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1
Wang, Xiao Ping, Li Jiang, and Jia Ming Zhong. "Study on Fuzzy Comprehensive Evaluation Model of Teacher’s Performance." Applied Mechanics and Materials 701-702 (December 2014): 1352–58. http://dx.doi.org/10.4028/www.scientific.net/amm.701-702.1352.
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First, it obtains the university teacher performance evaluation index framework by utilizing Delphi method. Then, it constructs the comprehensive quality evaluation hierarchy model by applying the analytic hierarchy process, to obtain the weight for each index, and based on which to establish fuzzy comprehensive evaluation model. After this, it acquires a new method for university teachers' performance evaluation, and provides examples to prove the feasibility and effectiveness of this method.
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Weng, Sung-Shun, Yang Liu, and Yen-Ching Chuang. "Reform of Chinese Universities in the Context of Sustainable Development: Teacher Evaluation and Improvement Based on Hybrid Multiple Criteria Decision-Making Model." Sustainability 11, no. 19 (October 2, 2019): 5471. http://dx.doi.org/10.3390/su11195471.
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China is pushing universities to implement reforms in order to achieve the sustainable development goals, but with the development level of teachers becoming the key restricting factor. In this sense, teacher evaluation and improvement act as positive factors for China to achieve the 2030 sustainable development goals. Previous studies on teacher evaluation have usually assumed that the relationship between the evaluation criteria is independent, with the weights of each standard derived from this assumption. However, this assumption is often not in line with the actual situation. Decisions based on these studies are likely to waste resources and may negatively impact the efficiency and effectiveness of teachers’ sustainable development. This study developed an integrated model for the evaluation and improvement of teachers based on the official teacher evaluation criteria of China’s International Scholarly Exchange Curriculum (ISEC) programme and a multiple criteria decision-making methodology. First, a decision-making trial and a laboratory-based analytical network process were used to establish an influential network-relation diagram (INRD) and influential weights under ISEC standards. Next, an important performance analysis was used to integrate the weight and performance of each standard to produce a worst-performance criterion set for each university teacher. Finally, the worst performance set used an INRD to derive an improvement strategy with a cause–effect relationship for each teacher. This study chose a Chinese university that has implemented teaching reform for our case study. The results show that our developed model can assist decision-makers to improve their current evaluations of teachers and to provide a cause–effect improvement strategy for education reform committees and higher education institutions.
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Zhang, Huan Cheng, Ya Feng Yang, Feng Li, and Li Nan Shi. "Fuzzy Comprehensive Evaluation of Human Performance Management." Advanced Materials Research 756-759 (September 2013): 715–19. http://dx.doi.org/10.4028/www.scientific.net/amr.756-759.715.
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In the College, performance evaluation system is directly related to the harmonious development of the school. Taking into account the factors in the evaluation system is fuzzy, so this paper uses fuzzy comprehensive evaluation model. But the model is too subjective, so this paper combines neural network and data envelopment analysis method, which ensures that fuzzy comprehensive evaluation model is reasonable and scientific, and good school development and teacher self-interest. The performance assessment process, not only enables the combination of qualitative and quantitative analysis, but also fair and reasonably reflect the achievements of teachers, while this method is easy to use, wide application, and can be well applied in practice.
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Zhang, Xiao-feng, and Ho-ming Ng. "An effective model of teacher appraisal." Educational Management Administration & Leadership 45, no. 2 (July 9, 2016): 196–218. http://dx.doi.org/10.1177/1741143215597234.
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Teacher appraisal has been widely practised in China for decades. With the introduction, in 2009, of the teacher performance pay system, however, teacher appraisal has undergone certain changes. This study explores the practice of teacher appraisal, using a qualitative approach and taking public schools in Shanghai as its research sites. The methods adopted include interviews with teachers and school administrators, observation of relevant activities and document analysis. The study reveals that teacher appraisal in schools in Shanghai is not a one-off event. Although the procedure for generating appraisal results occurs at the end of each year, data collection activities for appraisal – including lesson observation, student evaluation of teachers and checking teachers’ tasks – are conducted throughout the whole year. The current teacher appraisal system has been a success, and this study identifies four factors contributing to that success. First, administrative and developmental appraisal coexist as one single appraisal system. Second, teacher appraisal is integrated with other aspects of schools’ business. Third, teacher appraisal is perceived by teachers as credible and fair. Fourth, non-technical aspects of appraisal, such as teachers’ psychology and social dynamics, are taken into account during the appraisal process.
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Hussain, Mariam, Afifa Khanam, and Uzma Qureshi. "Development of a Teacher Evaluation Model for Private Schools of Punjab Province." Global Regional Review IV, no. II (June 30, 2019): 375–85. http://dx.doi.org/10.31703/grr.2019(iv-ii).40.
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This research discusses the inquiry of measuring teacher effectiveness at private sector schools. Explicitly, it explores how teachers performance evaluation can both reflect as well as predict teachers success, hence the study informs about teachers personnel decisions, their instructional enhancement, and professional development. This includes mentoring, training, and self-guided learning. The current study is premeditated using a mix-method with qual-quan order. It is an exploratory study based on a critical paradigm to evaluate the current IB teacher evaluation process and outputs and develop an indigenous model for corrective measures to improve the existing evaluation system. It explores the objectives, procedures, and consequences of teacher assessment policies and practices. The study has implications, for greater advantage for the quality of collaborative planning and teaching, using a newly developed model in the private sector of Punjab.
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Elam, Nicholas P., and W. Holmes Finch. "Examining the Relationship Between Teacher Performance Ratings and District Under the Ohio Teacher Evaluation System." Journal of Education and Training Studies 8, no. 4 (February 13, 2020): 41. http://dx.doi.org/10.11114/jets.v8i4.4720.
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The soundness of the Ohio Teacher Evaluation System (OTES) depends heavily on evaluators’ uniform interpretation of the qualitative Teacher Performance rubric. This study investigates the relationship between teachers’ district of employment, and the Teacher Performance ratings they receive under OTES. For Ohio districts that implemented OTES in 2012-2013, 2013-2014, and 2014-2015, the proportion of various Teacher Performance ratings and Student Growth Measures ratings are examined and compared to statewide proportions, using descriptive data and a log-linear model. Findings speak to the importance of a continued or renewed emphasis on fostering uniform interpretation and implementation of teacher evaluation rubrics and systems.
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Haertel, Edward. "The Valid Use of Student Performance Measures for Teacher Evaluation." Educational Evaluation and Policy Analysis 8, no. 1 (March 1986): 45–60. http://dx.doi.org/10.3102/01623737008001045.
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Student achievement test scores appear promising as indicators of teacher performance, but their use carries significant risks. Inappropriate tests improperly used may encourage undesirable shifts in curricular focus or poor teaching practices, and may unfairly favor teachers of more able classes. It is often said that standardized achievement test batteries are unsuitable for teacher evaluation, but few systematic alternatives have been suggested. The purposes of this paper are to analyze some problems in using student test scores to evaluate teachers and to propose an achievement-based model for teacher evaluation that is effective, affordable, fair, legally defensible, and politically acceptable. The system is designed only for detecting and documenting poor teacher performance; rewarding excellence in teaching is viewed as a separate problem, and is not addressed in this paper. In addition to pretesting and statistical adjustments for student aptitude differences, the proposed system relies upon attendance data and portfolios of student work to distinguish alternative explanations for poor test scores. While no single set of procedures can eliminate all errors, the proposed system, if carefully implemented, could expose teaching to constructive scrutiny, organize objective information about teaching adequacy, and help to guide its improvement.
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Wu, Ming-Jenn, Chi-Yo Huang, Yu-Sheng Kao, Yeou-Feng Lue, and Liang-Chu Chen. "Developing a Professional Performance Evaluation System for Pre-Service Automobile Repair Vocational High School Teachers in Taiwan." Sustainability 10, no. 10 (October 1, 2018): 3537. http://dx.doi.org/10.3390/su10103537.
