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1
Ragland, Rachel G. "Teachers and Teacher Education in High School Psychology: A National Survey." Teaching of Psychology 19, no. 2 (1992): 73–78. http://dx.doi.org/10.1207/s15328023top1902_2.
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This study provides a description of high school psychology teachers. A questionnaire was distributed to high school principals and teachers throughout the U.S. Data were obtained on school demographics, curricula, and teacher characteristics, including academic and professional preparation and certification. A noteworthy finding was the personality-developmental orientation of most high school psychology courses. In addition, most schools have one psychology teacher, who teaches one psychology class in the social studies department. As undergraduates, most teachers majored in social studies and took general or educational psychology courses. Classroom techniques for teaching psychology were generally not covered in professional preparation. Implications and recommendations are presented.
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Ellison, Douglas W., and Amelia Mays Woods. "Physical education teacher resilience in high-poverty school environments." European Physical Education Review 25, no. 4 (2018): 1110–27. http://dx.doi.org/10.1177/1356336x18800091.
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The purpose of this study was to investigate how the organizational context within high-poverty schools influences physical education (PE) teacher resilience. This study used an exploratory multiple case study design grounded in resilience theory. School administrators can create environments that either support or inhibit teachers’ attitudes about their jobs by the organizational structures and cultures they create in schools and through the relationships they foster. Because teacher attrition has a negative influence on the educational system, especially in high-poverty schools, providing resources to build resilience in teachers is critical to their professional success and development. Although literature exists related to PE teacher attrition, little work has focused on the reasons that they may remain in their role as a PE teacher. Understanding the facilitators and barriers to PE teacher resilience may aid in alleviating PE teacher attrition in high-poverty schools. The teacher participants ( n = 10) and school administrators ( n = 4) were chosen from six schools (five elementary schools and two middle schools) from two (one urban, one rural) high-poverty school districts (identified by having at least 90% of students eligible for free and reduced price lunch) in the Midwestern US. Two main themes surfaced regarding teachers’ resilience capacity: (a) school culture – the inconsistency in perceived leadership and support; and (b) elevated teacher turnover.
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RATIH, Dina S. V., Hafied CANGARA, and Nandang M. SANTOSA. "Instructional Communication in International High School in DKI Jakarta: A Case Study." International Journal of Environmental, Sustainability, and Social Science 4, no. 6 (2023): 1690–701. http://dx.doi.org/10.38142/ijesss.v4i6.905.
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Instructional communication is an important element in educational communication between teachers and students. The high school international school environment is different from the national school. This study aims to find out the influence and results of analysis on international school standards and teacher competence in high schools located in DKI Jakarta on instructional communication and communication behaviour. The methodology used is a mixed sequential explanatory method, conducting a survey of high school level students at an international school in DKI Jakarta and processed through semi-structural interviews and literature. The results shown that international school standards directly influence communication behaviour but not directly affect instructional communication. While teacher competence directly influences instructional communication, not directly affect communication behaviour. However, instructional communication as an intervening variable increases influence on international school standards and teacher competence on communication behaviour. Hence, the environment and the teacher's competence influence how the teacher teaches and acts as a model through verbal and nonverbal instructional communication. However, cultural and experiential also influence how Indonesian and foreign teachers apply instructional communication and react to students. The reactions of the two communities are sometimes different and have an impact on the profile of students who study abroad.
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Gökyer, Necmi, and İsmail Türkoğlu. "Teachers' Development Approaches of High School Administrators." World Journal of Education 8, no. 4 (2018): 118. http://dx.doi.org/10.5430/wje.v8n4p118.
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The purpose of this research is to determine the level of teacher development approaches of high school managers,according to their views and the opinions of teachers. The universe of the study constitutes of 2805 teachers in 47high schools in Elazığ province in 2016-2017 academic year conducted in screening research type. The sampleconsists of eight schools determined by random sampling method and 356 teachers and 150 managers working inthese schools. According to the results of the research, managers use the approaches which are in the sub-dimensionsof teacher development activities and the continuous professional development, and the whole scale at the level of“sometimes”; and the approaches which are in sub-dimensionof the educative role of administrators of at the level of“always”. According to the views of high school teachers, school administrators use the approaches in thesubdimensions of educative role of managers, teacher development activities and in the whole scale at the level ofmostly.
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Hasbi Sjamsir, Usfandi Haryaka,. "Factors Influencing Teachers’ Performance in Junior High School." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 6 (2021): 2058–71. http://dx.doi.org/10.17762/turcomat.v12i6.4810.
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The study aims to determine whether work motivation affects teacher performance, discipline influences teacher performance, and teacher interpersonal communication affects teacher performance. Also, this research explores the prominent factors that influence teacher performance. This research was conducted at Samarinda Middle School with a sample of 60 randomly selected teachers from six Junior High Schools in Samarinda. The data were collected using a questionnaire, followed by interviews with five teacher representatives from each school. Furthermore, the data were analyzed by path analysis. The findings indicate that: (1) work motivation had a direct positive effect on teacher performance, (2) work discipline had a direct positive influence on teacher performance, (3) teacher interpersonal communication had a direct effect on teacher performance, and (4) the most dominant influential factor on teacher performance was teachers’ interpersonal communication.
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Minor, Elizabeth Covay, Guan K. Saw, Kenneth Frank, Barbara Schneider, and Kaitlin T. Torphy. "External Contextual Factors and Teacher Turnover: The Case of Michigan High Schools." Teachers College Record: The Voice of Scholarship in Education 121, no. 11 (2019): 1–30. http://dx.doi.org/10.1177/016146811912101106.
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Background/Context All organizations face turnover in their workforce; however, in schools high turnover can interfere with the effectiveness and efficiency of the school. While past research has examined school-related factors linked to teacher turnover, few studies have examined how external contextual factors are related to teacher turnover. This study examines the role of two external contextual factors in teacher turnover: economic downturns and changes in state curricular policy (the Michigan Merit Curriculum [MMC]). Purpose/Objective/Research Question/Focus of Study This study asks the extent to which the economic crisis of 2009 and the implementation of the MMC are related to school-level teacher turnover rates and whether those relationships vary by school locale and within the school year. Population/Participants/Subjects The data include full-time high school teachers in the state of Michigan aggregated to the school level. Research Design Using eight years of statewide longitudinal data from Michigan, the study employs school fixed effects models to account for possible differences in unobservable school characteristics that are constant over time and may be related to teacher turnover. The study examines teacher turnover at both the mid-year and the end of the year as teachers leave schools at various points during the school year. Additionally, this study considers how turnover is experience differentially by urbanicity. Findings/Results Between 3.2% and 15.5% of teachers left their school over the eight-year period. The rates of turnover varied by the time of the school year with more teachers leaving at the end of the year than during mid-year. There was a significant increase in teacher turnover rates around the announcement of the MMC as well as the economic downturn. While all locations were impacted by the announcement of the MMC, the largest amount of turnover occurred in urban areas and the lowest for suburban areas. In terms of the economic downturn, towns were impacted the most, followed by rural and suburban schools. Urban areas did not see a significant increase in teacher turnover related to the recession. Conclusions/Recommendations The authors conclude that external contextual factors are related to increases in teacher turnover independent of each other. How these factors relate to teacher turnover does depend on school locale. While this study was based in Michigan, all states have their own policy and economic pressures to consider in related to school-level decision making and teacher turnover.
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Maulidia, Citra, Herman Nirwana, and Marlina Marlina. "Reinforcement Level: An Analysis Teacher in Junior High School Teacher." International Journal of Applied Counseling and Social Sciences 2, no. 2 (2021): 108–16. http://dx.doi.org/10.24036/005415ijaccs.
