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1
Medina, Ann Michelle S., Mari Cris O. Lim, and Aldren E. Camposagrado. "The Acceptability of Online Learning Action Cell Session Practice to Tagumpay National High School Teachers." Universal Journal of Educational Research 2, no. 2 (2023): 99–109. https://doi.org/10.5281/zenodo.7969003.
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<em>This quantitative study explores the acceptability of Online Learning Action Cell (LAC) practice as a school-based professional development strategy for Tagumpay National High School (TNHS) teachers. The research was motivated by the Department of Education (DepEd) Order No. 35 s. 2016 which prompts public schools to comply with the implementation of LAC sessions because it has a positive impact on teachers’ beliefs and practices resulting in education reforms for learners’ benefit. However, in compliance with DepEd’s policy on maximizing Time-On-Task (DepEd Order No. 9 s. 2005) and the teacher’s conflict of schedule and other ancillary and coordination functions, absences or non-participation in classroom LAC was noted. The viability of offering Online LAC sessions using appropriate media and technologies to provide more options and flexibility for the study is suggested and tested utilizing a conceptual framework drawn from DepEd Order No. 35 s. 2016, Simonson’s Equivalency Theory and Anderson’s Community of Inquiry (COI). A descriptive survey method was used in this study with purposive sampling identifying ten Technology and Livelihood Education (TLE) teachers to pilot the Online LAC based on the memorandum issued by the school head. The subjects went through a week of experience in a LAC session using Facebook (FB) as Learning Management System (LMS) while a researcher-designed survey tool in the form of a Likert-type scale questionnaire was administered via Google forms before and after the online session to measure teacher’s acceptability of Online LAC Session practice. In the analysis, a descriptive statistic shows that pre-post survey results on Online LAC session planning is from ‘moderately acceptable’ to ‘very highly acceptable’; implementation is from ‘acceptable’ to ‘very highly acceptable’, and evaluation is from ‘moderately acceptable’ to ‘very highly acceptable’. TNHS teachers' acceptability of Online LAC session practice increases after their participation in a fully-online learning environment. Limitations, recommendations, future research directions, and conclusions are also included in the study.</em>
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Medina, Ann Michelle S., Aldren E. Camposagrado, and Mari Cris O. Lim. "A Phenomenological Study of the Lived Experiences of Tagumpay National High School Teachers Involved in Online Learning Action Cell Session." Universal Journal of Educational Research 1, no. 3 (2022): 142–54. https://doi.org/10.5281/zenodo.7111218.
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A qualitative phenomenological approach was used in this study to describe the lived experiences of Tagumpay National High School (TNHS) teachers on Online Learning Action Cell (LAC) session. LAC is a school-based professional development for teachers implemented by the Philippine Department of Education (DepEd). Due to teacher’s lack of participation on classroom LAC, a fully-online mode option is explored by offering TNHS teachers Online LAC session using Facebook as a Learning Management System (LMS). To capture the lived experience of teachers, an in-depth interview with a purposive sample of one TNHS teacher is done in the process. The data gathered went through “Hycner’s Explicitation Process” (1999, in Groenewald, 2004) which includes bracketing, delineating, clustering, summarizing and extracting unique themes. Validity and Credibility were accomplished through an intercoder agreement between researchers, Facebook chat records, bracketing, and member checking. Results identified three themes in relation to teacher’s experience of Online LAC session including usefulness, barriers, and preference. Findings revealed the major role of TNHS teacher’s context on how Online LAC is utilized. Recommendations include administrator and expert teacher working with classroom teachers and the inclusion of teachers’ voices as input in the program design, implementation and evaluation stages of Online LAC to better address curriculum needs and facilitate the delivery of high-quality professional development for teachers’ professional growth.
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Pelaez, Ariel C., and Melanie-Chel N. Panerio. "TEACHING LITERATURE: THE CASE OF JUNIOR HIGH SCHOOL TEACHERS IN A NATIONAL HIGH SCHOOL." Ignatian International Journal for Multidisciplinary Research 2, no. 7 (2024): 702–10. https://doi.org/10.5281/zenodo.12789610.
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This multiple case study explored the struggles and challenges encountered by the Junior High School teachers who are teaching literature in a national high school. I conducted this study with the use of multiple case study research design with in-depth interviews as the main method of collecting data. Four teachers served as the participants of this study. The common struggles and challenges encountered by my participants were lack of available reference materials, learners’ attitude toward the subject, and learners’ diverse cognitive capacity. Their coping mechanisms included the provision of learning materials, reliance on internet sources, conduct of reading remediation, use of differentiated instruction, integration of cooperative learning, and undergoing training and seminars. It is recommended to properly allocate a budget to send teachers to training and seminars and to provide them with technical assistance. Teachers also have to exert effort to address the needs of the students to attain the mission and vision of the Department of Education. .
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Putong, Fahra Theresa. "PAGSUSURI NG INFORMATION, COMMUNICATION TECHNOLOGY INTEGRATION SA AKADEMIKONG PAGGANAP SA ASIGNATURANG FILIPINO NG MGA MAG-AARAL SA IKA-SAMPUNG BAITANG NG JOLO NATIONAL HIGH SCHOOL." Journal of Education and Academic Settings 2, no. 1 (2025): 1–16. https://doi.org/10.62596/f2pzmb88.
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Layunin ng pag-aaral na ito na imbestigahan kung paano isinasama ng mga mag-aaral sa ikasampung (10) baitang sa Jolo National High School sa taong akademiko 2024–2025 ang information and communications technology (ICT) sa kanilang akademikong pagganap sa asignaturang Filipino. Ang pag-aaral na ito ay gumamit ng descriptive quantitative approach upang suriin ang antas ng paggamit ng information and communication technology sa akademikong performance ng isang sample ng Jolo National High School sa ika-sampung baitang. Isang talatanungan ang ibinigay sa mga respondente upang makalap ng mga datos na kailangan ng mananaliksik. Sa taong akademikong 2024–2025, nag-host ang Jolo National High School ng 2,850 na mag-aaral para sa pag-aaral na ito. Mayroong tatlumpu't dalawang (32) na seksyon sa lahat sa paaralang ito, kabilang ang walong seksyon para sa ikapitong baitang (7), walong seksyon para sa ikawalong baitang (8), walong seksyon para sa ikasiyam na baitang (9) at walong seksyon para sa ikasampung baitang (10). Mayroong humigit-kumulang 100 instruktor sa kabuuan, kasama ang isang punong-guro, isang punong guro, at isang tagapayo. Isang daang mag-aaral mula sa iba't ibang seksyon ng ikasampung baitang ng Jolo National High School noong taong akademiko 2024–2025 ang lumahok sa pag-aaral na ito bilang mga tagatugon. Ayon sa mga natuklasan, mas marami ang mga babaeng respondent kaysa mga lalaking respondent, karamihan ay nasa kanilang kagalingan, karamihan ay walang pormal na edukasyon, at ang kanilang buwanang kita ay mahirap. Ang akademikong tagumpay ng mga mag-aaral sa mga paksang Filipino ay lubos na pinahuhusay ng regular na pag-access, paggamit ng, at mabuting pag-uugali sa ICT. Ang mga mag-aaral sa Jolo National High School sa ikasampung baitang ay humahabol sa mga mag-aaral sa ibang mga paaralan sa aspeto ng information and communication technology (ICT) integration, na pinatunayan ng kawalan ng kapansin-pansing pagkakaiba sa kanilang akademikong pagganap sa asignaturang Filipino. Ang malakas na ugnayan sa pagitan ng tatlong salik ay nagpapahiwatig lamang na, pagdating sa integrasyon ng ICT sa mga nasa ika-sampung baitang ng Jolo National High School, hindi maaaring balewalain ang isang salik kaugnay ng iba.
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JCE staff. "ACS National Meeting: Programming for High School Teachers." Journal of Chemical Education 86, no. 8 (2009): 912. http://dx.doi.org/10.1021/ed086p912.
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Desabayla, Ryan. "Levels of Secondary School Teachers’ Leadership and Perceived Support from the School Management in Juban I and II Districts." Journal of Education For Sustainable Innovation 2, no. 2 (2024): 135–45. https://doi.org/10.56916/jesi.v2i2.963.