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Educational quality is one of the most important factors for having well-trained human resources that support the productivity, competitiveness, and economic growth of a nation. Teachers have always played dominant roles in ensuring education quality. Thus, teacher education is becoming ever more important. However, scholars have long warned about the ineffectiveness of teacher preparation. Indeed, a significant gap still exists between current pre-service teacher education and ideal training. Thus, a new professional performance evaluation system for pre-service teachers will be very helpful in resolving long-term public dissatisfaction with schools. To resolve this problem, developing a performance evaluation system that contains professional standards, performance evaluation criteria, and a precise performance evaluation mechanism is essential to guarantee the highest teacher quality in Taiwan. The authors designed a two-stage research effort for a professional performance evaluation system for Taiwanese pre-service teachers of automobile repair. In the first stage, the Delphi method is introduced to develop pre-service teachers’ professional standards and key evaluation criteria using two iterations of Delphi processes and 14 iterations of focus group meetings based on experts’ opinions. In the second stage, a professional performance evaluation and review mechanism for pre-service teachers is developed using focus group meetings to collect opinions from six vocational education experts. The final performance evaluation system will enhance the quality of pre-service teachers in vocational high schools and serve as a useful model for other countries and economies.
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Frolov, Yury. "The Mixed Model of Teachers’ Evaluation in Secondary Schools." Eduweb 15, no. 2 (July 30, 2021): 110–27. http://dx.doi.org/10.46502/issn.1856-7576/2021.15.02.10.
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Schools face the need to create a system for managing the performance of teaching employees whose activities are specific, difficult to formalize, and subjected to experiments with different degrees of success throughout the world. This paper deals with providing and management of teacher’s evaluation in Russian schools. The purpose of the study is to develop a teacher evaluation model based on professional qualities and performance indicators. The results of the study were tested on the basis of a survey of teachers after the implementation of the proposed system of assessment tools and evaluation methods. According to teachers, the new system contributes to their continuous professional development and, therefore, to the sustainable development of the educational organization in a competitive environment. The proposed methodology for teachers' evaluation clarifies the general data and meets their expectations, expectations of students and management in terms of correspondence with the development strategies of educational organizations.
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Lalupanda, Erfy Melany, Bambang Suteng Sulasmono, and Ade Iriani. "Evaluasi Kinerja Guru SMA Bersertifikasi Dengan Model Charlotte Danielson Di SMA Negeri." Kelola: Jurnal Manajemen Pendidikan 6, no. 1 (June 30, 2019): 11–24. http://dx.doi.org/10.24246/j.jk.2019.v6.i1.p11-24.
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The research aims to evaluate the performance of certified teachers at SMA Negeri 1 Waingapu, East Sumba Regency. The type of this research is evaluative research. The subject of this research is 7 teachers certified in SMA Negeri 1 Waingapu. The teacher performance evaluation model used is the Charlotte Danielson model that evaluates teacher performance in 4 domains: (1) Planning and Preparation, (2) Classroom Environment, (3) Instruction, and (4) Professional Responsibility. Data collection techniques that used are document studies, observation, and interviews. The data validity test is done by triangulation technique and source. Research result: (1) the performance of certified teachers in SMA Negeri 1 Waingapu, on Planning and Preparation domain, teachers are in proficient category, (2) on Classroom Environment domain, teachers are in basic category, (3) on Instruction domain, teachers are in proficient category, 4) on the domain of Professional Responsibility, teachers are in basic category.
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Hansen, Dee, and Leslie A. Imse. "Student-Centered Classrooms." Music Educators Journal 103, no. 2 (December 2016): 20–26. http://dx.doi.org/10.1177/0027432116671785.
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Music teacher evaluations traditionally examine how teachers develop student music-learning objectives, assess cognitive and performance skills, and direct classroom learning experiences and behavior. A convergence of past and current educational ideas and directives is changing how teachers are evaluated on their use of student-centered instructional approaches in the music classroom. These are classrooms facilitated rather than directed by the teacher in which students regularly communicate, collaborate, self-reflect, problem solve, and peer-evaluate about their learning. The authors trace the influence of three important initiatives that, among others, contributed to the implementation of student-centered learning in music classrooms: Arts PROPEL, Comprehensive Musicianship, and 21st Century Skills. The article also explores relationships between these entities, the National Music Standards, and teacher evaluation and provides an innovative model of teacher evaluation.
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Alicias, Eduardo R. "Toward an objective evaluation of teacher performance: The use of variance partitioning analysis, VPA." education policy analysis archives 13 (May 6, 2005): 30. http://dx.doi.org/10.14507/epaa.v13n30.2005.
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Evaluation of teacher performance is usually done with the use of ratings made by students, peers, and principals or supervisors, and at times, selfratings made by the teachers themselves. The trouble with this practice is that it is obviously subjective, and vulnerable to what Glass and Martinez call the "politics of teacher evaluation," as well as to professional incapacities of the raters. The value-added analysis (VAA) model is one attempt to make evaluation objective and evidenced-based. However, the VAA model'especially that of the Tennessee Value Added Assessment System (TVAAS) developed by William Sanders'appears flawed essentially because it posits the untenable assumption that the gain score of students (value added) is attributable only and only to the teacher(s), ignoring other significant explanators of student achievement like IQ and socio-economic status. Further, the use of the gain score (value-added) as a dependent variable appears hobbled with the validity threat called "statistical regression," as well as the problem of isolating the conflated effects of two or more teachers. The proposed variance partitioning analysis (VPA) model seeks to partition the total variance of the dependent variable (post-test student achievement) into various portions representing: first, the effects attributable to the set of teacher factors; second, effects attributable to the set of control variables the most important of which are IQ of the student, his pretest score on that particular dependent variable, and some measures of his socio-economic status; and third, the unexplained effects/variance. It is not difficult to see that when the second and third quanta of variance are partitioned out of the total variance of the dependent variable, what remains is that attributable to the teacher. Two measures of teacher effect are hereby proposed: the proportional teacher effect and the direct teacher effect.
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Martínez, José Felipe, Jonathan Schweig, and Pete Goldschmidt. "Approaches for Combining Multiple Measures of Teacher Performance." Educational Evaluation and Policy Analysis 38, no. 4 (September 23, 2016): 738–56. http://dx.doi.org/10.3102/0162373716666166.
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A key question facing teacher evaluation systems is how to combine multiple measures of complex constructs into composite indicators of performance. We use data from the Measures of Effective Teaching (MET) study to investigate the measurement properties of composite indicators obtained under various conjunctive, disjunctive (or complementary), and weighted (or compensatory) models. We find that accuracy varies across models and cut-scores and that models with similar accuracy may yield different teacher classifications. Accuracy and consistency are greatest if composites are constructed to maximize reliability and lowest if they seek to optimally predict student test scores. We discuss the implications of the results for the validity of inferences about the performance of individual teachers, and more generally for the design of teacher evaluation systems.
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Liu, Yu. "Evaluation Algorithm of Teaching Work Quality in Colleges and Universities Based on Deep Denoising Autoencoder Network." Mobile Information Systems 2021 (July 28, 2021): 1–7. http://dx.doi.org/10.1155/2021/8161985.