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The implementation of the learning process cannot be separated from the existence of the teacher. The creation of an effective learning atmosphere requires a close relationship between teachers and students. The reinforcement given by the teacher affects the level of student activity and participation in the learning process. In schools, there are still teachers who are not appropriate to implement reinforcement. This can be seen in the poorly educated treatment of teachers towards students, such as yelling at students in public, and negative labeling of students.The purpose of this study was to describe the level of reinforcement of subject teachers in Padang City Junior High School. This research uses a quantitative descriptive approach. The research sample consisted of 149 students who were taken using the purposive random sampling technique. The instrument used was the "Teacher Reinforcement Scale" with a reliability value of 0.714. The results of this study reveal that the reinforcement of subject teachers in schools is in a low category. The results of the study generally show that the reinforcement of subject teachers is in a low category and needs to be improved in order to encourage students to be more active in participating in the learning process. The results of this research can be used as a basis for school counselors or Guidance and Counseling teachers in providing guidance and counseling services in schools by involving subject teachers.
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Wu, Shwu Ming. "The Relationship between Emotional Intelligence of School Principals, Psychological Climate, and Teacher Motivation." International Journal of Emotional Education 15, no. 2 (2023): 71–85. http://dx.doi.org/10.56300/eelr3418.
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Psychometrically sound and practical measures of emotional intelligence of school principals, psychological climate, and teacher motivation were developed. The aim of this study was to explore the relationships and effects among these variables and to compare the differences between high school and vocational high school, as well as public and private school teachers. A sample of 336 teachers was recruited from different high and vocational high schools in Taiwan. Through MANOVA and hierarchical multiple regression analyses, these measures of emotional intelligence of school principals, psychological climate, and teacher motivation were found to be reliable and valid instruments. Vocational high school teachers scored higher than high school teachers on perceived self-motivation of principals, psychological climate, and teacher motivation. Private school teachers showed higher perceived empathy and principals’ relationships, as well as pressure of psychological climate, whereas public school teachers exhibited higher levels of psychological climate and intrinsic motivation. Additionally, strong positive correlations were found among all three variables, particularly, emotional intelligence of principals and psychological climate, which were found to be significant predictors of teacher motivation. The implication for school principals is that they should focus on enhancing their emotional intelligence and creating a more positive psychological climate, which in turn, promotes teacher motivation. Keywords: emotional intelligence, psychological climate, teacher motivation, school principals, school teachers.
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Ibnu Syaakir and Donal Devi Amdanata. "DAMPAK SUPERVISI KEPALA SEKOLAH TERHADAP KINERJA GURU DI TINGKAT SEKOLAH LANJUTAN TINGKAT PERTAMA (SLTP)." AMNESIA (JURNAL MANAJEMEN SUMBER DAYA MANUSIA) 1, no. 4 (2023): 168–73. http://dx.doi.org/10.61167/amnesia.v1i4.89.
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This study aims to analyze the impact of school principals' supervision on teacher performance in public Junior High Schools (SLTP) in the Batang Tuaka District. School principals' supervision is an essential factor in improving teaching quality, teacher motivation, and collaboration among teachers. Descriptive research method was employed, gathering data through observations, interviews, and documentary studies. The results of the study indicate that school principals' supervision has a positive impact on teacher performance. Directed and effective supervision helps improve the quality of teachers' instruction, motivates teachers in carrying out their duties, and fosters collaboration among teachers. Supporting factors such as effective communication, active teacher involvement, consistent support from school principals, and a school culture that supports the professional development of teachers also play a vital role in maximizing the impact of school principals' supervision. Therefore, it is recommended that school principals and relevant stakeholders pay serious attention to the practice of school principals' supervision to enhance the quality of education in public Junior High Schools in the Batang Tuaka District. This study provides a significant contribution to understanding the relationship between school principals' supervision and teacher performance in the context of public Junior High Schools.
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Sinulingga, Albadi, Suprayitno Suprayitno, and Dian Pertiwi. "Professionalism of physical education teachers: from the leadership of school principals, school culture to teacher work motivation." Jurnal SPORTIF : Jurnal Penelitian Pembelajaran 5, no. 2 (2019): 296. http://dx.doi.org/10.29407/js_unpgri.v5i2.13113.
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This study aims to obtain an overview of the relationship between school principal leadership, school culture and teacher work motivation on the professionalism of physical education teachers. The study uses a quantitative approach with the Ext-Post Facto method. The population in this study amounted to 952 people from 34 Public and Private Vocational High Schools (SMK) registered in MGMP (Subject Teachers' Consultation) Physical Education Vocational School Physical Education Serdang Bedagai Regency in North Sumatra Province in 2017. Samples of 30 physical education teachers from 34 Schools using purposive sampling techniques. Data collection techniques using a questionnaire. Data analysis techniques using path analysis. The results showed that the principal's leadership and work motivation of teachers directly affected teacher professionalism, while school culture would not affect teacher professionalism. The conclusion is that the principal's good leadership, healthy school culture, and high teacher motivation are factors of high and low teacher professionalism.
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Khairiah, Khairiah, Zuraida Zuraida, and Heru Fahlevi. "The Effect of Financial Compensation, Performance Assessment, and Competencies on the Performance of High School Teachers." AL-ISHLAH: Jurnal Pendidikan 15, no. 2 (2023): 2114–25. http://dx.doi.org/10.35445/alishlah.v15i2.2742.
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This study aims to examine the effect of financial compensation, performance appraisal, and competence on the performance of senior high school teachers in Banda Aceh City. The research was conducted in a senior high school in Banda Aceh City. The population of this study was 30 high school seniors consisting of 19 senior high schools, 6 vocational high schools, 3 state madrasah aliyah, and 2 integrated dayah. This study uses a mixed method. The research data was obtained by distributing questionnaires and interviews. The data is then analyzed quantitatively and qualitatively. The results of the study showed that 1) The results of quantitative calculations, financial compensation and teacher competence jointly affect teacher performance, but performance appraisal does not affect the performance of senior high school teachers in Banda Aceh City. Partially, there is an effect of financial compensation and teacher competence on the performance of high school teachers in Banda Aceh City. However, there is no effect of performance appraisal on the performance of senior high school teachers in Banda Aceh City. 2) Qualitatively, the results of interviews with principals showed financial compensation and teacher competence. Meanwhile, teacher performance appraisal only affects teacher performance if there is feedback and supervision from the principal. According to school principals, other factors that influence teacher performance are internal and external factors, namely the motivation and character of teachers, which are supported by the leadership and work environment.
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Yuslah, Yustin, Bukman Lian, and Syaiful Eddy. "The influence school management and professional teachers motivation to the teachers in high school." JPGI (Jurnal Penelitian Guru Indonesia) 6, no. 3 (2021): 673. http://dx.doi.org/10.29210/021108jpgi0005.
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This research to know the politically charged raid aimed at school management and motivation of teachers professional high school teacher in kecamatan pedamaran.hipotesis asked in this research , management is the professional senior high school teachers in schools to pedamaran sub district , work is the motivation to performance in kecamatan pedamaran high school teacher , is the school management and motivation, working together on the same high school teacher in kecamatan pedamaran professional .In penilitian , hifotesis in use is the partial ) ( t , the simultaneous ) ( f , a correlation coefficient ( r ) ( r2 ) and coefficients determined. The results of the analysis supported survey data the results of the analysis and interview prove that there is influence professional school management to senior high school teachers in kecamatan pedamaran, influence motivation is work on performance senior high school teachers in kecamatan pedamaran, influence school management and motivation is work together to same professional senior high school teachers in kecamatan pedamaran with significant standard α < 0,05.
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Sumual, Tinneke E. M., Herry Sumual, Robby Dondokambey, Reza A. W. Dotulong, and Keith F. Ratumbuisang. "Influence Leadership Head School to Performance High School Teacher in Minahasa Regency." International Journal of Information Technology and Education 3, no. 3 (2024): 175–84. http://dx.doi.org/10.62711/ijite.v3i3.197.