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Teacher leadership is needed in every learning institution. It empowers teachers to play proactive roles in shaping educational settings. The researcher of this study determined the levels of secondary teachers’ leadership and perceived support from the school management and utilized a quantitative descriptive survey design and used adopted questionnaire. The study subjects were 64 secondary school teachers in Juban I and II Districts. The distribution of participants was as follows: six from Olimpio A. Guarin Jr. National High School, five from Lajong National High School, one from Biriran National High School, six from Guruyan National High School, 44 from Juban National High School, and two from Sablayan National High School, and the data were collected through Google Forms. Moreover, the researcher utilized the weighted mean and Pearson correlation coefficient in analyzing the gathered data. Findings revealed that the secondary school teachers agreed (3.65) on the level of teacher leadership and agreed (3.55) on the level of school management support as perceived. Furthermore, there was a weak relationship between the levels of secondary school teachers’ leadership and perceived support from the school management. The researcher recommended that the leadership levels of secondary school teachers in Juban I and II districts should be sustainably promoted and enhanced. Support from school management for teacher leadership is essential. There should be a strong relationship between teachers and school management to achieve effective leadership. Additionally, action research should be conducted to improve teacher leadership and school management in the Juban I and II districts.
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Costa, Gilvan Luiz Machado. "HIGH SCHOOL IN PUBLIC HIGH SCHOOL IN BRAZIL: INEQUALITIES AND REGIONAL CHALLENGES." Revista Tempos e Espaços em Educação 11, no. 26 (2018): 303–22. http://dx.doi.org/10.20952/revtee.v11i26.7376.
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This article approaches, in the five regions of Brazil, the universalization of High School, initial training and work conditions of teachers. The discussion was carried out based on educational indicators available at the National Research of Household Sample and the School Census. The analysis makes explicit disparities among the regions regarding to the universalization of access, most claimed in North and Northwest regions. Appropriate training has more requirements in Northwest and Central West regions. Similarly, better work conditions are most required in Central west, North and South. At the same time, it points, in the five regions, a context far from of the National Education Plan (2014-2024). It suggests that social quality of High School only will be a reality with insurance of universalization to young people from 15 to 17 years old and with all the teachers socially valued. It also demonstrates dimensions silenced nowadays in the Law number 13.415/2017 and its bet on flexibility.
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Ferraz, Gleice, and Flavia Rezende. "Physics teachers' perspectives on High School national curriculum policies." Ciência & Educação (Bauru) 20, no. 2 (2014): 497–515. http://dx.doi.org/10.1590/1516-73132014000200015.
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This study aimed to identify, in the context of an activity developed in online course for continuing education and from the theoretical approach of Mikhail Bakhtin, the discursive appropriation of PCNEM by high school physics teachers who work in different regional realities. The analysis indicated a positive perspective by teachers related to PCNEM, in addition to full accordance with the main path indicated by the legislation: the contextualized teaching. Despite the differences between educational regions we could not identify explicit signs of how these differences impacted the appropriation of terms found in PCNEM. The silence of teachers in relation to non-methodological aspects of physics teaching shapes their perspectives and also emphasizes the concern for didactic transposition of the content required by the curriculum, leaving out the question of why we have this curriculum and not other.
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Fokin, Iurii Georgievich. "Russian model of high school teachers training." Moscow University Pedagogical Education Bulletin, no. 4 (December 29, 2016): 43–59. http://dx.doi.org/10.51314/2073-2635-2016-4-43-59.
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Based on a review of psychological differences graduates activity and postgraduate education of students from master students training offered methodological update the structure of higher education levels with the addition of an entry-level qualification for teachers of general cultural and methodological training. The combination of national traditions high school in the beginning of XX with activity-learning theory of the XXI century, it allows for truly new Russian model of teacher training for schools.
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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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Acioly, Vitor, Marcio Velloso, and Antonio Santos. "The effectiveness of the Sirius School for high school teachers." Journal of Environment and Sustainability Education 2, no. 1 (2024): 12–23. http://dx.doi.org/10.62672/joease.v2i1.24.
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The Sirius School for High School Teachers (ESPEM) is an in-service program for high school science teachers. It is held at the National Center for Research in Energy and Materials in Campinas, in partnership with the Brazilian Society of Physics. The program aims to enhance the skills of science teachers in high schools, facilitate the exchange of knowledge between teachers from all over Brazil, and produce updated teaching materials that promote Brazilian science and technology. To investigate how ESPEM contributes to the training of basic education teachers, and to assess the effectiveness of the program, we employed various data collection methodologies in a qualitative research study. Our objectives were: i) to identify the expectations of the participating teachers, ii) to evaluate the products generated during the program, and iii) to measure the achievement of the main goals of ESPEM. To achieve these objectives, we analyzed the letters of intent submitted by the selected participants before the program began. During the program, we conducted participant observation. After the program, we conducted semi-structured individual interviews, and a focus group, and distributed questionnaires to the participants.
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BALBIN, CATHERINE C. "IMPLEMENTATION OF OPEN HIGH SCHOOL PROGRAM AT DOÑA FRANCISCA LACSAMANA DE ORTEGA MEMORIAL NATIONAL HIGH SCHOOL." Cognizance Journal of Multidisciplinary Studies 4, no. 11 (2024): 165–288. https://doi.org/10.47760/cognizance.2024.v04i11.015.
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The study examined the implementation and challenges of the Open High School Program (OHSP) at Doña Francisca Lacsamana de Ortega Memorial National High School (DFLOMNHS). The OHSP serves as an alternative mode of secondary education, designed to accommodate learners who cannot attend traditional schools due to personal, economic, or geographical constraints. This descriptive research investigated the relationship between learner profiles, academic performance, and the level of program implementation. The study involved 48 learners and 16 teachers, utilizing surveys to assess various factors, including the program’s effectiveness and the challenges faced by teacher-implementers. The results revealed that the majority of learners are female, aged 16-20, and come from low-income families with parents who generally have low educational attainment. The academic performance of these learners varies, with a significant portion not meeting expectations. The level of program implementation, as perceived by both learners and teachers, is generally positive, but challenges remain, particularly in addressing the diverse needs of learners and improving academic outcomes. The study underscores the importance of continued support and evaluation to enhance the effectiveness of OHSP in achieving its goals of reducing dropout rates and providing quality education to underserved communities. The following conclusions were drawn based on the findings. Open High School learners and teachers possessed varied characteristics as to gender, age, highest educational attainment of parents, occupation of the parents, family monthly income, academic performance, and years in service. Open High School is generally-well implemented by both teachers and the learners. There is no significant difference in the level of implementation of Open High School as perceived by the learners and the teachers. There is no significant relationship between the profile characteristics of the learners and various dimensions of the implementation of the Open High School program. Similarly, the profile of the teacher-respondents also showed no significant relationship with the implementation of the Open High School program across the same dimensions. The respondents face significant challenges in the implementation of the Open High School program, which can be categorized into three primary clusters: role challenges, general challenges, and instructional challenges. Based on the findings and conclusions drawn, the following are highly recommended. Schools should implement programs that equip parents with skills to support their children academically, particularly for those with lower educational attainment and low family monthly income. Regular workshops on seminars on modern teaching methods, time management, and academic support could be beneficial. Professional development programs should be intensified to equip teachers with innovative teaching methods, such as integrating technology and differentiated instruction. This will address the gap in teaching methods and promote more engaging and effective learning experiences. Efforts should be made to maintain or enhance open communication and collaboration between learners and teachers. Continuous monitoring and evaluation of the Open High School Program’s effectiveness should be carried out to ensure its goals are being met. Comprehensive evaluation of the Open High School program to identify other factors that might influence its implementation effectiveness such as program resources, training quality, and support system should be conducted. Similar studies should be conducted to further determine the effectiveness of the Open High School program.
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CATHERINE, C. BALBIN. "IMPLEMENTATION OF OPEN HIGH SCHOOL PROGRAM AT DOÑA FRANCISCA LACSAMANA DE ORTEGA MEMORIAL NATIONAL HIGH SCHOOL." Cognizance Journal of Multidisciplinary Studies (CJMS) 4, no. 11 (2024): 165–288. https://doi.org/10.47760/cognizance.2024.v04i11.015.