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One of the most significant components of the teaching department’s evaluation of teaching quality is evaluating teachers’ performance. With the acceleration of educational informatization, modern information processing technology can be used effectively to evaluate teachers’ teaching quality in traditional teaching. In this context, combined with some computational intelligence algorithms, it is critical to developing a targeted teaching quality evaluation system. This paper studies teacher teaching evaluation’s characteristics and existing problems and analyzes the fundamental theories and methods of teacher teaching evaluation in colleges and universities. A novel combination of deep denoising autoencoder and support vector machine was proposed for evaluating teacher’s teaching quality. Moreover, support vector regression is used to predict the model’s output layer to achieve supervised assessment prediction. To capture the data’s key properties, the model comprises numerous hidden layers and conducts various feature transformations during unsupervised training to minimize the mean square error between the reconstructed output data and the original input data. As a result, the proposed model achieved the highest recognition accuracy of 85.23% and convergence compared to other models. Thus, the method can be employed to evaluate and forecast the quality of university teaching activity successfully.
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Widodo, Singgih. "Teacher Self-Evaluation Models As Authentic Portfolio To Monitor Language Teachers' Performance." TEFLIN Journal - A publication on the teaching and learning of English 15, no. 1 (August 29, 2015): 91. http://dx.doi.org/10.15639/teflinjournal.v15i1/91-116.
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Many principals or heads of English departments usually use supervising checklists to monitor or evaluate their teachers' performance. As a matter of fact, teachers may not feel satisfied with the feedback they have got from their superiors. This paper aims at inspiring them with ideas of self learning to improve their own teaching performance for professional development. In this paper_ the writer would like to share his own experience as a principal and a head of the English department by exploring selfevaluation models to monitor language teachers' performance in the classroom. For this purpose, it is necessary to identify the needs of language teachers and later this teacher portfolio may also help principals or head of the department evaluate their teachers' performance.
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Tjabolo, Siti Asiah, and Lian Gafar Otaya. "The Evaluation of Islamic Education Teachers’ Performance." Jurnal Pendidikan Islam 5, no. 1 (June 30, 2019): 25–38. http://dx.doi.org/10.15575/jpi.v5i1.3627.
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Teachers’ performance is one of crucial topics in education and become a global problem in improving the quality of education in many countries, including the performance of Islamic Education teachers. Therefore, this research aims to evaluate Islamic Education teachers’ performance at SMA (Sekolah Menengah Atas/Senior High School) in Gorontalo Province. The method used in this research consisted of an evaluation research with countenance stake model. The samples were 66 Islamic Education teachers taken by purposive sampling technique. Data were obtained through observation, interview, and document study. The finding of this research shows that the Islamic Education teachers’ performance in learning planning is good. Teachers are able to design a good learning process, although the ability in selecting methods and strategies, selecting media and learning source and composing the assessment component in evaluating the learning should be improved. Because those three components are still in enough category. The performance of teachers in the implementation of learning is in good category, despite there are still some measured components that should be improved such as by doing elaboration activity, doing assessment process and furthermore program. Therefore, explicitly shows that Islamic Education teachers in Gorontalo Province performance should be evaluated. It aims to the professional development and the carrier improvement as a teacher.
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Crawford, Angela R., Evelyn S. Johnson, Laura A. Moylan, and Yuzhu Zheng. "Variance and Reliability in Special Educator Observation Rubrics." Assessment for Effective Intervention 45, no. 1 (June 19, 2018): 27–37. http://dx.doi.org/10.1177/1534508418781010.
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This study describes the development and initial psychometric evaluation of the Recognizing Effective Special Education Teachers (RESET) observation instrument. The study uses generalizability theory to compare two versions of a rubric, one with general descriptors of performance levels and one with item-specific descriptors of performance levels, for evaluating special education teacher implementation of explicit instruction. Eight raters (four for each version of the rubric) viewed and scored videos of explicit instruction in intervention settings. The data from each rubric were analyzed with a four facet, crossed, mixed-model design to estimate the variance components and reliability indices. Results show lower unwanted sources of variance and higher reliability indices with the rubric with item-specific descriptors of performance levels. Contributions to the fields of intervention and teacher evaluation are discussed.
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Nurfuadi, Nurfuadi, Supriyanto Supriyanto, and Maridi Maridi. "PENGEMBANGAN MODEL EVALUASI KINERJA GURU BERSERTIFIKASI DI PURWOKERTO BANYUMAS." Jurnal Penelitian Agama 18, no. 2 (August 21, 2017): 196–223. http://dx.doi.org/10.24090/jpa.v18i2.2017.pp196-223.
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Abstract: Teachers as a part of professional educators are having the main task of educating, teaching, guiding, directing, training, assessing, and evaluating learners in early childhood education on formal education, primary education and secondary education. In performing their duties, teachers apply skills, skills that suitable with the quality standards or specific norms they obtain through professional education.
The target of this research is the teachers who have passed the certification and have received professional allowance from 2008 in Banyumas District Education Office. Data on these teachers is based on the data sourced from Teachers Certification Teams of Banyumas District Education Office. The total amount of teachers who have passed the certification and received professional allowance in Education Department of Banyumas Regency as many as 6,884 people.
Keywords: Model Development, Performance Evaluation, Teacher Certified
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Brady, Michael P., Katie Miller, Jazarae McCormick, and Lawrence A. Heiser. "A Rational and Manageable Value-Added Model for Teacher Preparation Programs." Educational Policy 32, no. 5 (October 21, 2016): 728–50. http://dx.doi.org/10.1177/0895904816673741.
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Educators struggle with “value-added” teacher evaluation models based on high-stakes student assessments. Despite validity and reliability threats, these models evaluate university-based teacher preparation programs (TPPs), and play a role in state and professional accreditation. This study reports a more rational value-added evaluation model linking student performance to teacher candidates’ lessons during Practicum and Student Teaching. Results indicate that K-12 students showed learning gains on these lessons, with mixed findings on comparisons of part-time to full-time internships, academic and functional lessons, and candidates’ grade point averages (GPAs). Results indicated that teacher candidates’ lessons are a viable value-added model (VAM) alternative for TPPs.
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Urrutia, Francisco. "Desempeño docente en formación cívica y ética: Estudio empírico y recomendaciones de política pública para el nivel secundaria en México." education policy analysis archives 28 (December 21, 2020): 188. http://dx.doi.org/10.14507/epaa.28.5255.
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The purpose of this article is to expose the process and results of a research on a study on teacher practices in order to understand the opportunities and ways to improve their performance in the class on civics and ethics. The author carried out teacher performance analysis and assessment on the basis of a methodology for the qualitative analysis of classroom situations and a model of standards for teacher performance in the classroom. The study allowed the author to build a series of recommendations for policy decisions, oriented to the improvement of teacher performance. The teaching practice elements defined as connection among subjects, differentiated attention, student-to-student assessment, and self(student)-assessment received the lowest scores among the group of evaluated teachers. Thus, Mexican teachers require training and support in these specific elements. The elements with the highest scores for the evaluated teachers were: student-student learning relations, didactic resources, directed activities, interpersonal relationships and teacher’s assessment of students The standards for teacher performance in the classroom and its evaluation model have proven to be relevant and useful tools for diagnosing the need for improvement in teaching practice, and therefore for reporting the training and technical assistance required by teachers and schools.
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Bastian, Kevin C., David M. McCord, Julie T. Marks, and Dale Carpenter. "A Temperament for Teaching? Associations Between Personality Traits and Beginning Teacher Performance and Retention." AERA Open 3, no. 1 (January 2017): 233285841668476. http://dx.doi.org/10.1177/2332858416684764.
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The “greening” (i.e., inexperience) of the U.S. teacher workforce puts a premium on districts and schools hiring effective and persistent beginning teachers. Given the limitations of characteristics currently available at the time of hiring (e.g., academic ability, preparation type), we built off previous research in economics and psychology to investigate associations between personality traits and first-year teachers’ performance and retention in North Carolina public schools. Using the 5-factor model of personality, we find that conscientiousness is significantly associated with higher value-added estimates, higher evaluation ratings, and higher retention rates. Additionally, general self-efficacy, a subdomain of conscientiousness, is significantly associated with teacher value added and evaluation ratings. These conscientiousness results are consistent with a rich body of evidence connecting conscientiousness-related measures to employee performance and retention across professions, and they suggest that districts and schools should consider using personality trait measures, along with other valid indicators, as a way to improve teacher hiring decisions.