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This research was conducted to determine the influence of leadership School Principals on the Performance of Middle School Teachers in Minahasa Regency. There are 38 state junior high schools and private with a total of 581 teachers. These junior high schools are spread across 14 sub-districts. A study done including study quantitative causality with technique collection data use method libraries research ie assessment And analysis return to research previous Which related with influence Principal leadership on teacher performance. The research results show that the leadership Head School proved their connection positive And influential in a way significant to the Performance of the Teacher.
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Chen, Liuye. "Difference of Teachers Teaching Objectives Between Chinese High School and American High School." Lecture Notes in Education Psychology and Public Media 48, no. 1 (2024): 136–44. http://dx.doi.org/10.54254/2753-7048/48/20231625.
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In this paper, the researcher explored the factors associated with different teaching objectives of American and Chinese high school teachers. The semi-structured interviews were conducted with a group of teachers who have rich experience teaching in American or Chinese high schools to understand (1) their teaching objectives, (2) the educational goals of the school, (3) their teaching styles and (4) why they want to be a teacher. Results concluded three key factors: (1) the effect of the schools educational goals; (2) the importance of students reactions and classroom environment; (3) how personal values and interests influence teachers goals.
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Ybnu Taufan, Muhammad. "Professional Development of Teachers, Competencies, Educational Facilities and Infrastructure on Teacher Performance and Learning Achievement of High School Students in Makassar City." Golden Ratio of Social Science and Education 2, no. 1 (2022): 24–38. http://dx.doi.org/10.52970/grsse.v2i1.168.
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This study aims to analyze teacher professional development, competence, educational facilities, and infrastructure that affect teacher performance and high school student learning achievement. The population in this study was all teachers from five public high schools and five private high schools, with 183 teachers as samples. The analytical model used in this study is a structural equation model (SEM) using the AMOS program. The results showed that teacher professional development has no significant effect on the performance. Competence, educational facilities, infrastructure, and teacher professional development, have a positive and significant effect on teachers' performance. Competence has no significant impact on the performance of teachers. Educational facilities and infrastructure have a positive and significant effect on student learning achievement. Teacher performance has a positive and significant effect on students' learning achievement. Teacher professional development has a positive and significant effect on the learning achievements of high school students through teacher performance. Competence has a positive and significant effect on the learning achievement of high school students through teacher performance. Educational facilities and infrastructure have a positive and significant effect on the learning achievements of high school students through teacher performance.
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Liham, Febronia, Yarnest Yarnest, and Syaiful Arifin. "The Influence of Competence, Motivation, and Performance Teacher on the Effectiveness of Student Learning in National Middle School and High School Malang." East African Scholars Journal of Economics, Business and Management 6, no. 10 (2023): 374–80. http://dx.doi.org/10.36349/easjebm.2023.v06i10.004.
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This research aims to describe the variables of competency, teacher performance motivation, and student learning effectiveness in Malang National Middle and High Schools. To analyze the influence of competency variables and teacher performance motivation simultaneously on student learning effectiveness variables in Malang National Middle and High Schools. To find out and analyze the influence of competency variables, and teacher performance motivation partially on student learning effectiveness variables in Malang National Middle and High Schools. To find out and analyze the influence of competency variables, teacher performance motivation is the dominant variable of student learning effectiveness in Malang National Middle and High Schools. This research used descriptive quantitative method. The population in this study was 73 teachers, sourced from 40 teachers from Malang National Middle School and 33 teachers from Malang National High School, so the total population was 73 teachers. The sampling technique uses non- probability sampling, census type/total sampling. The data analysis technique in this research used multiple linear regression analysis. The results of the research showed that (1) the variables of competency, motivation, and teacher performance simultaneously do not have a significant effect on the variable of student learning effectiveness in Malang National Middle School and High School. (2) The variables of competence, motivation, and teacher performance partially have a significant effect on the variable of student learning effectiveness in Malang National Middle School and High School. (3) The competency variable has a dominant influence on the effectiveness of student learning in Malang National Middle School and High School.
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Rahmawati, Niswanto, and Ismail. "The Influence of Culture and Teacher Competence on Productivity in Vocational High Schools in Pidie Regency." International Journal of Educational and Life Sciences 3, no. 5 (2025): 2109–18. https://doi.org/10.59890/ijels.v3i5.8.
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School culture and teacher competence play a crucial role in enhancing school productivity, particularly in Vocational High Schools (SMK) in Pidie District. This productivity is reflected in students' academic achievements and their readiness to enter the workforce. The study population consists of 436 teachers and school principals from 14 SMKs spread across various sub-districts. The sample was selected using the Proportionate Random Sampling technique, resulting in three representative schools: SMKN 1 Sigli, SMKN 2 Sigli, and SMKN 3 Sigli, with a total of 225 respondents, including teachers and school principals. Data analysis was conducted using simple linear regression and multiple regression tests to measure the relationship between school culture and teacher competence with school productivity. The regression analysis results indicate that school culture significantly influences school productivity, contributing 36.6% (R² = 0.366), while teacher competence contributes 16.9% (R² = 0.169). Simultaneously, these two factors account for 53.5% of school productivity, while 46.5% is influenced by other factors. These findings emphasize that a positive school culture and high teacher competence enhance academic achievement, learning effectiveness, and students' readiness for the workforce. Therefore, strengthening school culture, improving teacher competence, and fostering partnerships with industries are key strategies for enhancing the quality of education in vocational schools.
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Arifin, Andrianto, Mansyur Ramly, Mursalim, Junaiddin Zakaria, and Ernawati Malik. "Analysis of Teacher Commitment, Motivation, and Satisfaction with School Culture and Performance of State High School Teachers in Baubau City." Revista de Gestão Social e Ambiental 18, no. 7 (2024): e06071. http://dx.doi.org/10.24857/rgsa.v18n7-054.
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Purpose: The primary objective of this research was twofold: firstly, to examine the direct impact of teacher commitment, teacher motivation, and teacher satisfaction on school culture and the performance of State High School teachers in Baubau City; secondly, to analyze the indirect effects of these factors on school culture and teacher performance.
 
 Methods: The research methodology involved distributing questionnaires to 213 State High School teachers across seven schools in Baubau City. Statistical analysis was conducted using Structural Equation Modeling (SEM), a technique employed to test hypotheses and model relationships among variables.
 
 Results and Discussion: The findings revealed several significant relationships: (1) Teacher commitment exhibited a direct positive influence on school culture, (2) Teacher motivation demonstrated a direct negative impact on school culture, and (3) Teacher satisfaction had a direct negative effect on school culture. Additionally, (4) Teacher commitment, teacher motivation, and teacher satisfaction each directly influenced teacher performance positively. However, (5) school culture did not directly affect teacher performance.
 
 Implications of the Research: The implications of these findings suggest that fostering teacher commitment and motivation while addressing factors contributing to teacher satisfaction are crucial for shaping a positive school culture. Additionally, recognizing the direct influence of teacher commitment, motivation, and satisfaction on teacher performance underscores the importance of prioritizing these aspects within educational institutions.
 
 Originality/Value: This research contributes to the existing literature by elucidating the intricate relationships between teacher commitment, motivation, satisfaction, school culture, and teacher performance. The findings offer valuable insights for educational policymakers, school administrators, and educators to enhance organizational effectiveness and teacher productivity within State High Schools in Baubau City.
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Hildayati. "The Influence of Principal Instructional Leadership, School Climate, and Work Motivation on Teacher Professionalism in Public High Schools throughout Barito Kuala Regency." EduLine: Journal of Education and Learning Innovation 4, no. 1 (2024): 53–67. http://dx.doi.org/10.35877/454ri.eduline2377.