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The study examined the implementation and challenges of the Open High School Program (OHSP) at Doña Francisca Lacsamana de Ortega Memorial National High School (DFLOMNHS). The OHSP serves as an alternative mode of secondary education, designed to accommodate learners who cannot attend traditional schools due to personal, economic, or geographical constraints. This descriptive research investigated the relationship between learner profiles, academic performance, and the level of program implementation. The study involved 48 learners and 16 teachers, utilizing surveys to assess various factors, including the program’s effectiveness and the challenges faced by teacher-implementers.The results revealed that the majority of learners are female, aged 16-20, and come from low-income families with parents who generally have low educational attainment. The academic performance of these learners varies, with a significant portion not meeting expectations. The level of program implementation, as perceived by both learners and teachers, is generally positive, but challenges remain, particularly in addressing the diverse needs of learners and improving academic outcomes. The study underscores the importance of continued support and evaluation to enhance the effectiveness of OHSP in achieving its goals of reducing dropout rates and providing quality education to underserved communities.The following conclusions were drawn based on the findings. Open High School learners and teachers possessed varied characteristics as to gender, age, highest educational attainment of parents, occupation of the parents, family monthly income, academic performance, and years in service. Open High School is generally-well implemented by both teachers and the learners. There is no significant difference in the level of implementation of Open High School as perceived by the learners and the teachers. There is no significant relationship between the profile characteristics of the learners and various dimensions of the implementation of the Open High School program. Similarly, the profile of the teacher-respondents also showed no significant relationship with the implementation of the Open High School program across the same dimensions. The respondents face significant challenges in the implementation of the Open High School program, which can be categorized into three primary clusters: role challenges, general challenges, and instructional challenges.Based on the findings and conclusions drawn, the following are highly recommended. Schools should implement programs that equip parents with skills to support their children academically, particularly for those with lower educational attainment and low family monthly income. Regular workshops on seminars on modern teaching methods, time management, and academic support could be beneficial. Professional development programs should be intensified to equip teachers with innovative teaching methods, such as integrating technology and differentiated instruction. This will address the gap in teaching methods and promote more engaging and effective learning experiences. Efforts should be made to maintain or enhance open communication and collaboration between learners and teachers. Continuous monitoring and evaluation of the Open High School Program’s effectiveness should be carried out to ensure its goals are being met. Comprehensive evaluation of the Open High School program to identify other factors that might influence its implementation effectiveness such as program resources, training quality, and support system should be conducted. Similar studies should be conducted to further determine the effectiveness of the Open High School program.
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Paraiso, Mary Jean S., Irine Mae T. Belderol, and Niño Richard R. Salingay. "Conducting Action Research (CAR): Difficulties, Issues, and Challenges of Junior High School Teachers of Bukidnon National High School." International Journal of Research and Innovation in Social Science IX, no. I (2025): 2771–80. https://doi.org/10.47772/ijriss.2025.9010225.
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The study was conducted to investigate the difficulties, issues, and challenges of junior high school teachers of Bukidnon National High School in conducting action research. Specifically, the study aimed to identify the difficulties, issues, and challenges, and their coping mechanism in addressing their difficulties, issues, and challenges in conducting action research, and formulate recommendations and insights of the teachers to address the difficulties, issues, and challenges they had experienced. The study utilized a qualitative research design using phenomenological analysis. The participants of the study were five teachers coming from the different departments in our school. They were purposively selected such that each of them has completed at least one research project. A face-to-face interview was conducted with all of the participants. The instrument being used was a semi-structured interview tool in which the participants were asked to answer the five open-ended questions. The qualitative data gathered was analyzed using thematic analysis. The findings of the study reveal that time management is one of the challenges of the teachers who conducted action research. They also have difficulties in writing the content of their research as well as the format to be followed. The teachers also have issues in conducting action research, especially the resources that they can use for their study. Based on the experiences of the teachers, they recommended creating a mentorship program in our school about research, creating a guide outline that serves as a friendly template for new researchers, and an “Adopt a Teacher-Researcher” program.
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Ardıç, Tuncay, Sedef Süer, and İsmail Kinay. "The Relationship between Secondary School Teachers' Curriculum Fidelity and National High Stake Tests." Athens Journal of Education 12, no. 4 (2025): 679–704. https://doi.org/10.30958/aje.12-4-7.
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In this study, it was aimed to examine the relationship between secondary school teachers' curriculum fidelity and their views on central exams. The study was designed with relational survey model. The population of the study consists of Turkish language, mathematics, science, English language and social studies teachers working in secondary schools affiliated to Diyarbakır Provincial Directorate of National Education during the 2021-2022 academic year. The sample of the study consists of 517 secondary school teachers randomly selected from these field of studies. "Curriculum Fidelity Scale", "Scale of Views on Central Examination" and "Open-ended Questionnaire Form" were used as data collection tools. The data of the study were collected online between 28.06.2021 -14.03.2022. As a result of the study, it was determined that there was no significant relationship between secondary school teachers' curriculum fidelity and their views towards central exams. However, no significant relationship was found between the curriculum fidelity of secondary school teachers working in Supporting and Training Courses and their negative views towards central exams. On the other hand, a positive and significant relationship was found between the curriculum fidelity of secondary school teachers working in the Supporting and Training Courses and their views towards the central exams. Keywords: Curriculum, Curriculum fidelity, high-stakes tests, secondary school teachers,
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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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Ubpon, Marhomzar O., Norman M. Norberte, and Armina L. Ubpon. "RESPONSIVENESS TO ANCILLARY TASKS, TEACHING COMPETENCE, AND TEACHERS' PERFORMANCE AMONG CLUSTERED SECONDARY SCHOOL OF PALIMBANG SULTAN KUDARAT." Ignatian International Journal for Multidisciplinary Research 2, no. 10 (2024): 1084–102. https://doi.org/10.5281/zenodo.14026319.
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This research delves into the questions and the importance of teachers’ competence and performance amidst multiple functions in the school. It specifically sought the correlation of teachers’ demographic profile, responsiveness to ancillary tasks and its implication to their competence and performance. The method used in this research is Quantitative Descriptive-Correlational approach. The locale of this study was conducted in the Clustered Secondary School of Palimbang, namely Palimbang National High School, Milbuk National High School, and Mamansual Abdul National High School. The respondents of this study are teachers that have ancillary tasks assignments. This study determined if the profiles of teachers significantly influence the extent of giving ancillary assignment to them. This research has also found out that there is a viability of teachers to handle ancillary tasks and showed a favorable result of High Extent in their competence while the overall performance of teachers reflected Very Satisfactory ratings.
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Hazel, Jhoy C. Del Mundo. "21st Century Digital Skills, Technology Integration in Instruction and Challenges Encountered by Senior High School Teachers in Muntinlupa National High School." INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY RESEARCH AND ANALYSIS 05, no. 05 (2022): 1159–72. https://doi.org/10.5281/zenodo.6602505.
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This descriptive-correlational study determined the 21st-century digital skills, technology integration in instruction, and challenges encountered in integrating technology. The participants in this study were composed of ninety-five Senior High School teachers in Muntinlupa National High School. The study sought to find a significant association between 21st-century digital skills and level of technology integration in instruction; challenges encountered and the level of technology integration of teachers in instruction. The study revealed that the majority of the respondents were female, aged 40 to 49 years old, acquired MA units, 7 – 12 years of teaching experience, and attended less than 3 related training on technology integration in instructions for the last past 6 months. Findings showed that the level of 21st-century digital skills and level of technology integration in instructions of the SHS teachers was very high. Teachers highly used video conferencing software such as Zoom, Microsoft Teams, GoogleMeet, Cisco, WebEx, and others as the technology they integrate for their instructions. The challenges experienced by teachers in integrating technology in instructions were the following; poor internet connection, students' lack of support system, limited electronic materials and equipment, and lack of technological support from the school experts. Senior high school teachers aged 40 to 49 have higher skills in the information of 21st-century digital skills than teachers aged 50 and above. And, female senior high school teachers have higher skills in communication, collaboration, and problem-solving in 21st-century digital skills than male senior high school teachers. Meanwhile, the teachers’ level of technology integration in instruction and the challenges encountered in integrating technology were the same regardless of teachers’ profiles. The result further revealed that the higher the 21st-century digital skills of the teachers, the higher the teachers’ level of technology integration in instructions. And, the more challenges teachers encountered in integrating technology into instructions, the higher their level of technology integration into instructions.