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Özek, Umut, and Zeyu Xu. "Misattribution of Teacher Value Added." Education Finance and Policy 14, no. 1 (January 2019): 115–48. http://dx.doi.org/10.1162/edfp_a_00238.
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The federal Race to the Top competition provided significant impetus for states to adopt value-added models as a part of their teacher evaluation systems. Such models typically link students to their teachers in the spring semester when statewide tests are administered and estimate a teacher's performance based on his or her students’ learning between the test date in the previous school year and the test date in the current year. Because of data limitations in many states, however, the effect of most student learning experiences between two consecutive tests cannot be distinguished from, and hence is often attributed to, the value added of teachers in the spring classrooms. This study examines how teacher evaluations are affected by such misattribution and explores methods that can provide the best approximation in the absence of more detailed data. We find that ignoring previous school-year teachers’ contributions on student learning has a sizeable impact on estimated value-added scores for teachers in the current school year. We also present an alternative approach that can be implemented in the absence of more detailed data on student learning experiences and closely approximates teacher value-added scores that are estimated based on complete student enrollment and roster information.
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Temnyatkina, Olga V., and Daria V. Tokmeninova. "Models of teacher performance evaluation applied in various countries." Perspectives of Science and Education 39, no. 3 (July 11, 2019): 489–99. http://dx.doi.org/10.32744/pse.2019.3.37.
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Afriadi, Bambang, and Dahlia Dahlia. "SUVERVISI GURU MENGGUNAKAN ALAT PENILAIAN KOMPETENSI GURU (APKG) PADA PENILAIAN KOMPONEN KEPRIBADIAN DAN SOSIAL GURU DI SDN JURUMUDI 5 KOTA TANGERANG." Jurnal Evaluasi Pendidikan 11, no. 2 (November 2, 2020): 67–72. http://dx.doi.org/10.21009/10.21009/jep.0124.
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This study uses an evaluation analysis model with qualitative and quantitative method approaches. Evaluation research is not intended to test hypotheses but is intended to improve the program or policy undertaken. This research was conducted at SDN Jurumudi 5 Kota Tangerang. The time of the study is odd semester 2018/2019 by evaluating the personality of the teacher at SDN Jurumudi 5 Kota Tangerang. The most important finding of this study is that the positive attitude of the teacher has positively influenced the personality of students and also the reputation of the teacher's performance. More than that, a teacher who has a good personality will create a good school atmosphere too. From the results of the research carried out, work ethic is an important concern.
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Syafaruddin, Syafaruddin, Mesiono Mesiono, and Indrasyah Sitompul. "Teacher Career Development Management at Madrasah Aliyah Negeri." AL-ISHLAH: Jurnal Pendidikan 13, no. 2 (August 31, 2021): 1312–24. http://dx.doi.org/10.35445/alishlah.v13i2.759.
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This study aims to analyze the management of teacher career development at MAN 2 Model Medan. The research focuses on planning, organizing, implementing, and evaluating teacher career development at MAN 2 Model Medan. This study uses a qualitative approach with a descriptive-analytical study method. Obtaining data using observation techniques, interviews, and document studies. Furthermore, the data were analyzed using data reduction techniques, data presentation, and drawing conclusions or data verification. The results of this study indicate that the management of teacher career development at the MAN 2 Medan Model is carried out effectively. It can be viewed from the aspects; (1) planning for teacher career development in the form of motivation and application of a conducive organizational culture (climate); (2) organizing human resources (HR) for teachers in madrasah through leadership support, technical meetings, coordination between madrasah leaders and vice-principals involving supervisors to improve teacher qualifications; (3) the implementation of teacher career development is carried out based on promotion, transfer, and promotion; (4) evaluation of teacher career development is carried out based on online-based supervision and teacher performance assessment. This research hopes that it can be used as a reference for further research on the management of teacher career development in Islamic educational institutions. This research also has implications for teachers in Islamic educational institutions to accelerate careers as educators in madrasah.
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Ibrahim, Khatete. "MONITORING AND EVALUATION OF TEACHER EFFECTIVENESS , A CASE OF TEACHER PERFORMANCE APPRAISAL AND DEVELOPMENT TOOL IN PUBLIC SECONDARY SCHOOLS IN NYANDARUA SOUTH SUB- COUNTY, KENYA." Advances in Social Sciences Research Journal 7, no. 1 (January 22, 2020): 320–29. http://dx.doi.org/10.14738/assrj.71.7660.
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The purpose of this study was to investigate the monitoring and evaluation of teacher effectiveness a case of Teacher Performance Appraisal and Development tool (TPAD) in public secondary schools in Nyandarua South Sub-county, Nyandarua County, Kenya. The study was set to achieve three objectives; To determine the influence of teacher clog in and clog out exercise on teacher performance in public secondary schools in Nyandarua South Sub-county, Nyandarua county Kenya, to examine the influence of teachers’ class registers on teacher performance in public secondary schools and to determine the influence of teachers adherence to school deadlines on their performance in public secondary schools. The study was guided by Performance Appraisal Model and benefited from descriptive survey research design. The target population was all 18 public secondary schools in Nyandarua south sub-county. The respondents were 18 Principals, 18 deputy Principals 20 H.O.D s and 90 teachers being a sample size of 30 percent of the entire public school population. Teachers were sampled using simple random sampling to obtain five teachers in every sampled school, totaling to 90 teachers. Questionnaires, interview guide and document analysis guide formed the instruments used for data collection. Descriptive statistics was used to analyze collected data. The study findings revealed that monitoring of teachers on their reporting on duty and leaving from duty improved the teachers stayed in school hence more contact time between teachers and learners in school, the monitoring of teacher class attendance improved teachers’ syllabus coverage. A majority of the schools are completing the syllabus coverage in time. The teachers are now able to do revision as they prepare students for examinations and promotion to the next grades. The meeting of deadlines has created a positive culture among the teachers in the schools. The teachers now look at meeting the deadlines set by the schools as a good thing that is making them more responsible. Lastly the strategies being used to monitor teachers attendance on their duties has resulted into impressive performance of teacher in their duties. Based on the findings and Conclusions of the study, it is recommended that TPAD tool for monitoring teachers on time management should be emphasized. The practice should be borrowed and applied to other areas of school operations.
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Merukh, Nehtry, and Bambang Suteng Sulasmono. "PENGEMBANGAN MODEL SUPERVISI AKADEMIK TEKNIK MENTORING BAGI PEMBINAAN KOMPETENSI PEDAGOGIK GURU KELAS." Kelola: Jurnal Manajemen Pendidikan 3, no. 1 (June 10, 2016): 30. http://dx.doi.org/10.24246/j.jk.2016.v3.i1.p30-48.
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<p>This research aimed to describe (1) Implementation of principal supervision at Tunas Gloria Elementary School, Kupang; (2) Problems in the implementation of principal supervision at Tunas Gloria Elementary School, Kupang; and (3) Creating of the academic supervision models of pedagogic competence guidance mentoring technique for homeroom teacher. This research is R & D (Research and Development) by following steps of development according to Sugiono (2009). Questionnaires, interviews and documentation studies were used as data collection techniques. Delphie technique was used as model validation. Results of research showed that (1) Implementation of principal supervision has<br />not been performed according to principles of supervision performance, (2) problems in the implementation of principal supervision i.e. a written planning has not been made; purposes of supervision has not been constructed according to the needs of teachers; guidance for supervision performance was still insufficient; time demand for principal; the performance of supervision was only adjusted to the supervision of supervisor; the comprehension from principalin performing of evaluation. The final result was in the form of academic supervision models of pedagogic competence guidance mentoring technique for homeroom teacher that consists of 4 stages–planning, performance, evaluation and follow-up.</p>
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Utari, Sri, and Djukri Djukri. "Biology learning evaluation model in Senior High Schools." Jurnal Penelitian dan Evaluasi Pendidikan 21, no. 1 (June 30, 2017): 65–79. http://dx.doi.org/10.21831/pep.v21i1.13697.