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Low teacher professionalism in State Senior High Schools in Barito Kuala Regency is caused by instructional leadership, school atmosphere, and job motivation, thus this study aims to increase teacher professionalism. This study examines how Principal Instructional Leadership, School Climate, and Work Motivation affect Teacher Professionalism in Barito Kuala Regency Public High Schools. This study uses descriptive quantitative methods and a route analysis model (Part Analysis) to analyse variable influences. Probability Sample Random Sampling was used to sample 145 of 228 state teachers in Barito Kuala Regency's state high schools. SPSS 20 was used to descriptively and inferentially analyse questionnaire and documentation data. The regression coefficient of the principal's instructional leadership variable on teacher professionalism was 0.283. School climate favouring teacher professionalism 0.248. Work motivation on teacher professionalism 0.434. Principal instructional leadership on school atmosphere 0.748. On work motivation, the principal's instructional leadership was 0.871, and indirectly: Principal teaching on teacher professionalism via school atmosphere had a leadership 0.178 path coefficient. Principal instructional leadership towards teacher professionalism via job motivation had a 0.730 path coefficient. This research found that the principal's instructional leadership, school climate, and work motivation at Barito Kuala Regency Public High School are high, while teacher professionalism is very high. The principal's instructional leadership, school atmosphere, and job motivation somewhat affect teacher professionalism in Barito Kuala Regency state high schools. The principal's instructional leadership indirectly affects teacher professionalism via school atmosphere and job motivation in Barito Kuala Regency state high schools. The suggestions demand more teacher professionalism, notably pedagogical ability.
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Sass, Daniel Allen, Belinda Bustos Flores, Lorena Claeys, and Bertha Pérez. "Identifying Personal and Contextual Factors that Contribute to Attrition Rates for Texas Public School Teachers." education policy analysis archives 20 (May 30, 2012): 15. http://dx.doi.org/10.14507/epaa.v20n15.2012.
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Teacher attrition is a significant problem facing schools, with a large percentage of teachers leaving the profession within their first few years. Given the need to retain high-quality teachers, research is needed to identify those teachers with higher retention rates. Using survival analyses and a large state dataset, researchers examined teacher data to identify those teacher and school variables associated with attrition. Unique to this study was the investigation of testing era (basic competency vs. higher standards based), school districts’ yearly ratings based on state-mandated testing, and charter school status. Analyses revealed that teacher attrition was greater during the high stakes-testing era, at low-performing schools, and for charter schools; however, beginning teacher age, gender, and school level moderated several attrition rates. Implications for public policy are discussed.
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Lee, Jee Young, Min Jo Kim, and Jongyeon Ee. "The Effect of Professional Learning Communities and Contextual Factors on Teacher Leadership in the Korean High School Context." Asia Pacific Journal of Educators and Education 38, no. 2 (2023): 131–53. http://dx.doi.org/10.21315/apjee2023.38.2.8.
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This study investigates the impact of Korean high school teachers’ perception of the benefits of participating in professional learning communities (PLCs) on teacher leadership using administrative survey data collected by the Gyeonggi Institute of Education. The findings indicate that positive experiences with PLCs can promote teacher leadership both within and beyond the classroom, highlighting the importance of providing professional development opportunities, collaboration and activities through PLCs. Furthermore, the study emphasises the crucial role of school culture, particularly positive school culture and supportive principal leadership in fostering teacher leadership both within and beyond the classroom. However, it also reveals that power dynamics and hierarchies in schools may negatively impact teacher leadership, particularly among female and non-tenured teachers in their beyond-classroom teacher leadership. Finally, the study shows that the innovative school status schools in Gyeonggi Province in South Korea has limited influence on the level of teacher leadership, or in some cases, may even have indicated lower levels of leadership compared to regular schools.
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Susanto, Syahri, and Bayu Priyatna. "Teacher Monitoring Application in Teaching Based on CodeIgniter Framework in High Schools." Buana Information Technology and Computer Sciences (BIT and CS) 1, no. 1 (2020): 12–15. http://dx.doi.org/10.36805/bit-cs.v1i1.679.
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This is Teacher monitoring in teaching at one Karawang Middle School, is needed to monitor teachers in teaching in class so it can be seen whether the teacher often does teaching and learning activities or not, teachers do not always attend school then carry out teaching and learning activities and also not teachers are not in attendance does not give assignments as a substitute for learning. This monitoring application can support the teacher monitoring process in teaching in the classroom. The system development method used is a waterfall and uses PHP and MySQL. This application is a consideration of how often the teacher teaches in class.
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Guin, Kacey. "Chronic Teacher Turnover in Urban Elementary Schools." education policy analysis archives 12 (August 16, 2004): 42. http://dx.doi.org/10.14507/epaa.v12n42.2004.
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This study examines the characteristics of elementary schools that experience chronic teacher turnover and the impacts of turnover on a school’s working climate and ability to effectively function. Based on evidence from staff climate surveys and case studies, it is clear that high turnover schools face significant organizational challenges. Schools with high teacher turnover rates have difficulty planning and implementing a coherent curriculum and sustaining positive working relationships among teachers. The reality of these organizational challenges is particularly alarming, given that high turnover schools are more likely to serve low-income and minority students. The negative relationship between teacher turnover and school functioning, and the fact that turbulent schools are disproportionately likely to serve lowincome and minority students have important implications for both district and school-level policies. Specifically: Teacher turnover rates are one indicator of school health, which school districts should consider when focusing on school improvements. Districts need to begin by developing the means to identify individual schools that experience high levels of teacher turnover. Current district policies in implementing professional development for teachers in low-performing schools are inefficient when teachers do not remain in the schools in which they are trained. In order for low-performing schools to improve, districts need to consider providing incentive programs so that high quality teachers apply for, and remain in, these schools. Future research is needed to address the causal link between turnover, organizational functioning and student outcomes. Additionally, there is a need for research examining district policies that may facilitate teacher turnover within a district, including how districts place and transfer teachers, as well as how teachers’ salaries are budgeted.
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Savitri, Jane, Meilani Rohinsa, Serena Wijaya, Stephanie Andamari, and Meilia Trisito Anggraeni. "The Role of Teacher Support in Student Engagement through Basic Needs Satisfaction in High School Students." Humanitas (Jurnal Psikologi) 7, no. 3 (2024): 343–56. http://dx.doi.org/10.28932/humanitas.v7i3.7763.
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Research shows that teacher support can increase student involvement in school activities or what is known as school engagement. Students who are engaged are better able to adapt and show better academic achievement. Teachers as authority figures in schools play a role in providing the support that students need. Forms of support that teachers can provide to students include teacher involvement, teacher autonomy support and teacher structure. How teacher support influences high school students' school engagement will be seen based on the Basic Needs Satisfaction theoretical framework, namely through fulfilling students' basic psychological needs in the form of fulfilling the need for competence, need for autonomy and need for relatedness. Data were collected using the Teacher Support questionnaire which was constructed by researchers based on the theory of Klem and Connell (2004), the Basic Needs Satisfaction questionnaire was an adaptation of the "Feeling I Have" measuring instrument constructed by Deci and Ryan (2000), while the School Engagement questionnaire was constructed by researchers based on the theory of Fredricks, Blumenfeld and Paris (2004). Data processing was carried out using Mediation Analysis. The results of data processing show that Teacher Support can increase student School Engagement directly or indirectly through the three types of Basic Needs Satisfaction (partial mediation). This research provides implications for schools to focus more on developing teachers' abilities in providing involvement, autonomy and structure support.
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DeCesare, Michael. "The High School Sociology Teacher." Teaching Sociology 33, no. 4 (2005): 345–54. http://dx.doi.org/10.1177/0092055x0503300401.
