal and teachers, teachers and teachers, teachers and staffs, teachers and students or relationships among students that characterizes a school and distinguishes a school from others. School climate might influence and determine the success of teaching and learning process at schools. The school climate consists of at least four dimensions, namely dimension of relationship, personal growth/development, system maintenance and change, and dimension of physical environment. Based on the studies done in several countries, school climate can be a variable influencing other variables, such as learning achievement, behavior and teacher job satisfaction, teacher work motivation, teacher morale, teacher creativity, teacher work performance, and teacher discipline. So, when the school principal wants to improve those practices, he or she has to make better school climate through common stages namely preliminary assessment, feedback, reflection and discussion, intervention, and finally reassessment.
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Yulianti, Lia, and Sambas Ali Muhidin. "STUDI TENTANG KOMPENSASI DAN SEMANGAT KERJA GURU." Jurnal Pendidikan Manajemen Perkantoran 2, no. 1 (January 1, 2017): 266. http://dx.doi.org/10.17509/jpm.v2i1.14607.
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Individual performance is affected by many factors, including compensation received by individuals and morale displayed by the individual. Research on these two variables, namely compensation and morale has been done, both partially reviewing of these two variables, as well as reviewing both in analysis of the relation (correlation). One of them is this article which tries to present the results of research on the effects of compensation on the morale of teachers at State Vocational School in Bandung. The research was conducted by survey, while data collected through questionnaires to all teachers at State Vocational School in Bandung, which amounted to 113 people, were analyzed by technical data analysis of covariance, to see: (1) whether there is a significant effect of compensation on the morale of teachers and (2) whether there are significant differences morale of teachers based on their employment status. The result is effect of compensation on morale teacher compensation, and the difference in the morale of teachers is based significantly on the employment status at State Vocational School in Bandung.ABSTRAKKinerja individu dipengaruhi oleh banyak faktor, diantaranya kompensasi yang diterima individu dan semangat kerja yang ditampilkan oleh individu. Penelitian tentang kedua variabel tersebut, yaitu kompensasi dan semangat kerja telah banyak dilakukan, baik yang mengkaji secara parsial dari kedua variabel tersebut, maupun mengkaji keduanya dalam analisis hubungan (korelasional). Salah satunya adalah tulisan ini yang mencoba menyajikan hasil penelitian tentang pengaruh kompensasi terhadap semangat kerja guru pada SMK Negeri di Kota Bandung. Penelitian dilakukan dengan metode survei, sementara data yang dikumpulkan melalui kuesioner terhadap seluruh guru pada SMK Negeri di Kota Bandung yang berjumlah 113 orang, dianalisis melalui teknis analisis data kovarian, yaitu untuk melihat: (1) apakah terdapat pengaruh yang signifikan kompensasi terhadap semangat kerja guru, dan (2) apakah terdapat perbedaan yang signifikan semangat kerja guru berdasarkan status kepegawaiannya.Hasilnya adalah adanya pengaruh kompensasi terhadap semangat kerja guru, dan adanya perbedaan semangat kerja guru berdasarkan status kepegawaiannnya secara signifikan pada SMK Negeri di Kota Bandung.
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Owolabi, S. O., and A. A. Edzii. "Teacher management and support systems in Ghana: the case of cape coast municipality." Journal of Educational Management 3 (November 1, 2000): 1–14. http://dx.doi.org/10.47963/jem.v3i.387.
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The need to give support services to teachers throughout their career is being recognised as the only way to maintaining an effective teaching profession. The study was designed to ascertain the extent to which teacher support services are provided by the Chana Education Service and how the services influence teacher morale and job performance. Using Cape Coast municipality as a case study all the 340 teachers in the nine secondary schools, their headmasters and directors of education in the municipality formed the accessible population. About 72% of the teachers responded to the questionnaire served on all of them. The headmasters and directors were separately interviewed. Frequencies of responses were aggregated and converted into percentages to know what obtains with respect to GES support services. The study revealed that i. Ghana Education Service scarcely organises ill service training for school teachers. Subject associations, however, do organise refresher courses, seminars and workshops for their members. II. Except for the inadequate laboratory equipment, supply of teaching materials in the Cape Coast municipality is sufficient. Ill. Internal supervision of the Senior Secondary School teachers in the rnunicipality is negligible. External supervision is scarcely done. IV. Six kinds of financial support exist in principle but most teachers are unaware of any of them. Majority of the respondents considered the highly priced National Best Teacher Award as being inadequate to effectively motivate most teachers. Iv. Irrlernal incentive puckages, organis'ed by each schctol onrl its PTA, are more effective than GES attractive packages. Based on these findings some policy measures are suggested to ensure that adequate teacher management and support services are provided to boost the morale of teachers.
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Fatria, Mellio, Fatti Corrina, and Zulammar Zulammar. "THE IMPORTANCE OF TEACHER WELFARE IMPROVEMENT." Jurnal Manajemen dan Bisnis 11, no. 2 (December 30, 2022): 313–20. http://dx.doi.org/10.34006/jmbi.v11i2.519.