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The study was to develop a Biology learning evaluation model in senior high schools that referred to the research and development model by Borg & Gall and the logic model. The evaluation model included the components of input, activities, output and outcomes. The developing procedures involved a preliminary study in the form of observation and theoretical review regarding the Biology learning evaluation in senior high schools. The product development was carried out by designing an evaluation model, designing an instrument, performing instrument experiment and performing implementation. The instrument experiment involved teachers and Students from Grade XII in senior high schools located in the City of Yogyakarta. For the data gathering technique and instrument, the researchers implemented observation sheet, questionnaire and test. The questionnaire was applied in order to attain information regarding teacher performance, learning performance, classroom atmosphere and scientific attitude; on the other hand, test was applied in order to attain information regarding Biology concept mastery. Then, for the analysis of instrument construct, the researchers performed confirmatory factor analysis by means of Lisrel 0.80 software and the results of this analysis showed that the evaluation instrument valid and reliable. The construct validity was between 0.43-0.79 while the reliability of measurement model was between 0.88-0.94. Last but not the least, the model feasibility test showed that the theoretical model had been supported by the empirical data.
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Georgina, Rodríguez Arellano Nancy, and Enrique Jesús Guambo Yerovi. "La Evaluación En El Proceso De Enseñanza- Aprendizaje En La Asignatura De Inglés." European Scientific Journal, ESJ 14, no. 11 (April 30, 2018): 47. http://dx.doi.org/10.19044/esj.2018.v14n11p47.
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The objective of the present research is to determine the incidence of the evaluation in the academic performance of the students of the ninth years of Basic Education in the subject of English. For this, the strengths and weaknesses of the evaluation were identified as part of the pedagogical, didactic strategies applied, the teacher's performance in the classroom, the interpersonal relationships and the treatment or approach that the teachers of the specialty demonstrate with the students. The research was based on the critical-propositive paradigm. A review of the literature on pedagogical models and its impact on the evaluation of learning was made, to then establish the level of relationship between teacher and student in the teaching-learning process. The modality, type and level were identified with a global vision of cognitive totality and/or of skills, objectives, hypotheses and operationalization of variables. Through a questionnaire, the information was collected and a logical, mathematical and statistical model was established in order to demonstrate the impact of evaluation on learning, taking as a reference the desired and expected frequencies. It was established that Teachers by means of active techniques developed and impacted through the evaluation on meaningful knowledge.
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Abror, Moh. "THE EFFECT OF JOB SATISFACTION, PROCEDURAL FAIRNESS AND WORK MOTIVATION ON TEACHER PERFORMANCE IN SMA YUPPENTEK 1 TANGERANG MUNICIPALITY." Dinasti International Journal of Education Management And Social Science 2, no. 1 (November 18, 2020): 120–33. http://dx.doi.org/10.31933/dijemss.v2i1.602.
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This study aims to prove the influence of job satisfaction, procedural fairness and work motivation on teacher performance at Yuppentek 1 High School in Tangerang Municipality. By using 100% of a sample of 71 teachers, the main instrument was in the form of a questionnaire. Data in this study were analysed using (1) descriptive analysis of respondent characteristics (2) descriptive analysis of research variables and (3) analysis of Partial Least Square (PLS)-Structural Equation Modelling (SEM) with smartly 3.0. The results indicated that based on the results of data testing, the evaluation of the measurement model was valid and reliable and could be received substantially. Partial Least Square application test results showed that 73.3% of teacher performance variance is influenced by teacher job satisfaction. While 56.9% of the variance in teacher performance is influenced by procedural fairness in schools and 53.1% of the variance in teacher performance is influenced by teacher work motivation. Interpretation of the results of R Square and R Square Adjusted resulted that 48.6% of teacher performance is influenced by job satisfaction, procedural justices and teacher work motivation. However, 51.4% of teacher performance variance is influenced by other factors out of job satisfaction, procedural justice and teacher work motivation
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Everson, Kimberlee Callister, Erika Feinauer, and Richard Sudweeks. "Rethinking Teacher Evaluation: A Conversation about Statistical Inferences and Value-Added Models." Harvard Educational Review 83, no. 2 (June 14, 2013): 349–70. http://dx.doi.org/10.17763/haer.83.2.m32hk8q851u752h0.
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In this article, the authors provide a methodological critique of the current standard of value-added modeling forwarded in educational policy contexts as a means of measuring teacher effectiveness. Conventional value-added estimates of teacher quality are attempts to determine to what degree a teacher would theoretically contribute, on average, to the test score gains of any student in the accountability population (i.e., district or state). Everson, Feinauer, and Sudweeks suggest an alternative statistical methodology, propensity score matching, which allows estimation of how well a teacher performs relative to teachers assigned comparable classes of students. This approach more closely fits the appropriate role of an accountability system: to estimate how well employees perform in the job to which they are actually assigned. It also has the benefit of requiring fewer statistical assumptions—assumptions that are frequently violated in value-added modeling. The authors conclude that this alternative method allows for more appropriate and policy-relevant inferences about the performance of teachers.
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Wang, Mei, Zeng Zhang, and Mi Xu. "Postgraduate Training Performance Evaluation Applying Weighting and Comprehensive Fuzzy Evaluation Methods." International Journal of Emerging Technologies in Learning (iJET) 16, no. 01 (January 12, 2021): 124. http://dx.doi.org/10.3991/ijet.v16i01.18231.
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Postgraduate training performance evaluation is an important part of higher education evaluation. In order to quantitatively evaluate the performance of postgraduate training combined with the needs of talent training in colleges and universities, a comprehensive evaluation system for postgraduate train-ing performance is designed and proposed. The analytic hierarchy process and the entropy method are combined to determine the weights of seven in-put and output indicators, such as funding input, teacher source input, sci-entific research ability, and graduate output quality. The comprehensive fuzzy evaluation model is also applied. This paper tests the above models to evaluate the graduate training performance of 20 colleges at Tianjin Univer-sity. It is found that the weight of student input and graduate output quality combined is 87.69%, which makes them the key indicators to measure the performance of graduate training. Furthermore, it is concluded that the per-formance of the science college was significantly higher than that of the humanities college.
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Muhdar. "STRATEGIC ROLE OF MOTIVATION AND LEADERSHIP IN IMPROVING TEACHER PERFORMANCE." MBA - Journal of Management and Business Aplication 3, no. 1 (May 2, 2020): 275–81. http://dx.doi.org/10.31967/mba.v3i1.353.
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This study is aimed at analyzing the role of motivation and leadership strategies in improvingthe performance of case study teachers in teachers at SMK Negeri Kalibaru.The data uses primary data and obtained by interview and questionnaire distribution methodwith the population in this study were all Gorvernmentalteachers of SMK Negeri KalibaruBanyuwangi with 38 people as respondents in this study. The analysis includes the instrumenttest that is the validity and reliability test, econometric evaluation or classic assumption testthat is normality test, multicollinearity test and heteroscedasticity test, model suitability testand multiple regression analysis results are obtained: Motivation has a strategic and positiverole on performance. Leadership has a strategic and positive role and is significant toperformance. So from this conclusion, Motivation and Leadership have a strategic role inincreasing teacher performance.From the results of the study, it is expected that schools andprincipals will pay more attention and improve services to teachers in motivating and leadingteachers and providing positive behavior so that teachers can work well, responsible,comfortable and improve school goals in accordance with the vision and mission of theschool.