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Cabañero, Frezie. "Training Needs Analysis on the Competencies of the Senior High School Teachers in Surigao Del Norte National High School." Training Needs Analysis on the Competencies of the Senior High School Teachers in Surigao Del Norte National High School 1, no. 2 (2024): 164–75. http://dx.doi.org/10.69481/vrtltnac10192024.
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This study assessed the training needs and competencies of Senior High School teachers at Surigao del Norte National High School (SNNHS). Using quantitative-descriptive methodologies, it examined the teachers' competencies in pedagogical, technological, content, and cognitive skills and explored whether demographic factors such as sex, age, civil status, educational attainment, years of teaching, and the number of trainings attended influenced these competencies. The findings showed that teachers were generally perceived as highly competent across all skill areas. Statistical analysis revealed no significant differences in teacher competencies based on demographic or professional factors. These results suggest that factors such as sex, educational attainment, and teaching experience do not significantly impact the competencies of Senior High School teachers in this context. Further research is recommended to validate these findings in other settings or to explore additional factors that may affect teacher competencies.
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Lonzon, Miriam De Ocampo, and Raymond D. Espiritu. "Phenomenological Behavioural Problems Manifested by High School Students Enrolled in Subic National High School." International Journal of Multidisciplinary: Applied Business and Education Research 5, no. 8 (2024): 3411–21. http://dx.doi.org/10.11594/ijmaber.05.08.34.
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This study determines the phenomenological behavioural problems manifested by high school students enrolled in Subic National High School and draws implications to address the behavioural issues. The study used qualitative research adhering to phenomenological methods, and data were thematically analyzed. Results of the study showed that most of the participants are between the ages of 28 and 32, most of the teacher's responders are female, the majority of the teacher's responses are teaching English, and the majority of participants are Teacher I. The common misbehaviour issues of the students inside the classroom are disruptive behaviours, truancy, and behavioural engagement. The factors that led to students' misbehaviour inside the school are biological, social factors, and internal factors. Participants encourage students to behave well inside the classroom by giving rewards and punishments, classroom activities, and creating a positive classroom environment. Suggested activities to make the students behave well inside the school are fostering a culture of reading, writing, listening, and speaking, interactive teaching and learning, and rewards and motivation. A program was proposed. The study recommends that teachers be trained to handle classroom management concerns and problems. Administrators, teachers, parents, and students must all collaborate to achieve a common aim of peace and harmony in well-managed schools. Students should be included as participants in future studies, and their impressions and comments about school punishment techniques should be recorded. Further study may be conducted to validate the findings of this research.
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Borger, Linda. "Evaluating a high-stakes EFL speaking test: Teachers’ practices and views." Moderna Språk 113, no. 1 (2019): 25–57. http://dx.doi.org/10.58221/mosp.v113i1.7621.
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 In the present paper, teachers’ implementation practices and views of practicality regarding a paired speaking test, part of a high-stakes national test of English as a foreign language (EFL) in the Swedish upper secondary school, were investigated. In Sweden, national tests are centrally developed but internally marked by teachers at the schools where they are administered. Two-hundred and sixty-seven teachers participated in a nation-wide online survey and answered closed and open-ended questions. The responses reflect how teachers implement and perceive the national speaking test in relation to purposes and guidelines. Furthermore, challenges relating to the implementation were also reported. The results showed that there were variations in how the national speaking test was implemented at the local school level. This has clear implications for standardisation, but must be considered in relation to the decentralised school system that the test is embedded in, which requires local decisions to be made and local responsibility to be taken. In addition, many teachers perceived that they did not receive enough support from the school management, indicating that clearer routines and administrative support are needed. Statistical tests were undertaken to explore potential differences related to certain background variables. It was found that school size accounted for some of the variation in teachers’ responses, with teachers at smaller schools perceiving the practical implementation of the oral tests to be more problematic and time-consuming. The paper concludes with a discussion of the implications of the findings for the practice of high-stakes speaking assessment programs, focusing on the educational context of the current investigation.
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Scott, Deandrea. "Teachers’ experiences implementing the National Standards Curriculum at the Riverbank High School." Journal of Education and Development in the Caribbean 19, no. 1 (2020): 1–34. http://dx.doi.org/10.46425/j119018157.
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This paper explores teachers’ experiences implementing the National Standards Curriculum at a secondary school in Jamaica. During a phenomenological case study, structured and semi-structured interviews were completed with 16 participants and data collected subsequently analysed using constant comparison. The aim was to ascertain how teachers described their experiences implementing the NSC, what teachers saw as challenges with implementing the NSC and what they saw as strengths of the NSC. The findings showed that most teachers described their experience as challenging. Improving the process for implementing new curriculums and guiding efforts to address challenges teachers face in order to better facilitate institutionalization of the NSC are benefits to be derived from these findings.
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Ni'amah, Afi, Masriatus Sholikhah, and Eka Sari. "EFL Junior High School Teachers’ Perceptions on Literacy Assessment." New Language Dimensions 4, no. 2 (2024): 102–16. http://dx.doi.org/10.26740/nld.v4n2.p102-116.
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The national examination was replaced with a national assessment because it was only focused on memorizing skills and assessed only the cognitive aspect. There is a need for research on how teachers perceive the minimum competency assessment, especially literacy competence that this research was conducted. As a result, this study is keen to gauge how junior high school students perceive English teachers in general. There are 3 components called the CAC model (cognitive-affective-conative) that influences a person's behavior so that it is also related to one's perception. The data processing technique in this study consisted of 3 stages, namely editing, coding and tabulating. The first stage was carried out to check the data obtained from the answers to the questionnaires that have been collected. Then, coding stage was carried out to code the respondents' answers in the form of giving numbers or other signs. Lastly, tabulation stage was carried out by compiling and calculating the coding results by giving a score and then presenting it in tabular form. The findings showed the perception of the English teachers about literacy assessment based on a minimum competency assessment in terms of cognitive aspects was fairly good, on the affective aspects was fairly good while on the conative aspects was good. Accordingly, researches on minimum competency assessment needs to be examined further that afford teachers’ comprehension in implementing minimum competency assessment. Keywords: National Assessment, Minimum Competency Assessment, CAC Model, Perception, Literacy Assessment
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Luis, C. Ronquillo III. "Implementation of Special Mathematics Education in Narvacan National Central High School." INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY RESEARCH AND ANALYSIS 07, no. 05 (2024): 2322–37. https://doi.org/10.5281/zenodo.11365644.
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The study assessed the implementation of Special Mathematics Education (SME) at Narvacan National Central High School, focusing on teacher profiles, policy, instructional materials, and performance, identifying challenges and relationships among variables. The study utilized a mixed method and explanatory sequential research design, involving 15 teachers and 128 learners, and collected data through a survey questionnaire and one-on-one interviews, analyzing frequency, percentage, mean, and correlation. The study found that most respondents were female mathematics teachers aged 26-30, with a master's degree and school-based training. Most students received outstanding grades for the 2022-2023 school year. The Special Mathematics Education curriculum was highly implemented, and teachers' profiles showed a significant relationship with instructional materials and learners' performance. Solutions included technology integration, Open Education Resources, active learning techniques, and personalized learning plans. Teachers should pursue postgraduate education, enhance student performance through materials, sustain special mathematics education, enrich their knowledge through LAC sessions, seminars, and trainings, identify and solve teaching problems, and continue to provide meaningful and productive activities for learners, ensuring outstanding performance and continuous improvement.
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Asmaida, Asmaida. "National Assessment at West Tanjung Jabung 2 Public High School (Teachers’ Perspective)." Asatiza: Jurnal Pendidikan 4, no. 1 (2023): 24–34. http://dx.doi.org/10.46963/asatiza.v4i1.861.