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High school teachers of sociology have long been neglected by academic sociologists and the ASA. Recent developments are encouraging, however. In 2001, the ASA appointed a Task Force on the Advanced Placement Course for Sociology in High School, and Teaching Sociology has published three articles on high school sociology since that year. Still, there is a dire need for research on the characteristics and experiences of teachers themselves, and for empirically-based recommendations for assisting them. The current study uses questionnaire data to examine the personal and professional characteristics of the teachers who offered a sociology course in Connecticut public high schools during academic year 2000-01. The results indicate that teachers have little formal education in sociology, are not involved in the professional activities of the discipline, and have virtually no exposure to sociology outside of their own courses. The paper concludes with recommendations for future research and action.
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Gordon, Stephen P., and Marianne Reese. "High-Stakes Testing: Worth the Price?" Journal of School Leadership 7, no. 4 (1997): 345–68. http://dx.doi.org/10.1177/105268469700700402.
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The Texas Assessment of Academic Skills (TAAS) is a classic case of the high-stakes test, accompanied by rewards for high performing schools and sanctions for lower performing schools. In this study, over 100 teachers from Texas school districts completed open-ended surveys on how they prepare students for TAAS and the effects of the test on students, teachers, and schools. Twenty of the survey respondents engaged in interviews to gather in-depth data on their perceptions of TAAS. Results provide preliminary indications that, for many schools, high-stakes testing has become the object rather than the measure of teaching and learning, with negative side effects on curriculum, teacher decision making, instruction, student learning, school climate, and teacher and student self-concept and motivation.
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Reznik, Semen Davydovich. "High school teacher: problems and prospects." Moscow University Pedagogical Education Bulletin, no. 2 (June 29, 2011): 49–55. http://dx.doi.org/10.51314/2073-2635-2011-2-49-55.
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The article discusses the priorities for action high school teacher. Propose a model of quality and competence of teachers of the modern university. Describes the experience of training at the Institute for Student Leadership and self-orientation for young teachers.
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Gultom, Hotlinar, Betty A. S. Pakpahan, Bernard Lubis, Robert J. T. Sitio, and Rogate A. T. Gultom. "The Influence of School Principals' Innovative Leadership and Teachers' Professional Competence on the Work Motivation of Public High School Teachers in Tarutung District." JUPE : Jurnal Pendidikan Mandala 9, no. 2 (2024): 130. http://dx.doi.org/10.58258/jupe.v9i2.6856.
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The aims of this research are 1) to determine the influence of the principal's innovative leadership on the level of work motivation of State High School teachers in Tarutung District; 2) to determine the professional competence of teachers in increasing the work motivation of State High School teachers in Tarutung District; 3) to determine the influence of the principal's innovative leadership and teacher professional competence together on the work motivation of State High School teachers in Tarutung District. The method used in this research is a quantitative research method. The population is all teachers at State High Schools in Tarutung District spread across 3 schools totaling 90 teachers and this research is a population study. Data was collected using a closed questionnaire with 96 items. The results of data analysis show that: 1) the calculated F value > F table between the principal's Innovative leadership on Teacher Work Motivation is 42.371 > 3.07, thus it is known that there is an influence between the principal's Innovative leadership on the Work Motivation of Public High School Teachers in Tarutung District, namely amounting to 32.5%, 2) the calculated F value > F table between Teacher Professional Competency and Teacher Work Motivation, namely 28.336 > 3.07, thus it is known that there is an influence between Teacher Professional Competency on State High School Teacher Work Motivation in Tarutung District, which is equal to 24.4%, 3) the calculated F value > F table between the principal's Innovative leadership and Teacher Professional Competence on Teacher Work Motivation, namely 26.483 > 3.07, thus it is known that there is an influence between the principal's Innovative leadership and Teacher Professional Competence on Work Motivation State High School teachers in Tarutung District are 37.8%, thus Ha is accepted and H0 is rejected.
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HIDIROĞLU, Çağlar Naci. "Secondary/High School Mathematics Teachers' and Mathematics Teacher Candidates' Opinions about HTTM (History/Theory/Technology/Modeling) Learning Process." Acta Didactica Napocensia 14, no. 2 (2021): 346–75. http://dx.doi.org/10.24193/adn.14.2.25.
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"Abstract: The aim of this study is to investigate the opinions of the secondary and high school mathematics teachers and mathematics teacher candidates who have been educated about HTTM learning process and experienced HTTM activities in the classroom environment about HTTM learning process. The study is a basic qualitative research study conducted with a qualitative understanding. The sample of the study consisted of three secondary school maths teachers working in different secondary schools and three high school math teachers working in different high schools in Turkey during 2016-2017 academic year, five senior class students who are secondary school mathematics teacher candidates taking teaching practice course and applying teaching practices at different secondary schools and five high school mathematics teacher candidates applying teaching practices at different high schools. The data of the study is comprised of video analysis of the interviews conducted through semi-structured interview form with the secondary and high school mathematics teachers and mathematics teacher candidates. Content analysis technique was used in the research. As a result of the data analysis, a two-dimensional structure related to HTTM learning process was obtained. In the first dimension of the findings 15 themes were obtained. These are preparation, time, flexibility, interdisciplinary nature, contemporary skills, technology integration, history of science integration, working with groups, metacognitive skills, conceptual understanding, projects, problem posing, motivation, evaluation and teacher competency. In the second dimension of the findings; benefits, difficulties and suggestions related to 15 themes were put forward."
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Rofiah, Lailatul. "Pengaruh Motivasi Kerja Guru dan Keaktifan dalam MGMP terhadap Kreativitas Guru Ekonomi di SMA Se-Kota Malang." Tarbiyatuna : Kajian Pendidikan Islam 3, no. 1 (2019): 21. http://dx.doi.org/10.29062/tarbiyatuna.v3i1.197.
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The main actor in education is a teacher. the task of the teacher is not only to enter the class, convey the subject matter, give assignments, then finish, but the teacher has the task of how the students who have diverse characteristics can be active and have creative thinking. Before transmitting their creativity to students, the teacher as an educator must know the creative potential that must be possessed. Teacher creativity can arise if the teacher is active in activities / training conducted at school or outside the school such as active activities in the MGMP, active in MGMP can arise if the teacher has high work motivation. The purpose of this study was to determine (1) the effect of teacher's work motivation on the creativity of economic teachers in high schools throughout the city of Malang, (2) the effect of MGMP activeness on the creativity of economic teachers in high schools throughout Malang, (3) the influence of teacher's work motivation and activeness in MGMP, towards the creativity of economic teachers in high schools throughout Malang. The results of this study are teacher work motivation and activeness in MGMP together have a significant effect on the creativity of economic teachers in high schools throughout Malang City. Related to this research, it is suggested that: the teacher develops his abilities and skills to prepare, implement and evaluate learning that is more creative and innovative again by following trainings carried out at school and outside the school.
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Siagian, Rospita, and Bhenu Artha. "The Influence of Teacher Quality, Teacher Characteristics, and Teaching Experience on School Quality that Impacts Student Performance in Bandung: Evidence from High School." Jurnal Pendidikan West Science 1, no. 03 (2023): 184–92. http://dx.doi.org/10.58812/jpdws.v1i03.255.
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This study examines the relationship between teacher quality, teacher characteristics, and teacher teaching experience on school quality and student performance in Bandung using Smart-PLS analysis. The study included 10 middle schools in Bandung, with a total of 150 teachers. The results indicate that teacher quality, teacher characteristics, and teacher teaching experience positively influence school quality, which in turn, impacts student performance. The findings suggest that improving teacher quality and school quality should be a priority for policymakers and school leaders to enhance student outcomes.
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Rohmah, Siti, Hadiyanto, Irsyad, Sulastri, and Nurjanah. "The Effect of Academic Supervision and School Climate on Teacher Performance in Islamic Junior High School." Journal of Education Research and Evaluation 7, no. 4 (2023): 636–43. http://dx.doi.org/10.23887/jere.v7i4.67600.