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Singerin, Sarlota. "Collaboration-Based Academic Supervision Model with Peer Evaluation Approach to Improve Pedagogical Competence and Quality of School Performance: The Role of Principal's Motivation as Moderation Variables." International Journal of Elementary Education 5, no. 2 (May 26, 2021): 268. http://dx.doi.org/10.23887/ijee.v5i2.34073.
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Teaching skills are one of the skills that must be possessed by a teacher. Whether or not the pedagogical competence possessed by teachers can be seen from the quality of school performance. Supervision still tends to lead to inspection. So far, the implementation of academic supervision is considered effective. In order for the Academic Supervision to provide objective and detailed results, collaborative self-evaluation is carried out, namely peer evaluation to find teacher strengths that need to be maintained and deficiencies that must be corrected. This study aims to determine the effect of collaboration-based Academic Supervision model with Peer Evaluation Approach to Improve Pedagogical Competence and Quality of School Performance: The Role of Principal's Motivation as Moderation Variable. This research is a quantitative study with numerical data analyzed using the Structural Equation Model (SEM) assisted by the Smart PLS application. The results showed that Academic Supervision has an effect on Pedagogical Competence with a P-Value of 0.000 (p <0.05). Academic Supervision affects the Quality of Performance with a P value of 0.000 (p <0.05). motivation is able to moderate positively pedagogical competence with a P value of 0.032 (p <0.05). Motivation is not able to moderate supervision of the quality of performance with a P value of 0.138 (p> 0.05). Supervision is able to explain the Pedagogical Competence (Y1) variable of 69.4%. Supervision is able to explain the Performance Quality variable (Y2) of 40.1%. The principal should be able to periodically monitor the learning carried out by the teacher in the classroom, so that the principal knows the problems faced by the teacher in learning. Researchers who want to research further on this topic can use other variables and a wider sample.
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Nguyen, Chau Hong Phuoc, and Aaron Samuel Zimmerman. "EVALUATING A CONCEPTUAL FRAMEWORK FOR TEACHER EDUCATION QUALITY." Hue University Journal of Science: Social Sciences and Humanities 129, no. 6B (October 26, 2020): 151–63. http://dx.doi.org/10.26459/hueunijssh.v129i6b.5886.
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It is critical for teacher educators and scholars of teacher education to think carefully about the conceptual framework that they use to evaluate teacher education programs. Without a strong conceptual framework, it may be difficult for teacher educators to evaluate whether or not they are operating within a strong program. Thus, we frame this article as an opportunity to present one particular pre-existing framework in the research literature that can be used to conceptualize teacher education quality. We then present some evidence that supports and challenges this framework. In other words, the purpose of this study is to evaluate the conceptual framework for teacher education quality proposed by Hsieh, Law, Shy, Wang, Hsieh, and Tang (2011). In our attempt to create a supplementary evaluation of this conceptual framework, we test a statistical model using a different large international database – Teaching and Learning International Survey (TALIS) 2013 (OECD, 2014). Specifically, we examine the effects of preparedness for content knowledge (CK), pedagogical content knowledge (PCK), and field-based practice on teachers’ later performance satisfaction using multiple linear regression analysis. Our findings suggest that teachers who are more prepared for PCK and classroom practice (through field/clinical experience) during their teacher education program tend to be more satisfied with their teaching performance. However, our findings also suggest that becoming prepared in one’s CK during teacher preparation does not, according to the respondents, have a significant impact on their satisfaction with their teaching performance. Findings of this study have implications for practice and future research.
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Ford, Timothy G., and Kim Hewitt. "Better integrating summative and formative goals in the design of next generation teacher evaluation systems." education policy analysis archives 28 (April 13, 2020): 63. http://dx.doi.org/10.14507/epaa.28.5024.
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In current teacher evaluation systems, the two main purposes of evaluation—accountability/goal accomplishment (summative) and professional growth/improvement (formative)—are often at odds with one another. However, they are not only compatible, but linking them within a unified teacher evaluation system may, in fact, be desirable. The challenge of the next generation of teacher evaluation systems will be to better integrate these two purposes in policy and practice. In this paper, we integrate the frameworks of Self-determination theory and Stronge’s Improvement-Oriented Model for Performance Evaluation. We use this integrated framework to critically examine teacher evaluation policy in Hawaii and Washington, D.C.—two distinctly different approaches to teacher evaluation—for the purposes of identifying a set of clear recommendations for improving the design and implementation of teacher evaluation policy moving forward.
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Rockoff, Jonah E., Douglas O. Staiger, Thomas J. Kane, and Eric S. Taylor. "Information and Employee Evaluation: Evidence from a Randomized Intervention in Public Schools." American Economic Review 102, no. 7 (December 1, 2012): 3184–213. http://dx.doi.org/10.1257/aer.102.7.3184.
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We examine how employers learn about worker productivity in a randomized pilot experiment which provided objective estimates of teacher performance to school principals. We test several hypotheses that support a simple Bayesian learning model with imperfect information. First, the correlation between performance estimates and prior beliefs rises with more precise objective estimates and more precise subjective priors. Second, new information exerts greater influence on posterior beliefs when it is more precise and when priors are less precise. Employer learning affects job separation and productivity in schools, increasing turnover for teachers with low performance estimates and producing small test score improvements. (JEL D83, I21, J24, J45)
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Cordero, Graciela, and Coral González. "Análisis del modelo de evaluación del desempeño docente en el marco de la reforma educativa Mexicana." education policy analysis archives 24 (April 11, 2016): 46. http://dx.doi.org/10.14507/epaa.24.2242.
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The aim of this paper is to analyze and graph the performance teacher evaluation model within the framework of Mexican educational reform in order to clarify its elements, the relationships between them, and the structure that articulates them. The core content is divided into four sections. First, the changes in the teaching profession are presented within the context of Latin America. In the second section, the Mexican educational reform is described. In the third, the process of teacher evaluation is explained. The fourth section shows and describes the performance evaluation model generated from the analysis of the central texts of the reform. Finally, the model is discussed and reflections by way of conclusion are presented.
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Lathif, Fahmi, and Slamet Slamet. "Evaluasi kegiatan kelompok kerja guru di Kecamatan Cipari Kabupaten Cilacap." Jurnal Akuntabilitas Manajemen Pendidikan 7, no. 1 (April 16, 2019): 109–19. http://dx.doi.org/10.21831/amp.v7i1.24124.
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Penelitian ini bertujuan untuk mengevaluasi kegiatan Kelompok Kerja Guru yaitu memberikan informasi seberapa memadai input, proses, dan output kegiatan KKG Guru Kelas di Kecamatan Cipari Kabupaten Cilacap. Penelitian ini merupakan penelitian evaluasi dengan model CIPP yang difokus pada tiga aspek yaitu input, proses, dan output. Data dikumpulkan melalui observasi, wawancara, kuesioner, dan dokumen. Analisis data penelitian dilakukan dengan teknik analisis deskriptif kuantitatif. Hasil evaluasi input menunjukkan pelaksanaan kegiatan KKG Guru Kelas dalam kategori memadai dengan mean terendah pada aspek sarana dan prasarana, serta materi kegiatan KKG. Hasil evaluasi proses menunjukkan pelaksanaan kegiatan KKG Guru Kelas dalam kategori efektif dengan mean terendah pada aspek seminar, lokakarya dan diskusi panel, serta peer coaching. Hasil evaluasi output menunjukkan pelaksanaan kegiatan KKG Guru Kelas dalam kategori baik dengan mean terendah pada aspek meningkatnya kompetensi guru, dan meningkatnya pengetahuan, keterampilan, sikap, dan kinerja guru dalam pembelajaran. An evaluation of the activities of teachers working group in Cipari Cilacap District AbstractThis study aimed to evaluate the Teacher Working Group activities by providing information on how adequate input, process, and output is for classroom teacher TWG activities in Cipari, Cilacap District. This research was an evaluation research with the CIPP model focused on three aspects, input, process, and output. Data were collected through observation, interview, questionnaire, and document. Data analysis of the research was carried out with quantitative descriptive analysis technique. The results of the evaluation of input for the implementation of the TWG Teacher Class activities show that it is in an adequate category with the lowest mean on the facilities and infrastructure, and the teacher working group program material. The results of the evaluation of the process of implementing the TWG Teacher Class activities show that it is in an effectiveness category with the lowest mean was in seminars, workshops and panel discussions, and peer coaching. The results of evaluating the output of the TWG Teacher Class activities show that it is in a good category with the lowest mean on increasing teacher competency, and increasing knowledge, skills, attitudes, and performance teacher in learning.