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This study aims to describe the teachers’ perspective towards the National Assessment at State Senior High School 2 Tanjung Jabung Barat. This research was qualitative descriptive that describes or expresses in words (qualitatively). Data was collected by interviewing the teachers. The results of this study indicate that: The teacher's understanding of the national assessment is quite good, this can be seen from the teacher's knowledge regarding the national assessment and the results of teacher interviews regarding the teacher's views on the national assessment policy. Besides that, the teacher's knowledge of the reasons the government established the national assessment policy, which in this case, allows the teacher to play a very important role in the national assessment. However, the teacher's knowledge regarding minimum competency assessment, character surveys, and learning environment surveys are quite good. The Implementation of the national assessment in teaching and learning activities have been carried out. (2) obstacles were the lack of student motivation, lack of student ability, and lack of outreach and training for teachers.
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Pinagpala, Publishing Services. "FACTORS ASSOCIATED WITH GRIT LEVEL AMONG PUBLIC SCHOOL TEACHERS IN GIPORLOS NATIONAL TRADE SCHOOL – A CORRELATIONAL STUDY." WORLD EDUCATION CONNECT Multidisciplinary e-Publication IV, no. II (2024): 14. https://doi.org/10.5281/zenodo.10656367.
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Public school teachers play a pivotal role in shaping the academic and personal development of students, and their effectiveness is closely tied to individual that traits such as grit. However, despite the acknowledged importance of grit levels of public schools’ teachers, particularly within the context of Giporlos Trade National High School. The existing literature highlights the challenges faced by educators in public schools, including high workloads, limited resources, and sometimes inadequate support systems (Ingersoll & Strong, 2011). This prompts the need to explore how these factors, along with individual characteristics and professional experiences, contribute to or hinder the development of grit among teachers at Giporlos Trade National High School. (Duckworth, A., 2016) defines grit as the combination of passion and perseverance over the long term, highlighting its relevance to sustained achievement in challenging endeavors. Research by Rimm-Kaufman, S.E., and Hamre B. K. (2010) underscores the learning environment. This study builds upon the determinants of grit among public school teachers, recognizing that individual traits and external factors may shape the grit levels within this unique context. Furthermore, the challenges faced by educators in public schools have been extensively documented Ingersoll & Strong (2011). This research aligns with these findings and aims to uncover how factors such as workload, support systems, and professional development opportunities contribute to or detract from the grit levels of teachers at Giporlos Trade National High School.
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Gonzales, Rose Anne. "Most Difficult Reading Competencies in English 10: Basis for Development and Evaluation of Reading Intervention Booklet." Psychology and Education: A Multidisciplinary Journal 27, no. 9 (2024): 1028–35. https://doi.org/10.5281/zenodo.14061642.
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This research study aimed to develop and evaluate reading intervention booklet for grade 10 students at San Jose National High School, District II-A, Division of Antipolo City during the school year 2023-2024. The descriptive-evaluative method of research was used with the questionnaire - checklist as data gathering instrument. The developed reading intervention booklet was evaluated by the fifteen (15) Language experts consist of English Master teachers, Head Teachers, and teachers in the teaching profession for more than 10 years and (25) English teachers from San Jose National High School, Dela Paz National High School and Marcelino National High School in the Division of Antipolo City. The English teachers and expert respondents evaluated the developed Reading Intervention Booklets Very Satisfactory with regard to objectives, activities, analysis, abstraction, application, and Evaluation, with grand means of 3.88 and 3.95, respectively. In addition, there was no significant difference between the evaluations of the two groups of respondents on the developed Reading Intervention Booklets in terms of Objectives, Analysis, Abstraction, Application, and Evaluation. On the other hand, there was a significant difference between the evaluation of the two groups of respondents on the developed reading intervention booklets in terms of Activities. Comments and suggestions were given by the respondents to further improve the developed learning material.
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Panti, Rose Ann. "Strategic Pedagogical Reading Comprehension towards Creative Thinking." Psychology and Education: A Multidisciplinary Journal 35, no. 5 (2025): 614–26. https://doi.org/10.70838/pemj.350510.
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This study focused on determining the teachers’ pedagogical approaches, and students’ level of creative thinking to create a strategic pedagogical reading comprehension towards creative thinking. The researcher utilized a quantitative approach descriptive correlational design with the use of self-made questionnaire. The respondents were chosen from five (5) public Junior High Schools in Candelaria, Quezon namely Atty. Celso M. Reyes National High School, Bukal Sur National High School, Dolores Macasaet National High School, Dr. Panfilo Castro National High School, and Sta. Catalina National High School. A total of 40 randomly selected Junior High School teachers from each school participated along with their randomly selected student per teacher for the same total of 40 students. All data were gathered through questionnaires then analyzed and interpret through one-sample t-test and regression analysis. The data indicate that teachers employed a high extent of pedagogical approaches, including questioning, inferencing, visualizing, and analyzing. However, their creative thinking level in terms of divergent thinking, problem-finding, and idea generation all attained a moderate extent. The pedagogical approaches on questioning, inferencing, and visualizing had no significant effect on the students’ creative thinking level. Only the teachers’ analyzing pedagogical approach as the strongest predictor, had significant effect to the improvement of creative thinking levels (divergent thinking, problem-finding, and idea generation) of the students. As a result, the output was in the form of a strategic analyzing pedagogical approach towards creative thinking to support the teacher’s pedagogical methods in order to build students' capacity for reading comprehension and creative conceptualization in reading.
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Abdugaram, Anwar, and Masnona Asiri. "Factors influencing the academic performance in araling panlipunan of junior high school students of Capual National High School, MBHTE-Sulu." Journal of Education and Academic Settings 1, no. 1 (2024): 1–15. http://dx.doi.org/10.62596/pc2hwx25.
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This study aimed to investigate the extent of the factors influencing the academic performance in Araling Panlipunan of junior high school students at Capual National High School. It employed a descriptive-explanatory research design with one hundred (n=100) junior high school students at Capual National High School, Ministry of Basic Higher and Technical Education (MBHTE) – Sulu taken through purposive sampling method. Findings indicated that high school students recognized the school administration, teacher’s competency, and their own learning styles as significant factors that contribute to their academic performance. Correlation analysis revealed that subcategories subsume under the extent of the factors influencing the academic performance in Araling Panlipunan reveals that there was a significant correlation between School Management and Teacher’s Competency, School Management and Student’s Learning Styles, and Teacher’s Competency and Student’s Learning Styles. The study suggested that the MBHTE – Sulu may provide continuous professional development for teachers to enhance their competency, which is directly linked to student performance. School Administrators may consider implementing adaptive educational strategies that cater to the diverse learning styles of students. This could involve integrating technology in classrooms or providing training for teachers on differentiated instruction techniques. Teachers may utilize a variety of teaching methods to address the different learning styles of students.
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Dilay, Eunice N., and Alice R. Ramos. "Teachers’ Experiences in School-Based Learning Action Cell (LAC) Sessions in Oriental Mindoro National High School." Journal of Policy and Planning 1, no. 1 (2024): 1–8. https://doi.org/10.54536/jpp.v1i1.2941.
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Designed with the qualitative research design, the study’s goal focused on the in-depth understanding of the selected junior high school mathematics teachers’ experiences from Oriental Mindoro National High School towards School-Based Learning Action Cell (SLAC), a K to 12 Basic Education Program School-Based Continuing Professional Development Strategy for the Improvement of Teaching and Learning (DepEd Order No. 35, s. 2016). Utilizing the data from the interview with seven (7) mathematics teachers, twelve (12) themes emerged in the study. Among the teachers’ positive experiences in SLAC included fostering collaborative learning, enabling the acquisition of relevant content, aiding personal and professional growth and development, and promoting output-based strategy. Meanwhile, their negative experiences included resource and time constraints and resistance to changes and possible improvements. Teacher-participants dealt with the challenges and difficulties experienced during the SLAC session by promoting institutionalized session, encouraging participants’ active participation, aligning the content to the actual needs, having proper time allotment and scheduling, and inviting experts to discuss the topic. Generally, to reach the actual goals of the School-Based LAC session, there must be an utmost commitment among teachers and school leaders.
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Ridgway, Carolyn, and Christopher Healy. "Evaluation of Empowerment in a High School Geometry Class." Mathematics Teacher 90, no. 9 (1997): 738–41. http://dx.doi.org/10.5951/mt.90.9.0738.