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This research was motivated by observations of problems regarding the low performance of teachers in junior high schools which showed that academic supervision and school climate were still not in line with what was expected and teacher performance was still not optimal. The aim of this research is to analyze the influence of academic supervision and school climate on teacher performance in junior high schools. This research is a correlational quantitative research with an associative type. The population in this study were all teachers at Islamic College Middle Schools, totaling 98 teachers and the sample was determined using a non-probability sampling technique with a purposive sampling category, namely a sampling method by determining characteristics that were in accordance with the research objectives, obtaining 63 teachers. The research instrument uses a questionnaire with a Likert scale which has 5 alternative answers. Before the questionnaire was used, a trial was carried out to determine its validity and reliability. The data analysis technique was carried out using multiple linear regression tests which were processed using SPSS version 24. The results of data analysis showed that there was a significant influence between academic supervision and school climate on teacher performance with a value of Fcount>Ftable (6.269>3.14), so there was a significant influence between academic supervision and school climate together on teacher performance. In the coefficient of determination test, r² = 0.145 was obtained, which means that the determination of the academic supervision and school climate variables on teacher performance is 14.5%.
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Soraya, Evitha, and Supadi. "The Influence of Multicultural Leadership and Teacher Professionalism on the Performance of Junior High School Teachers." Journal of Education Research and Evaluation 7, no. 2 (2023): 321–28. http://dx.doi.org/10.23887/jere.v7i2.60782.
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The principal’s role is so significant in achieving educational goals that the quality of the principal largely determines the success or failure of a school, especially his ability to empower teachers and employees toward a conducive working atmosphere. The research was conducted to analyze the influence of multicultural Leadership from school principals and teacher professionalism on the performance of junior high school teachers. The research used quantitative and qualitative methods with the Sequential Explanatory design method (sequence of proof). In contrast, the research data came from 110 teachers who teach in 44 public junior high schools. Primary data sources are obtained from interviews, observations, and documentation of research objects to support qualitative research analysis. Secondary data comes from documents and school reports related to teacher performance. The study's results indicate a positive influence of multicultural Leadership on improving teacher performance, a positive influence of professionalism on teacher performance, and a significant positive relationship between the principal leadership and teacher professionalism on teacher performance. The implications of the research results show how important the role of school principal leadership is in increasing teacher professionalism which in turn can improve teacher performance.
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Hiregoudar, Mr Rajashekhargouda I., and Dr Parampal Kaur Cheema. "COMPARE THE SOCIO-DEMOGRAPHIC CHARACTERISTICS AND STRESS LEVEL OF PRIVATE AND GOVERNMENT HIGH SCHOOL TEACHERS WORKING AT SELECTED HIGH SCHOOLS." IDC International Journal 8, no. 4 (2021): 67–70. http://dx.doi.org/10.47211/idcij.2021.v08i04.015.
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A number of contributors to teacher stress have been identified, including personal coping strategies and available social supports, perceived self-efficacy, test-based accountability policies, and the larger school climate. The most common predictors of teacher satisfaction include student academic success in the classroom and organizational influences such as positive principal leadership styles and a positive school climate. Not surprisingly, stress and satisfaction often display inverse relationships with similar predictors. For instance, negative teacher-student relationships create stress, while positive teacher-student relationships are associated with greater job satisfaction. A quantitative non-experimental approach was used in the present study. For the present study, a Descriptive Cross-sectional Comparative Survey Research design had been adopted. This study was conducted in selected government and private Vijayapura, Karnataka high schools. The target population for the study is high school teachers working in various private and government high schools in Vijayapur District. Sample and the sample size for the present study included 200 male and female teachers who are in the age group of 25 to 60 years working at selected government and private high schools in Vijayapur District.
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Pratiwi, Dinar Putri, and Jumirah Warlizasusi. "The Effect of Principal Leadership and Work Motivation on Junior High School Teacher Performance." Kharisma: Jurnal Administrasi dan Manajemen Pendidikan 2, no. 1 (2023): 18–25. http://dx.doi.org/10.59373/kharisma.v2i1.16.
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In order to improve the quality of education in schools, not only the role of school principals but also qualified teachers is very influential. The teacher has a duty as a teacher, and more than that, the teacher is an educator and value-adding mentor who guides and guides student learning. For this reason, teachers take an active role and establish themselves as high-performing professionals. Effective principal leadership is created when the principal has good traits, behaviors, and skills to guide school organizations and ultimately achieve good goals and effective quality schools. The aims of this study were (1) the influence of the principal and motivation on the performance of teachers at Rejang Lebong 1 Public Middle School, (2) The influence of the principal's leadership on teacher performance at Rejang Lebong 1 Public Middle School, (3) the effect of work motivation on the performance of teachers of SMP Negeri 1 Lebong Rejang. The population of this study was all teachers at SMP Negeri 1 Rejang Lebong, totaling 65 people. The sampling method adopts a national census. The data analysis technique used is multiple linear regression. The results of this study indicate that (1) principal leadership and work motivation simultaneously have a significant effect on teacher performance, (2) principal leadership has a significant effect on teacher performance, and (3) work motivation has a significant effect. teacher performance at SMP Negeri 1 Rejang Lebong.
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Eva Susanti, Tri Widayatsih, and Mulyadi Mulyadi. "Pengaruh Sertifikasi Guru dan Motivasi Terhadap Kinerja Guru di SMA Negeri Sekecamatan Kayuagung." JURNAL RISET RUMPUN ILMU PENDIDIKAN 4, no. 1 (2025): 316–28. https://doi.org/10.55606/jurripen.v4i1.4608.
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This study aims to analyze the effect of certification and motivation on teacher performance. The location of this research was carried out at public high schools in the Kayuagung District. This type of research is quantitative research with a research design using an ex post facto research design. The sample in this study was a total of all teachers in public high schools in the Kayuagung District, consisting of 122 teachers. data collection technique using a questionnaire. Data analysis techniques using descriptive quantitative analysis techniques, and multiple regression. The results of this study state that 1) there is a significant influence between school teacher certification on the performance of public high school teachers in the Kayuagung District; 2) there is a significant influence between motivation on the performance of State Senior High School teachers in the Kayuagung District; 3) there is a significant effect of teacher certification and motivation together on the performance of teachers in public high schools in the Kayuagung District. These results suggest that the higher the qualification of a certified teacher, the higher the performance. Then, motivation within the teacher will have an impact on teacher performance.
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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 (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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Parinsi, Mario Tulenan, Tinneke E. M. Sumual, Riviva W. Maringka, Clay J. H. Dondokambey, and Deicy Paath. "The Influence of School Principal Leadership, Work Team, and Work Motivation on Satisfaction Work Junior High School Teacher in Minahasa District." International Journal of Information Technology and Education 3, no. 3 (2024): 166–74. http://dx.doi.org/10.62711/ijite.v3i3.196.
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Teachers are dissatisfied with their colleagues or work teams at school. Objective research looks at the influence of principal leadership, work teams, and work motivation on the satisfaction of Work Teachers. Method study approaches quantitatively. Results study show There is an influence of direct leadership head school to motivation Work Teachers. There is influence direct leadership head school to satisfaction Work Teacher. There is influence leadership head schools indirectly affect job satisfaction through teacher work motivation. There is an influence team directly on teacher work motivation. There is a direct influence on the work team teacher job satisfaction. There is an indirect influence of work teams on teacher job satisfaction through work motivation. There is an influence of work motivation on teacher job satisfaction. The research conclusion is that there is a direct and indirect relationship between school principal leadership, work teams, and work motivation satisfaction among Work Teachers.