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Asyari, Hasyim, Tengku Rusman N, and Astina Riyana. "Evaluasi Program Pelatihan Guru di Pusdiklat Tenaga Teknis Pendidikan dan Keagamaan Kementerian Agama Republik Indonesia." Tadbir : Jurnal Studi Manajemen Pendidikan 4, no. 1 (May 14, 2020): 67. http://dx.doi.org/10.29240/jsmp.v4i1.1441.
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This study aims to evaluate the Teacher Training Program at Training Center for Education and Religious Technical Personnell. The basic problem is that there is no post-training evaluation as an integral part of the evaluation of training implementation. The evaluation model used in this study is the Kirkpatrick evaluation model which is reaction level, learning level, behavior level and result level to get a more comprehensive picture of the Teacher Training Program. This study uses a qualitative approach with descriptive methods. Data was conduct using questionnaire, interview, and document studies. The results of this study indicate that on reaction level, based on the results of the achievement analysis are in the high category, learning level of the program which are also in the high category, behavior level are in the high category, however result level of the program are in the moderate category. The findings of the evaluation of this result prove the importance of the training center conducting post-training evaluations to determine the impact of the training on the performance of participants and educational institutions. This research can be used as input for the Training Center to be consistent in evaluating both during training and after training as stated in Kirkpatrick's theory.
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González, Antonio, and Paola-Verónica Paoloni. "Perceived autonomy-support, expectancy, value, metacognitive strategies and performance in chemistry: a structural equation model in undergraduates." Chemistry Education Research and Practice 16, no. 3 (2015): 640–53. http://dx.doi.org/10.1039/c5rp00058k.
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Research in chemistry education has highlighted a number of variables that predict learning and performance, such as teacher–student interactions, academic motivation and metacognition. Most of this chemistry research has examined these variables by identifying dyadic relationships through bivariate correlations. The main purpose of this study was to simultaneously investigate students' perceptions of teacher–student interactions (autonomy support), motivation (expectancy, importance, utility and interest), metacognitive strategies for problem solving (planning, monitoring and evaluation), and performance in chemistry. Measures were collected from 503 Spanish undergraduates (53.13% females) aged 18 to 36 years. Structural equation modeling (SEM) tested the hypothesized direct and mediated relations between these variables. First, confirmatory factor analysis (CFA) provided evidence of the robustness of the evaluation instruments. Second, perceived autonomy support positively predicted expectancy, importance, utility, interest, planning, monitoring, evaluation and performance in chemistry; motivational variables positively predicted metacognitive strategies and performance; and metacognitive strategies positively predicted performance. Moreover, all hypothesized mediated effects between variables were also supported. We conclude discussing the main findings of this study, highlighting their educational implications, acknowledging their limitations, and proposing lines of future research on chemistry education.
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Syafe'i, Syafe'i, Alhadi Yan Putra, and Nur Ahyani. "The Correlation Between Work Motivation and Work Discipline on Teacher Performance." Edunesia : Jurnal Ilmiah Pendidikan 2, no. 2 (March 26, 2021): 424–43. http://dx.doi.org/10.51276/edu.v2i2.141.
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This study aims to determine the correlation between work motivation and work discipline on teacher performance. The formulation of the problems in this study: (1) is there a correlation between work motivation and teacher performance?, (2) is there a correlation between work discipline and teacher performance?, (3) is there a correlation between work motivation and work discipline on teacher performance. This type of research is descriptive quantitative. The sample in this study amounted to 74 students. Data collection techniques in the form of tests and documentation. The instrument used was a test sheet. The theories used are teaching and learning strategy theory and learning evaluation theory. The results of this study. Based on the respondents' perceptions of work motivation, a score range of 116-150 was obtained, with a total score of 20409 and an average score of 130.79 which in this case was categorized as quite good. Respondents' perceptions about the effect of work discipline on teacher performance obtained a score range of 107 - 151, with a total score of 20191.00 and an average score of 134.43 which is in the good category. The degree of influence of the work motivation variable (X1) and the work discipline variable (X2) on teacher performance (Y) was 0.73 or 73%. This shows that the teacher's performance (Y) is jointly (simultaneously) influenced by the work motivation variable (X1) and the work discipline variable (X2) by 73% while the remaining 27% is influenced by other factors outside the equation model.
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Sonedi, Sonedi, Tutut Sholihah, and Dihasbi Dihasbi. "Peran Kepemimpinan Kepala Sekolah dalam Meningkatkan Kinerja Guru." Anterior Jurnal 18, no. 1 (December 8, 2018): 13–22. http://dx.doi.org/10.33084/anterior.v18i1.436.
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This study aims to determine the leadership of the head of the madrasah at Palangkaraya MTsN 1 in improving the performance of the Palangkaraya 1 MTsN Model teacher. The approach used in this study is a qualitative approach with a case study method. Data collection uses observation, interview and documentation study techniques with emphasis on informant data sources, namely: Head of madrasah, teachers, and students to strengthen the validity of the data obtained. Based on the results of the study that the head of the madrasa in Palangka Raya 1 MTsN Model has a type of democratic leadership and is very instrumental in carrying out its leadership as educator, manager, administrator, supervisor, leader, and motivator in improving performance in planning, implementing and evaluating classroom learning, and always empower human resources in decision making. Teacher performance in MTsN 1 This model, has carried out an effective week analysis, prota, prosem, availability of media syllabus, list of values, and attendance list of students. The performance of subject teachers in learning planning is in a very good category. The teacher has been disciplined in carrying out his duties as an Educator. In its implementation to improve teacher performance, the headmaster of the madrasah has included the teachers every time there is training in accordance with the field of study. Besides that, the headmaster also gives awards to the teacher, although not in the form of material but in the form of mental support and praise for continuing to develop the potential he has.
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Permatasari, Novelia Kiki. "PENGARUH KEPEMIMPINAN, MOTIVASI DAN KECERDASAN EMOSIONAL TERHADAP KINERJA GURU AKUNTANSI SEKOLAH MENENGAH KEJURUAN DI KABUPATEN SERANG." Jurnal Riset Akuntansi Tirtayasa 4, no. 2 (October 10, 2019): 114–28. http://dx.doi.org/10.48181/jratirtayasa.v4i2.5671.
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This study examines the influence of leadership, motivation, and emotional intelligence on the performance of accounting teachers. This study uses a vocational school located in serang regency as a research object. The number of samples in this study were 92 respondents. Data were analyzed using SEM (Structural Equation Model) method through the SmartPLS (Partial Least Square) version 1.0 program. The results of this study states that leadership has a significant effect on motivation. This means that leadership is needed and needs to be developed in improving employee work motivation and organizational effectiveness in achieving common goals. Emotional Intelligence has a significant effect on motivation. The higher the emotional intelligence that a teacher possesses the higher the motivation of his work. Leadership has a significant effect on the performance of accounting teachers. If leadership is applied appropriately, then the performance of accounting teachers is increasing. Emotional Intelligence significantly affects the performance of accounting teachers. The higher the emotional intelligence that an accounting teacher possesses, the better the performance will be. Motivation has a significant effect on performance. The higher the work motivation, the higher the level of performance that will be generated. For the vocational school is expected this research can be used as a means for evaluation and improvement of performance for the teacher. For further research is expected to add the external factor variable (environment, organizational culture, etc.) and add the respondent. Researchers can then consolidate research from other business entities, such as other sectors as well as test other factors or variables that may affect the performance of accounting teachers.