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Since the publication of the Curriculum and Eualuation Standards for School Mathematics in 1989, the National Council of Teachers of Mathematics has been encouraging teachers to give more responsibility and choice to students. Students become mathematically empowered as they solve problems together in a community oflearners, communicate with one another concerning mathematical ideas, and use reason and logic to defend their work. To teach in accordance with these standards has required teachers to sruft the ways in which they view and manage their classrooms (Frye 1991).
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Mola, Sewagegn. "The effect of motivational factor on high school teachers’ performance." Global Journal of Psychology Research: New Trends and Issues 14, no. 2 (2024): 26–38. https://doi.org/10.18844/gjpr.v14i2.9494.
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The purpose of this study was to evaluate the impact of motivational factors on teachers' performance at Yekatit High School. Data were gathered from a group of teachers selected through simple random sampling, specifically the lottery method, while school directors were chosen using a purposive sampling technique. A mixed-methods approach with a descriptive design was employed. Survey questionnaires and key informant interviews were utilized as data collection tools, with the data analyzed through descriptive statistics and thematic analysis. The findings revealed that most teachers were primarily motivated by intrinsic rather than extrinsic factors within the school. The study also indicated that intrinsic and extrinsic motivational factors, including poor working conditions, ineffective administration, weak leadership from the school head, and the low status of teachers in the school environment significantly influenced teachers' performance. Additionally, the study found a notable difference in work motivation between teachers based on their academic qualifications and gender regarding extrinsic motivation. It is recommended that zonal, regional, and national education authorities provide diverse intrinsic and extrinsic motivational incentives to enhance teachers' performance at the school. Keywords: High school; motivational factor; performance; teachers
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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.
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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.
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Fernandez, Mary Jean. "Ancillary Functions and Teaching Performance of Secondary Public-School Teachers at Mayamot National High School: Basis for Internal Policy Formulation." Psychology and Education: A Multidisciplinary Journal 25, no. 4 (2024): 545–53. https://doi.org/10.5281/zenodo.13785366.
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This study aimed to determine the ancillary functions and teaching performance of secondary public-school teachers at Mayamot National High School, District I-D, Division of Antipolo City during the School Year 2022-2023 which served as basis for school internal policy formulation. There were 20 teachers and 15 administrators that consisted of the school administrators, master teachers, and head teachers who answered the researcher-made questionnaire. It was revealed that both school administrators and the teachers themselves, perceived that the teachers are partly involved with grand weighted mean of 4.17 in handling the different ancillary functions such as grade level coordinators, coaches in academic and non-academic contests/sports, canteen managers, clinic teacher and other ancillary functions. Likewise, it showed that both the school administrators and teachers, despite the ancillaries assigned to them, they were still able to manage the challenges they encountered in performing their main function as teacher about instruction, material preparation, and time consciousness. Moreso, 50 percent of the teachers obtained an Outstanding, while the other 50 percent performed Very Satisfactory performance based on their IPCRF.
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Sumpada, Alief Imani. "Investigating Washback of National Standardized School Examination on Junior High School Students and Teachers." ELT Forum: Journal of English Language Teaching 8, no. 2 (2019): 158–65. http://dx.doi.org/10.15294/elt.v8i2.32361.
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This final project aimed to investigate the washback of English National Standardized School Examination on Ninth Graders and Teachers. The research used descriptive qualitative method as its research methodology. The results showed that English National Standardized School Examination or Ujian Sekolah Berstandar Nasional (USBN) brought positive and negative effect. The students applied some learning strategies to develop their reading and writing skills to face English USBN. However, they gave less attention to listening and speaking skills. Also, the students focused to get good result on the examination because it determined their graduation and their higher level school. The teachers prepare the students to take the examination by taught the material more thoroughly. They used various sources and media to support the teaching and learning activities. However, they gave less attention on listening and speaking skills and lose instructional time. To summarize, there were trends of positive and negative washback of English USBN on the students and teacher at SMP N 1 Kertek in academic year of 2018/2019.
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Mering, Aloysius, and Indri Astuti. "The Quality of Senior High School National School Examination Questions." Jurnal Ilmu Pendidikan 25, no. 1 (2020): 16. http://dx.doi.org/10.17977/um048v25i1p16-26.
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The objective of this study was to obtain information about the quality of high school National Standard School Exam (USBN) questions in Pontianak in 2018/2019 academic year. To achieve this objective, the information excavated includes (a) the process of compiling questions (b) the test of the feasibility of the questions (c) the eligibility requirements of the questions (d) administering the exam (e) the examination system of the examination scripts (f) the reporting system, and (g) the correlation of values report cards and high school USBN grades in Pontianak with UN scores. This study employed a descriptive method. The selection of high school samples used as data sources was done by random sampling and purposive sampling. Data were gathered through documentation, interviews, and questionnaires. The data were then analyzed with descriptive statistics and correlational studies. The results showed that, in the high school USBN questions in Pontianak City, (1) there were still stages in the process of drafting "not done", (2) empirical tests before the compilation of the final questions "had not been done," (3) administering the "already" applied exams as UN procedures, (4) manuscript examination system is implemented manually, (5) reporting of exam results by respective subject teachers, and (6) correlation of report card grades and high school USBN scores in Pontianak with "mostly" low "UN scores "and even in certain" negative "schools. It means that report cards and USBN scores cannot be used to predict UN results.
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Lansangan, Rex G., Richie Paul G. Albezo, Chenna L. Amihan, et al. "A Quantitative Analysis between the Influence of Teachers’ Attitude and Teaching Approaches to Student’s Motivation." International Journal of Research and Innovation in Social Science VIII, no. IV (2024): 3091–103. http://dx.doi.org/10.47772/ijriss.2024.804289.
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This study examines the influence of teachers’ attitudes and teaching approaches on the motivation of Senior High School students at Lorenzo S. Sarmiento Sr. National High School. The primary objective of the study was to ascertain the levels of teachers’ attitudes, teaching approaches, and students’ motivation in terms of their respective indicators. It also aimed to identify significant differences between teachers’ attitudes, teaching approaches, and students’ motivation, as well as to determine which domains of teachers’ attitudes and teaching approaches significantly influence students’ motivation. The study employed a correlational design and involved 274 respondents from the Senior High School students at Lorenzo S. Sarmiento Sr. National High School. The statistical tools used in this study included the average weighted mean, Pearson R, and multiple regression analysis. The results indicated a high level of teachers’ attitudes among Senior High School students in terms of their reactions to change, both affected and cognitive, as well as behavioral reactions to change. The study also revealed a high level of teaching approaches in the Senior High School, particularly in active learning, collaborative learning, teacher support, and contextual learning. In terms of student’ motivation, the study found a high level among Senior High School students, particularly in terms of intrinsic interest, confidence, and clear study goals. Moreover, there was a high correlation and a significant relationship between teachers’ attitudes and teaching approaches and students’ motivation, leading to the rejection of the null hypothesis. Furthermore, all domains of teachers’ attitudes received high ratings as perceived by the students.
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Aigerim, Nurlanbekova, Makhmetova Aigerim, Baitursynova Aigul, Autayeva Akbota, and Kikbanova Aigerim. "Formation of knowledge about national traditions in high school students with intellectual disabilities through modern technologies." World Journal on Educational Technology: Current Issues 14, no. 5 (2022): 1538–48. http://dx.doi.org/10.18844/wjet.v14i5.8100.
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The purpose of this research is to get teachers’ opinions in order to provide knowledge about national traditions in mentally retarded high school students through modern technologies. This research was designed in a qualitative manner. The participant group of the research consists of 40 high school teachers who teach students with intellectual disabilities in Almaty, Kazakhstan. Research data were collected with a semi-structured interview form developed by the researchers. As a result of the research, the majority of teachers participating in the research stated that they strongly support the use of modern technologies in order to ensure the formation of knowledge about national traditions among mentally handicapped students. On the other hand, the majority of the teachers participating in the research stated that they sometimes make use of modern technologies in order to create knowledge about national traditions among mentally handicapped students. The majority of the teachers participating in the research were interested in what could be done by making use of modern technologies in order to provide knowledge about national traditions among mentally handicapped students. They responded by creating a new course on national traditions, training students on the use of technology, integrating mobile technologies into education and providing in-service training to teachers. Some teachers stated that the technological opportunities of schools should be increased; a blended learning environment should be created; the physical environment of the classrooms should be created with materials related to national traditions; student participation activities should be created; and a teaching plan related to national traditions should be created.