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In order to keep teachers with good skills and talents in the teaching process, well-being and compensation must be ensured. The well-being offered is very meaningful and useful to meet the physical and mental needs of teachers and their families. The aim is to maintain and improve the physical and mental condition of teachers so that morale improves and the quality of education improves with teacher welfare programs based on legal provisions, based on fairness and eligibility and organized by the government regulation. The form of teacher welfare is salary, such as compensation and basic salary and additional salary. The purpose of this study is to find out how teacher welfare affects the improvement of the quality of education. The type of research used in this research is qualitative research with a descriptive approach to document / text research.
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Werang, Basilius Redan, Anak Agung Gede Agung, I. Nyoman Jampel, I. Ketut Gading, Edmond Leonard Jim, Sandra Ingried Asaloei, and Murni Sianturi. "Exploring the Simultaneous Impact of Parental Support, School Environment, Teacher Morale, and Student Learning Motivation on Student Academic Performance." International Journal of Religion 5, no. 2 (March 20, 2024): 510–20. http://dx.doi.org/10.61707/125w8p12.
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This study aimed to describe the simultaneous impact of parental support, school environment, teacher morale, and student learning motivation on student academic performance within the context of elementary schools of Buleleng Sub-district, Bali, Indonesia. Employing a quantitative survey research design, data related to parental support, school environment, teacher morale, and student learning motivation were gathered from 199 elementary school students through meticulously designed survey questionnaires. The focus encompassed understanding the simultaneous impact of these four independent variables on student academic performance, evaluated through the analysis of academic transcripts obtained from the surveyed students. The findings reveal a compelling simultaneous positive impact of all the independent variables on student academic performance. Parental support emerged as a pivotal factor, illustrating its significance in fostering a conducive learning environment. The study further highlights the influential role of the school environment in shaping student academic outcomes, emphasizing the importance of a nurturing educational setting. Additionally, the morale of teachers surfaced as a contributing element, demonstrating its correlation with enhanced student performance. Moreover, student learning motivation emerged as a critical determinant, showcasing its direct link to academic achievement. The implications of these findings underscore the need for a holistic approach to education, emphasizing collaboration among parents, teachers, and educational institutions to optimize student learning environments and support mechanisms. The outcomes of this study contribute to the existing body of knowledge, offering a comprehensive understanding of the multifaceted dynamics that impact student academic success.
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Mackenzie, Noella. "Teacher morale: More complex than we think?" Australian Educational Researcher 34, no. 1 (April 2007): 89–104. http://dx.doi.org/10.1007/bf03216852.
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Ofrita, Leni. "The Effect of Principal Leadership and Teacher Work Spirit on Teacher Discipline in Elementary Schools." Journal of Educational Sciences 6, no. 1 (January 24, 2022): 116. http://dx.doi.org/10.31258/jes.6.1.p.116-127.
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This study aims to analyze the influence of principals' leadership and teacher morale, either partially or simultaneously, on the discipline of elementary school teachers in Cluster XII, Dumai. The population of this study were all elementary school teachers in the Gugus XII area of Dumai Timur with a total sample of 92 respondents. Determination of the sample using the Probability Sampling technique. The data obtained were then analyzed descriptively. The results of the study indicate that (1) There is a positive and significant influence of principal's leadership on teacher discipline. The better the principal's leadership, the more teacher discipline will increase. (2) There is a positive and significant effect of teacher work spirit on teacher discipline. The higher the work spirit of the teacher, the more the discipline of the teacher increases. (3) There is a positive and significant influence on the leadership of the principal and the work spirit of the teacher together (simultaneously) on teacher discipline. The better the leadership of the principal and the higher the work spirit of the teacher, the better the discipline of elementary school teachers in Cluster XII, Dumai Timur.
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Inayati, Indri, Isnaini Isnaini, and Nina Siti Salmaniah Siregar. "Analisis Peningkatan Kualitas Guru pada UPT (Unit Pelayanan Terpadu) SMP Negeri 7 Medan." Journal of Education, Humaniora and Social Sciences (JEHSS) 5, no. 4 (May 19, 2023): 2809–23. http://dx.doi.org/10.34007/jehss.v5i4.1724.
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The purpose of this study is to examine the analysis of improving teacher quality, the Synoxys of Teacher Quality at UPT (Integrated Service Unit), and Barriers to Improving Teacher Quality at UPT (Integrated Service Unit) SMP Negeri 7 Medan. The method used is descriptive quantitative with data instruments, study observation and documentation as well as interviews. The results of the study found that professional improvement in teacher quality in terms of professional knowledge and skills indicators that school principals and teachers improve teacher professionalism and create morale as well as human resources. The teacher's knowledge shows quality skills and skills. It is shown by the teacher's working spirit which is quite good with the existence of aspects that can trigger the emergence of enthusiasm for work. For this reason, enthusiasm from all teachers is needed in providing support and appreciating all activities given to teachers so that they are able to create a good quality teacher. The inhibiting factors for improving teacher quality are the low and lack of support from school principals for teacher quality improvement programs for teacher competence and the lack of support from school principals for teacher quality improvement programs.