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Li, Wenlu, and Yinghui Wang. "Research on the Performance Evaluation Model of Higher Education Teachers Based on the Improved Grey Clustering Analysis Method." International Journal of Emerging Technologies in Learning (iJET) 10, no. 8 (December 14, 2015): 46. http://dx.doi.org/10.3991/ijet.v10i8.5220.
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Effective performance evaluation of university teachers is supposed to guide teaching behaviors and teaching modes as well as improve teaching quality of higher education. In response to the complexity of performance evaluation of university teachers, this thesis proposes a performance evaluation model based on the improved grey clustering analysis method. Firstly, an index model for evaluating performance of university teachers is established with confirmed layers and index sets. Secondly, performance evaluation grades are given out and whitenization weight functions of grey clustering under different performance grades are established. Based on the standardization of index model, and taking weight into consideration, this thesis provides an improved grey clustering analysis method for performance evaluation of university teachers. Last but not the least, the model is verified through case study to prove its efficacy and availability, which lays a sound support for improving higher education.
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Zhang, Ming, Jinpeng Wang, and Runjuan Zhou. "Entropy Value-Based Pursuit Projection Cluster for the Teaching Quality Evaluation with Interval Number." Entropy 21, no. 2 (February 21, 2019): 203. http://dx.doi.org/10.3390/e21020203.
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The issue motivating the paper is the quantification of students’ academic performance and learning achievement regarding teaching quality, under interval number condition, in order to establish a novel model for identifying, evaluating, and monitoring the major factors of the overall teaching quality. We propose a projection pursuit cluster evaluation model, with entropy value method on the model weights. The weights of the model can then be obtained under the traditional real number conditions after a simulation process by Monte Carlo for transforming interval number to real number. This approach can not only simplify the evaluation of the interval number indicators but also give the weight of each index objectively. This model is applied to 5 teacher data collected from a China college with 4 primary indicators and 15 secondary sub-indicators. Results from the proposed approach are compared with the ones obtained by two alternative evaluating methods. The analysis carried out has contributed to having a better understanding of the education processes in order to promote performance in teaching.
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Wuryaningsih, Wuryaningsih, Dewi Haryani Susilastuti, Muhadjir Darwin, and Adi Cilik Pierewan. "Effects of Web-Based Learning and F2F Learning on Teachers Achievement in Teacher Training Program in Indonesia." International Journal of Emerging Technologies in Learning (iJET) 14, no. 21 (November 18, 2019): 123. http://dx.doi.org/10.3991/ijet.v14i21.10736.
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Promoting the reform of teacher professional development (TPD) in the digital era using web-based learning (online and blended learning) appears to be a great innovation in improving teachers skills using technology through computers and Internet networks. Some research revealed that online learn-ing on TPD influences on improving teacher performance; however, the effect had no better results compared to traditional learning. Hence, this study evaluating the policy by examining the effects of web-based learning model, i.e., online and blended learning, and face to face approach on the scores achieved in teacher training. The study adopted the quasi-experimental design with pre-post non-equivalent group design of the intact teacher training program. The participants were 427,189 teachers covering all school levels in Indonesia. Findings suggest that the web-based learning model is more effective in teacher achievement than the f2f, while the female tends to be better than male. Hence, digital constraint is not an obstacle for the teacher in the web-based model. Interestingly, blended learning that emerged as a new trend in e-learning proved to be quite promising. These findings provide considerations for the development of a policy for an appropriate TPD model for teachers at different levels.
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De Pro Chereguini, Carlos, and Ana Isabel Ponce Gea. "Model for the Evaluation of Teaching Competences in Teaching–Learning Situations." Societies 11, no. 2 (June 4, 2021): 56. http://dx.doi.org/10.3390/soc11020056.
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Social changes have brought educational challenges at all levels of education. One of the most important elements has been adopting the development of competences as a main goal. As regards teacher training, competences have been included in university degrees responding to a traditional concern related to teacher training: the necessary relationship between theory and educational practice. The objective of this work, in the Spanish context, is to define a model for the evaluation of didactic-disciplinary competences (frequently taught in university classrooms, in a theoretical way) within the framework of the school practicums of the degree in early childhood education (the unique practical context where a real application of competences may be assessed before professional performance). For this purpose, we analyzed the legislation (the specific didactic-disciplinary competences of the ECI/3854/2007 Order) and the school practicum plans of Spanish universities, in order to provide a useful tool to know how students apply theoretical learning in their classroom practices. The resulting model, focused on the learning of natural sciences, social sciences and mathematics, enables understanding the level of development of the didactic-disciplinary competences and can be considered as a conceptual framework to design instruments for different contexts.
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ARIKHAN, Emine, and Sibel COBAN. "The Relationship between the Creativity Levels of Music Pre-service Teachers and the Preferences of a Teacher Model Supporting Creativity." Revista de Cercetare si Interventie Sociala 72 (March 15, 2021): 56–71. http://dx.doi.org/10.33788/rcis.72.4.
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In this study, the relationship between the creativity levels of music pre-service teachers and their teacher model preferences that support creativity were investigated. The research was conducted with correlation model, which is one of the quantitative research methods. A total of 110 fourth grade students studying in the Department of Music in three different universities in the 2017-2018 academic year participated to the study. In the study, ‘Kaufman Creativity Areas Scale Turkish Form (KCAS-TF)’ and ‘Teacher Index Supporting Creativity (TISC)’ were used as data collection tools. It has been determined that there are positive correlations between the scores of the music pre-service teachers obtained from the KCAS-TF and the CFTIS scales, but the presence of this relationship in some subcomponents could not be confirmed. In the study, it was observed that the candidates who willingly chose the department of music teaching had higher scores from the evaluation sub-dimension of the (TISC). According to the results of the (KCAS-TF), it was concluded that the scores of the teacher candidates who do not want to teach after graduation from the artistic performance and creativity sub-dimension were lower than those who wanted to teach music.
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Salabi, Agus Salim. "Pengembangan Karier Guru Di Pesantren Darul Ihsan Hamparan Perak Deli Serdang." Continuous Education: Journal of Science and Research 2, no. 1 (March 15, 2021): 1–16. http://dx.doi.org/10.51178/ce.v2i1.170.
Full textAbstract:
Career development is the process of identifying the employee's career potential and material and applying the right ways to develop this potential. The teacher career development process at Pesantrren Darul Ihsan begins with the implementation of monitoring and evaluation of teacher performance. This study aims to analyze and find: 1) the concept of teacher career development at Pesantren Darul Ihsan Hamparan Perak Deli Serdang, and 2) the types of teacher career development at Pesantren Darul Ihsan Hamparan Perak Deli Serdang. The two focuses are studied with the theoretical approach of career management, human resource management, and human resource development as well as several other relevant theories. This study uses a qualitative research model with a case study approach. The data collection technique is by using semi-structured interviews and document studies. Furthermore, after the data has been collected, it is analyzed using several steps: data condensation, data display and conclusion, drawing and verification. The results of this study: 1) Teacher career development is carried out in the form of a personal and career advancement plan, as well as monitoring and evaluation which have implications for: (a) repositioning, (b) dismissal, c) resignation, d) retire. 2) Types of teacher career development that are: short courses, study assignments or study permit, and in house training (IHT). Meanwhile, pesantren support for the career development of teachers is conditional and unconditional.