 Keywords: National traditions, modern technologies, intellectual disability, teacher opinions;
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Anaktototy, Karolis. "Portraying English Teachers’ Obstacles in Applying 2013 Curriculum for High School Level." Eralingua: Jurnal Pendidikan Bahasa Asing dan Sastra 5, no. 2 (2021): 327. http://dx.doi.org/10.26858/eralingua.v5i2.14957.
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Abstract. Curriculum is an essential part in education. Every change occurs in the national curriculum requires readiness of teachers to cater the demand of the new curriculum. This research was aimed at portraying the obstacles encountered by high school English teachers in Ambon city in applying the new Indonesian national curriculum known as Curriculum 2013. Survey method was used as research method. Questionnaire was used as the instrument in collecting data needed in this study. Data collected were analyzed using descriptive statistics. There were 20 English teaachers from 10 high schools as participants. From the analysis results, this study confirms that most teachers understand the Curriculum 2013 . However, some teachers are still facing some difficulties. These difficulties include the use of learning technology, the availability of learning resources, and the allocation of learning time. The results of this study can be used as a consideration in developing training program for the Curriculum 2013 implementation to be more effective and follow the needs of teachers. Keywords: Curriculum 2013 , teaching English, teachers’ perception
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Darmadi, Hamid. "Teachers’ Effort to Implement Cultural Education and National Character Values through PPKn in Senior High School." JPKM (Jurnal Pengabdian Kepada Masyarakat) UNTAN 2, no. 1 (2019): 19. http://dx.doi.org/10.26418/jpkm.v2i1.79.
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This study is titled: Teacher's Efforts to Implement Cultural Education and National Character Values Through Learning West Kalimantan State High School Bengkayang PPKn. The problem in this study is "How Teachers' Efforts to Implement Cultural Education and Nation Character Values Through Learning PPKn in Bengkayang State High School, West Kalimantan Province. This study aims to" obtain objective information and clarity regarding the Implementation of Character Education through learning PPKn in the Learning Process in Bengkayang State High School. This research is reviewed from two benefits, namely theoretical and practical benefits. The population in this study were students and teachers of Bengkayang State High School PPKn. Data collection was carried out using direct communication techniques using a questionnaire as a data collection tool, indirect communication techniques using interview guides to school principals, teachers, and students who were designated as informants. Besides these two tools, observation techniques and documentation techniques are also used. Data processing uses non-metric descriptive statistical techniques with 1) the formula "Percentage" to find out the percentage of success of the PPKn teacher Applying cultural education and national character values. 2) the "Mean" formula to find the average number of school success rates. Implement cultural education and national character values from the School Indicators, Class Indicators, and Student Behavior Indicators. 3) Standard Deviation (SD) formula to find out the highest and lowest levels of each school applying cultural education and national character values. 4) Absorption formula to determine the level of absorption of each school using each School Indicator effect, Class Indicator, and Student Behavior Indicator. The results of this study show that Teachers' Efforts to Implement Cultural Education and Nation Character Values Through Learning PPKn in Bengkayang State High School are in the "Fair" position. The actual score is 90,139, and the ideal score is 182,532, with a percentage level of 49.38%. It is recommended that the Bengkayang State High School Authority instruct the School Principals and PPKn teachers so that in providing learning material they are not in a hurry to get into the subject matter, but instead start the lesson first by instilling Character Education. The Regional Government, through the Office of Education and Culture, needs to collaborate with the School authorities to improve the implementation of Cultural Education and National Character Values in PPKn learning.
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Tsereteli, Mzia, Khatuna Martskvishvili, and Ia Aptarashvili. "THE IMPACT OF PUBLIC HIGH SCHOOL MANAGEMENT SYSTEM ON ACADEMIC ACHIEVEMENT." Problems of Education in the 21st Century 32, no. 1 (2011): 121–28. http://dx.doi.org/10.33225/pec/11.32.121.
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The goal of present study is to investigate the impact of school culture on academic achievement level. Specifically, the influence of school management system on students' performance. The study represents the part of the National Assessment in Math. 234 public schools principals were administered with the questionnaire for school principals. The questionnaire consisted of several blocks: the new style of school management; evaluation of effectiveness of teachers' work; evaluation of effectiveness of various school boards; participation of teachers and students in professional trainings, conferences and scientific competitions; various events for students as well as for parents. Result showed that school management system predicts level of students' academic achievement. Specifically, among the best predictors are following variables: democratic strategies of class management, school board effectiveness, popular-scientific meetings, and teachers' democratic approach to students. Key words: academic achievement, school culture, school management.
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Hilario, Florabel. "Assessment on the Implementation of Project POD-LAC at Simona National High School." Psychology and Education: A Multidisciplinary Journal 21, no. 4 (2024): 490–93. https://doi.org/10.5281/zenodo.12594042.
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This paper discussed the evaluation of the implementation of Project POD-LAC Session at Simona National High School, Taytay Sub-office, during the School Year 2023-2024. A descriptive research method was employed utilizing a researcher-made questionnaire checklist sent through Google Forms for data gathering. Twenty-six (26) teachers at the school served as the respondents whose performance was analyzed and who evaluated the program's implementation. Based on the research findings, there is a significant increase in the performance rating of the teachers after being engaged in Project POD-LAC Sessions, as reflected in their IPCRF rating for the previous and current school year. In addition, the teachers evaluated the program that is relevant to its objective, mechanism, monitoring, and evaluation as Much Agree as they believe that it has goal congruent to the guidelines, effective process or procedures, and established way of monitoring and evaluation each session and the outputs. They also suggested to include demonstration teaching in the LAC Session and utilized Google Drive for their outputs.
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T. Pepugal, Elisa. "Levels of Perception on School-Based Management Implementation in San Luis National High School, Philippines." American Journal of Multidisciplinary Research and Innovation 1, no. 4 (2022): 26–34. http://dx.doi.org/10.54536/ajmri.v1i4.516.
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The goal of school-based management (SBM) is to empower school personnel to improve, innovate, and foster ongoing professional development in schools. SBM was developed to make a fundamental change in educational practice. This study aimed to determine and evaluate the levels of perception on school-based management implementation in San Luis National High School, San Luis District-I, Division of Agusan del Sur, Philippines. The study employed and utilized descriptive-correlational survey research design. Furthermore, the questionnaires were sent to the San Luis National High School teachers and the randomly chosen teachers who visited the aforementioned school to serve as study participants. Hence, it reveals that 64.15% (127 out of 198) of respondents are female and 35.85% (71 out of 198) are male. Based on the findings, a moderate descriptive rating for each dimension of school-based management (SBM) implementation is indicated by an overall mean rating of 3.37 and a standard deviation of 0.637. Wherein, all scored higher than the minimum standard: leadership and governance, 3.66±0.729; curriculum and learning, 3.39±0.542; accountability and continuous improvement, 2.98±0.691; and management of resources, 3.43±0.607. Based on how the data was processed, the Pearson correlation is equivalent to 0.541 with a r2 of 0.365. The positive correlation coefficient of determination (r), which is comparable to the significance threshold of p< .05. The perception of school-based management (SBM) implementation among teachers in this regard was determined to be moderate. Additionally, it was discovered that the level of SBM implementation was exceeding the minimum standard.
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Berry, Robert Q., and Matthew R. Larson. "The need to catalyze change in high school mathematics." Phi Delta Kappan 100, no. 6 (2019): 39–44. http://dx.doi.org/10.1177/0031721719834027.
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Results on the National Assessment for Education Progress and the Program for International Student Assessment show that high school mathematics instruction is past due for a redesign. Despite calls for reform going back at least four decades, the structure of math instruction has remained largely the same. In April 2018, the National Council of Teachers of Mathematics released Catalyzing Change in High School Mathematics: Initiating Critical Conversations to promote discussion of the changes needed. Robert Berry and Matthew Larson, current and past presidents of NCTM, describe the arguments within this report, asserting that the math curriculum needs to help students understand the mathematics that’s part of daily life, that tracking of students and teachers should be abandoned, that instruction should involve all students as doers of math, and that all students should experience a common curriculum.