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Abakunda, Johnson, Ugwu Jovita Nnenna, Kule Jerald, Turyamureeba Silaji, and Kamami Wilson. "Navigating Global Challenges in Teacher Performance: Strategies and Implications." INOSR ARTS AND HUMANITIES 9, no. 2 (August 21, 2023): 1–9. http://dx.doi.org/10.59298/inosrah/2023/2.1.4000.
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This comprehensive document explores the global challenges surrounding teacher performance and the multifaceted strategies implemented to address these issues. It delves into the historical evolution of teacher supervision and performance evaluation, emphasizing the critical role of teachers in education systems across the world. The paper offers a comparative analysis of teacher performance in the United States and the United Kingdom, highlighting the policy changes adopted to improve teacher morale and effectiveness. Furthermore, it discusses the specific challenges faced in South Africa and East Africa, with a focus on absenteeism, late-coming, and other issues affecting teacher performance. The document concludes with insights into Uganda's efforts to enhance teacher welfare and uplift their motivation, aiming for an improved educational system. The overarching objective is to provide a comprehensive understanding of the global challenges and strategies pertaining to teacher performance. Keywords: Global Challenges, Teacher, Performance, Strategies and Implications
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Grace, Gerald. "The state and the teachers: Problems in teacher supply, retention and morale." Evaluation & Research in Education 5, no. 1-2 (January 1991): 3–16. http://dx.doi.org/10.1080/09500799109533294.
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Kim, Sung-Hoon, Hyo-Jin Kwon, Ho-Seub Lee, and Mi-Ryeong Lim. "A Study on Changes in Teachers’ and Students’ Recognition of Teacher Morale." Korean Journal of Teacher Education 29, no. 3 (July 30, 2013): 192–212. http://dx.doi.org/10.14333/kjte.2013.29.3.192.
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Suryadi, Irwan. "PENINGKATAN ETOS KERJA GURU DITINJAU DARI GAYA KEPEMIMPINAN KEPALA SEKOLAH." Jurnal Administrasi Pendidikan 20, no. 2 (October 1, 2023): 157–68. http://dx.doi.org/10.17509/jap.v28i1.31509.
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The objective of this research is how the leadership of the principal can improve the work ethic of teachers in schools. The research method used a case study with a qualitative research approach. The results showed that the increase in the work ethicof teachers was evident from the leadership style adopted by the headmaster, so that a significant increase was obtained according to the vision and mission of the school. Work ethic is a mental attitude that contains values related to the morale of a teacher. The work of a teacher is currently understood as a professional, for that a teacher is required to have a work ethic that has positive work behavior at the level of awareness, confidence and high commitment in order to achieve the goals, vision and mission of the organization.
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Nyang’ara., Naftal M., and Cherono Anne. "Effect of Teachers Working Conditions on Academic Performance of Pupils in Public Primary Schools in Kuresoi South Sub County, Nakuru County, Kenya." International Journal of Research and Innovation in Social Science VIII, no. VI (2024): 2000–2005. http://dx.doi.org/10.47772/ijriss.2024.806151.
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Many primary schools face “a teacher motivation crisis” as a result of low accountability, ineffective policy environment and management, low pay, low vocational and occupational status, poor working and living conditions. Working and living conditions affect teacher morale and motivation and thus their performance. The key factors are workload, classroom conditions, management support and distance at work, housing and travel affects Teacher morale and motivation. The high cost of travel contributes to teacher absenteeism and lateness in schools while very large class sizes are the norm for most teachers in countries such as Kenya. The purpose of this study was to establish the effect of teacher working conditions on the academic performance of pupils in public primary schools in Kuresoi South Sub-County, Nakuru County, Kenya. To achieve this objective, the study the study adopted an ex-post facto research design. The target population of the study was 91 public primary schools, 91 head teachers, and 784 primary school TSC teachers in Kuresoi South Sub County, Kenya. Simple random sampling was employed in the selection of the study sample in which 273 participants were randomly selected from a target population of 875. The 273 participants were drawn from the 91 schools and this provided for at least 2 teachers in every school, and the Head teacher. The main tool for data collection was the questionnaire. The data from the questionnaire was processed by editing, classifying, and coding before being analyzed by the computer using Statistical Package for Social Sciences (SPSS) version 24.0. Descriptive statistics used encompassed measures of distribution in the form of frequencies and percentages, measures of central tendencies represented by the means, and measures of dispersion in the form of standard deviations. Inferential statistics took the form of Spearman rank correlation and multiple regressions. The results indicated that teacher working conditions had a positive and significant influence on academic performance. The study concluded that the working conditions of teachers in Kuresoi South Sub County were not good. The study therefore concluded that poor or bad teacher working conditions had negative academic performance of pupils. This was supported by a positive and significant relationship between teacher working conditions and academic performance. The study recommended that the school should provide lunch and tea to teachers, provide houses to teachers, and provide teaching/learning resources as well as adequate infrastructural facilities. Overall, it is recommended that good teacher working conditions should be emphasized as doing so brings about improved academic performance.