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Darmawati, Darmawati. "Supervision of school principal clinicals in junior high school." JPGI (Jurnal Penelitian Guru Indonesia) 6, no. 2 (2021): 397. http://dx.doi.org/10.29210/021062jpgi0005.
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This study aims to determine the implementation of head clinical supervision school starts from planning, implementation and follow-up as well the success of the principal's academic supervision in improving competence professional teacher. This research uses a qualitative approach descriptive. Data collection techniques through observation and interviews. The results of the study based on the data obtained indicate that the implementation process of clinical supervision at SMPN 4 Banyuasin III has been going well and has received support from the principal and staff as well as the teachers concerned. In this clinical supervision, each stage carried out is able to provide meaning that can increase the ability of teachers to manage learning. The stages referred to are between the initial meeting, the learning observation stage to the post-feedback stage. Clinical supervision is a solution that is quite effective in improving teacher skills. This, it can be seen from the final results of the study that the teacher is able to master learning with various methods in accordance with the learning objectives.
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Fiqri, M. Aries, Hadiyanto Hadiyanto, M. Aries Taufiq, Irsyad Irsyad, and Rahmi Eka Putri. "Contribution of Principal Leadership and School Climate to the Performance of Junior High School Teachers in Padang City." AL-ISHLAH: Jurnal Pendidikan 16, no. 2 (2024): 779–87. http://dx.doi.org/10.35445/alishlah.v16i2.1987.
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Effective educational leadership and a positive school climate are crucial determinants of teacher performance. This research aims to elucidate the contribution of principal leadership and school climate to the performance of state middle school teachers in Padang City. The population for this study comprised all state junior high school teachers in Padang City, totaling 1,058 individuals. A sample of 158 teachers was selected using cluster random sampling techniques. Employing a quantitative correlational approach with an ex-post facto research design, this study analyzed the collected data to determine the relationships between the variables. The results indicate that principal leadership contributes 22.3% to teacher performance, while school climate contributes 68%. Together, principal leadership and school climate account for 62.7% of the variance in teacher performance. The overall teacher performance score was 83.46%, categorized as good. Principal leadership scored 84.16%, also in the good category, and school climate scored 84.66%, deemed conducive. These findings underscore the significant impact of leadership and environmental factors within schools on enhancing teacher performance, suggesting that targeted improvements in these areas could substantially elevate educational outcomes.
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Yusran, Yusran. "Teacher Performance and Learning Achievement on Educational Facilities of High School Students." Jurnal Paedagogy 9, no. 3 (2022): 591. http://dx.doi.org/10.33394/jp.v9i3.5307.
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The purpose of this study was to examine the Professional Development of Teachers, Competencies, Educational Facilities and Infrastructure on Teacher Performance and Learning Achievement of High School Students. The population in this study were all teachers from 5 public high schools and 5 private high schools in the education unit of the Makassar City Education and Culture Office, sample of 183 teachers. The analytical model used in this research is descriptive quantitative and Structural Equation Model (SEM) using the AMOS program. The results showed that teacher professional development had a positive and insignificant effect on teacher performance. Competence has a positive and significant effect on teacher performance. Educational facilities and infrastructure have a positive and significant effect on performance. Teacher professional development has a positive and insignificant effect on student achievement. Competence has a positive but not significant effect on teacher performance. Educational facilities and infrastructure have a positive and significant effect on student learning achievement. Teacher performance has a positive and significant effect on student achievement. Teacher professional development has a positive and significant effect on student learning achievement through teacher performance. Competence has a positive and significant effect on student achievement through teacher performance. Educational facilities and infrastructure have a positive and significant effect on learning achievement of high school students in Makassar City through teacher performance.
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Novianti, A. Aulia Reski Novianti, Maisyaroh Maisyaroh, and Ahmad Yusuf Sobri. "The Influence of School Climate on Teacher Performance in State High Schools at Manggala District, Makassar City." Education Specialist 1, no. 2 (2023): 33–37. http://dx.doi.org/10.59535/es.v1i2.110.
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School climate is one of the factors that can influence teacher performance in carrying out their duties, because a conducive school climate has a positive influence on teachers in carrying out their duties. A good school climate will have a positive impact on teachers' teaching performance in learning at State High Schools in Manggala Regency. The research objectives were to find out (1) a description of the school climate in State High Schools in Manggala District; (2) description of the performance of State High School teachers in Manggala District; and (3) does the school climate influence the performance of State High School teachers in Manggala Regency. Data collection was carried out by distributing questionnaires and then processing it using the SPSS application, so this research is quantitative research. The population was 217 people, 140 people were used for sampling using the random sampling method. The research results show that (1) the description of the school climate is in the good category; (2) the description of teacher performance is in the good category; and (3) partially the school climate has a significant effect on teacher performance.
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Li, Shiyun. "An Investigation of Teacher Feedback Types and Characteristics in Senior High School Classes." Asian Education Studies 7, no. 1 (2022): 17. http://dx.doi.org/10.20849/aes.v7i1.1014.
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This paper studies types and characteristics of the teacher classroom feedback through the investigation of 22 classes of 22 senior high school English teachers. Non-participatory observation method was adopted to examine types and characteristics of teacher feedback based on the videos of the 11th National Senior High School English Teaching Demonstration. The purpose of this study is to find out existing problems of teacher feedback so as to improve senior high school English teachers' teaching ability. According to classroom observation and data analysis, the types of the teacher feedback include positive feedback, negative feedback and multiple feedback. The characteristics of the teacher feedback are as follows: among 3 feedback types, positive feedback is the most frequently used one and negative feedback is often used with positive feedback. The existing problems in teachers' feedback are: general feedback including matter-of-fact praise and general praise is often given by teachers; students are often interrupted by teacher feedback; the teacher feedback focuses more on form of student language than on meanings of interaction between teachers and students. In terms of the types, characteristics and problems of teacher feedback, this study gives some suggestions for English teachers in senior high schools to develop their teaching ability of giving feedback.
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Sappaile, Baso Intang, Andi Tenri Abeng, and Nuridayanti Nuridayanti. "The Relationship Between Teacher Performance and Teacher Digital Literacy with the Implementation of Online Learning." International Journal of Educational Narratives 1, no. 3 (2023): 110–19. http://dx.doi.org/10.55849/ijen.v1i3.350.
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Background. The study population was all teachers of State Senior High Schools in Gowa Regency, while the samples were all teachers of State Senior High School 10 and State Senior High School 14 in Gowa Regency Purpose. This study aims to determine whether there is a relationship between teacher performance and digital literacy with the implementation of online learning for teachers of SMA Negeri Gowa Regency, both jointly and separately Method. Data was obtained by giving teacher performance scales, teacher digital literacy, and online learning implementation scales. Results. Data were analyzed quantitatively, namely by using multiple linear regression analysis. The conclusions in this study are: 1) teacher performance and teacher digital literacy together have a relationship with the implementation of online learning, 2) teacher performance has no relationship with the implementation of online learning, and 3) teacher digital literacy has a relationship with the implementation of teacher online learning Gowa Regency Public High School. Conclusion. The conclusion of this study is to find out whether there is a relationship between teacher performance and digital literacy with the implementation of online learning in public high school teachers in Gowa Regency, both together and separately.
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M. Siri, Ramlah, Patta Bundu, Jasruddin, and Anshari. "The Influence of Principal Leadership Behavior on Junior High School Teacher Performance." Asian Journal of Education and Social Studies 48, no. 3 (2023): 85–95. http://dx.doi.org/10.9734/ajess/2023/v48i31070.
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This study aims to determine the effect of principal leadership behaviour on teacher performance. This type of research used in this study is ex post facto. This study's population was 926 teachers at State Junior High Schools in Palu who carried out learning activities in the 2017/2018 academic year. The sampling technique was carried out randomly. The number of samples is 90 teachers consisting of 8 junior high schools in Palu City, and data collection uses a questionnaire. Based on the results of descriptive analysis, it is known that the frequency of leadership behaviours for the very high category obtained a value of 53.33%, the high category of 45.56%, and the low category of 1.11%. The frequency of teacher performance for the very high category obtained a value of 62.22% and the high category of 37.78%. Based on the simple linear regression test results, it is known that there is an influence of the principal's leadership behavior on teacher performance by 24.8%, while other variables influence teacher performance of 75.2%. The influence of principal leadership behaviour on teacher performance shows a positive and significant regression coefficient. In this study, the principal showed good behaviour and was aware of his responsibilities as a leader in his school related to human resource management, namely the teachers he led. The principal always strives to create conducive school conditions by creating mutual respect between teachers and school principals, then between teachers and school members. Teachers participated in finding solutions to problems currently being faced by the school and providing equal opportunities for teachers to develop themselves. It means that if the principal's leadership is excellent, the teacher's performance will increase.
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Kanyiri, Agape. "School Climate and Teacher Attrition Intentions: A Case Study of Junior High Schools in Bole District, Ghana." Journal of Social and Scientific Education 2, no. 1 (2025): 51–72. https://doi.org/10.58230/josse.v2i1.280.
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Scholars have often alluded to factors influencing teacher attrition rates in schools, including inadequate compensation, limited career progression, excessive workload, lack of professional development, and poor work-life balance. Yet, the extent to which a hostile school climate prompts teacher attrition or, at the very least, attrition intentions has received relatively little attention. This study explores this gap by examining the relationship between school climate and teacher attrition intentions in the Bole District of Ghana. Data were collected from teachers and head teachers through interviews and focus group discussions, supplemented by a review of transnational discourse on school climate and teacher attrition. Using inductive thematic analysis, the study identified a distinctly hostile school climate in Bole’s Junior High Schools, characterized by authoritarian leadership, a lack of collegial support, exclusion based on ethnicity, religion, or political affiliation, and prevalent student indiscipline. While actual attrition levels were low—primarily due to limited alternative employment opportunities, transfer difficulties, and teachers’ reluctance to separate from their families—attrition intentions were high, fueled by the persistent hostility within the school environment. The study posits that a hostile school climate significantly increases the risk of teacher attrition by eroding job satisfaction and professional well-being. To mitigate these risks, the study recommends the adoption of participatory leadership approaches, the promotion of inclusivity in school environments, and the establishment of effective disciplinary measures to foster a more supportive and cohesive climate conducive to teacher retention and student success.
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Dacer, Gerry B., Merlanie D. Magana, Vivian C. Bayani, and Consuelo R. Saenz. "Extent of Instructional Supervision on Teacher Job Satisfaction in Public High Schools in Camarines Norte, Philippines." International Journal of Research and Innovation in Social Science IX, no. IV (2025): 4569–89. https://doi.org/10.47772/ijriss.2025.90400327.
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This study delves into the extent of instructional supervision and the level of teacher job satisfaction within public high schools in Camarines Norte, specifically focusing on Jose Panganiban District. The primary objectives include assessing the extent of instructional supervision by school heads, examining teachers’ satisfaction levels regarding school head support, identifying challenges in instructional supervision affecting job satisfaction, and exploring the relationship between instructional supervision and job satisfaction. The research employs a quantitative approach, utilizing surveys and correlational analysis. Data collected from 130 secondary school teachers across four public schools are analyzed using descriptive and inferential statistics. Findings reveal a significant positive correlation between instructional supervision and teacher job satisfaction, suggesting that heightened supervision correlates with increased job satisfaction among teachers. Moreover, the study uncovers various challenges encountered by teachers within instructional supervision, such as multiple responsibilities and limited budgets for professional development. Recommendations derived from the study emphasize the importance of comprehensive instructional supervision practices by school heads, tailored support mechanisms for teacher competency enhancement, fostering conducive working environments, and facilitating professional growth and development opportunities. This study contributes valuable insights for educational policymakers, school administrators, and practitioners aiming to enhance teacher satisfaction and overall school effectiveness through effective instructional supervision strategies.
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Xie, Chunmiao. "Strategies for Enhancing the Leadership in Junior High School Teachers in Regional Schools of Chaozhou City, China." International Journal of Sociologies and Anthropologies Science Reviews 4, no. 4 (2024): 31–40. http://dx.doi.org/10.60027/ijsasr.2024.4326.
Full textAbstract:
Background and Aim: The "teacher-school community" connected by "teacher+school" is an important issue that modern organizational behavior has long focused on, especially the strategy of enhancing teacher leadership in the teacher-school community, which has become a widespread focus in modern school development and reform. In 2018, the Central Committee of the Communist Party of China and the State Council jointly issued the "Opinions on Comprehensively Deepening the Reform of Teacher Team Construction in the New Era", which further strengthened the requirements for improving teacher leadership from a policy perspective, greatly highlighting the value and significance of exploring strategies for enhancing the leadership of junior high school teachers at the level of combining theory and practice. Materials and Methods: Focusing on the strategy of enhancing the leadership of junior high school teachers, this study aims to solve the problem. Based on the systematic deconstruction and dimension division of the connotation of junior high school teacher leadership, a questionnaire survey is conducted to systematically investigate 1106 teachers of junior high schools in Chaozhou City, Guangdong Province, China. Using SPSS software to collect and analyze the data, a comprehensive investigation is also conducted on the problems in their leadership development, the causes of these problems, and targeted scientific strategies that align with the development needs of regional teacher leadership. Results: The questionnaire survey shows that the leadership of middle school teachers in Chaozhou City is at a moderate level, and there is still a lot of room for improvement in each subdimension. Conclusion: Researchers have proposed strategies for enhancing the leadership of junior high school teachers from five dimensions: professional leadership, cultural cultivation, organizational development, home-school cooperation, and social appeal.
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Syafruddin, Sudadi, Muhamad Ahyat, and Rochmi Hastuti. "The Effect of Teacher Characteristics, Education Policy and School Quality on School Effectiveness and High School Student Performance in Sukabumi." Jurnal Pendidikan West Science 1, no. 03 (2023): 170–83. http://dx.doi.org/10.58812/jpdws.v1i03.254.
Full textAbstract:
This study examined the influence of teacher characteristics, education policies, and school quality on school effectiveness and high school student performance in Sukabumi. This study used a survey design and collected data from 300 teachers in 30 high schools in Sukabumi. The data were analyzed using structural equation modeling with SmartPLS. The results showed that teacher characteristics, education policies, and school quality had a significant positive impact on school effectiveness and high school student achievement. The study concludes that policies aimed at improving the quality of education, such as improving access to educational resources and providing teacher training programs, have a positive impact on school effectiveness.
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Belan, Longginus Laga, and M. D. Niron. "Academic Supervision of School Principals, Principal Transformational Leadership, and School Climate on Senior High School Teachers' Competence." AL-ISHLAH: Jurnal Pendidikan 13, no. 3 (2021): 2132–45. http://dx.doi.org/10.35445/alishlah.v13i3.825.
Full textAbstract:
The study aims to determine and describe the effect of principal academic supervision, principal transformational leadership, and school climate toward pedagogic and professional competence of teachers in Senior High School in Lembata Regency. The research uses a quantitative approach with the ex-post facto type. The population was 200 teachers of Senior High School who taught national exam subjects in Lembata Regency. The sample was 127 teachers using the simple random sampling technique. Data collection used is questionnaires with expert validation and empirical tests. Multiple regressions are used to analyze the data. Based on the study results, it was found that the principal's academic supervision affected teacher competence. The principal's transformational leadership also affected teacher competence, and the school climate affected teacher competence. So that the principal's academic supervision, principal's transformational leadership, and school climate on teacher competence in Lembata.