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I. Gayta, Tristan John. "Self-Awareness Experiences of the Teachers in Manay National High School Using Enneagram System." International Journal of Research and Innovation in Social Science IX, no. V (2025): 1784–800. https://doi.org/10.47772/ijriss.2025.905000139.
Full textAbstract:
This qualitative study explored the self-awareness experiences of the teachers in Manay National High School using the Enneagram System. There were 24 teachers who underwent a workshop for the Enneagram and self-awareness practices. After the activity, six teachers were chosen as the key informants of the study. The qualitative data were gathered using the responses of the informants in an in-depth interview. The results were analyzed through a thematic analysis which are the basis of discussion and implication. The teachers were all given a self-awareness journal to record their daily responses to the self-awareness practices and keep track of their progress. Based on their experiences, the following themes have emerged: Mindfulness, Self-management, and Self-transformation. Therefore, the teachers can use the self-awareness practices and their benefits to attain personal development and lessen emotional stress. An intervention program was also given to the teachers according to the emerging themes and discussions.
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Pepugal, Elisa T. "Levels of Perception on School-Based Management Implementation in San Luis National High School, Philippines." American Journal of Multidisciplinary Research and Innovation 1, no. 4 (2022): 26–34. https://doi.org/10.54536/ajmri.v1i4.516.
Full textAbstract:
The goal of school-based management (SBM) is to empower school personnel to improve, innovate, and foster ongoing professional development in schools. SBM was developed to make a fundamental change in educational practice. This study aimed to determine and evaluate the levels of perception on school-based management implementation in San Luis National High School, San Luis District-I, Division of Agusan del Sur, Philippines. The study employed and utilized descriptive-correlational survey research design. Furthermore, the questionnaires were sent to the San Luis National High School teachers and the randomly chosen teachers who visited the aforementioned school to serve as study participants. Hence, it reveals that 64.15% (127 out of 198) of respondents are female and 35.85% (71 out of 198) are male. Based on the findings, a moderate descriptive rating for each dimension of school-based management (SBM) implementation is indicated by an overall mean rating of 3.37 and a standard deviation of 0.637. Wherein, all scored higher than the minimum standard: leadership and governance, 3.66±0.729; curriculum and learning, 3.39±0.542; accountability and continuous improvement, 2.98±0.691; and management of resources, 3.43±0.607. Based on how the data was processed, the Pearson correlation is equivalent to 0.541 with a r<sup>2</sup> of 0.365. The positive correlation coefficient of determination (r), which is comparable to the significance threshold of p< .05. The perception of school-based management (SBM) implementation among teachers in this regard was determined to be moderate. Additionally, it was discovered that the level of SBM implementation was exceeding the minimum standard.
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Fissore, Cecilia, Francesco Floris, Marina Marchisio, and Sergio Rabellino. "Digital Learning Environment Embedded in a Larger Nationwide One: A Case Study of a High School." EDEN Conference Proceedings, no. 1 (September 21, 2021): 124–34. http://dx.doi.org/10.38069/edenconf-2021-ac0012.
Full textAbstract:
The outbreak of COVID-19 and national measures undertaken to tackle the spread of the virus may cause significant disruption to the provision of education opportunities for learners and teachers. In Italy, most schools did not practice online teaching before the emergency, and in a short time head teachers, teachers, students had to face new technological tools and deal with a new type of teaching. The PPS – “Problem Posing and Solving” – project offered to all Italian teachers and schools, for free, a way of carrying out Online Education through a nationwide integrated Digital Learning Environment (DLE). In this paper we present a case study of a high school that used one DLE for online teaching of the entire school, embedded in a larger DLE at national level. The goal of this research is to present the integrated DLE of the project and the reasons why this case study can represent an effective model for online teaching of a school under different dimensions (technological, human and pedagogical). The results show that the teachers and the school head agree with our point of view. Most teachers are very supportive of using one DLE and think that this facilitates students and collaboration among teachers. Being included in a larger project allows teachers to compare, collaborate and share experiences and materials with teachers from all over Italy, and to have continuous technical and training support.
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Rapsing, Arnold P. "Level Of Implementation Of Guidance Programs In National High Schools Of Northern Samar." Proceedings Journal of Interdisciplinary Research 1 (November 22, 2014): 108–13. http://dx.doi.org/10.21016/irrc.2014.14ntt014.
Full textAbstract:
The Department of Education by virtue of DepEd Memo 424 series of 2007 recognizes guidance counselors and the implementation of Career Guidance Programs in public secondary schools. In relation to this, every school should have a carefully planned, organized, well-written, and expertly implemented guidance program. These guidance p services must be functional and generally should not be separated from each other. The study looked into the level of implementation of the guidance programs of national high schools in Northern Samar in terms of individual inventory services, information services, counseling services, in school placement and in-school follow-up. The study also identified problems encountered in the implementation of the guidance services. The main respondents of the study are the guidance counselors of the schools. To validate the claims, school administrators, teachers, and students answered the evaluation questionnaire. Eleven national high schools participated in the study. Statistical tools included frequency counts, percentages, weighted means. Of the five services, individual inventory services, information services, and counseling services were rated “implemented” while in-school placement and in-school follow-up were rated “much implemented”. Problems on the lack of guidance counselors assigned in some schools”, “lack of funds” and “no adequate orientation on administrators and teachers regarding the function of guidance “were considered “serious” problems. The study recommended the hiring of full-time guidance counselors in schools, and orientation of the administrators and teachers on the importance of guidance in high school, and the financial support of the administrators on the services related to guidance.
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Baras, Edzel N., and Arlene V. Gillo. "The Lived Experiences of Out-Of-Field Senior High School Teachers." Journal of Education and Society 5, no. 1 (2024): 18–31. https://doi.org/10.5281/zenodo.13237627.
Full textAbstract:
This study explored the lived experiences of senior high school teachers tasked with teaching subjects outside their areas of expertise. Employing a qualitative hermeneutic phenomenological approach, the research aimed to uncover the challenges these educators face and the strategies they use to cope. Participants included teachers from Carigara National Vocational High School and San Jose National High School in Carigara, Leyte. The analysis identified six key themes: the struggle to achieve content mastery, low self-esteem in teaching unfamiliar subjects, the stress of cramming and its associated hassles, the time-consuming demands of lesson preparation, the overall difficulty of teaching out-of-field subjects, and the reliance on preparation, resource sharing, and activity-based teaching methods. The study concluded that these teachers grapple with significant challenges, including inadequate knowledge, low confidence, and time constraints. Nevertheless, they navigated these difficulties through meticulous preparation, collaboration, and the use of engaging, activity-oriented teaching strategies.
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Nguyen, Tuan D., and Laura Northrop. "Examining English Language Arts Teachers: Evidence from National Data." Teachers College Record: The Voice of Scholarship in Education 123, no. 10 (2021): 213–42. http://dx.doi.org/10.1177/01614681211058994.
Full textAbstract:
Background: Much of the previous research in teacher attrition and retention focuses on teachers in general, without regard to specific types of teachers. We focus on English language arts (ELA) and English as a second language (ESL) teachers because the United States has stubbornly low achievement in reading, and reading is critical to the success of learning other subjects, and because these are the two groups of teachers most responsible for teaching both native and non-native English speakers to read. Purpose: Our goal is to understand how the demographics and qualifications of ELA and ESL teachers have changed over time, changes in the student characteristics and school conditions in which they teach, their attrition rate, and the factors that are associated with their attrition behaviors. We also pay close attention to teachers in economically disadvantaged schools. Research Design: We use nationally representative data from seven waves of the Schools and Staffing Survey from 1987–1988 to 2011–2012, as well as the 2015–2016 National Teacher and Principal Survey to examine ELA and ESL teachers and their turnover behaviors. We employ sampling weights to make the results nationally representative. We use both descriptive and regression analyses to examine these teachers. Data Analysis: We first describe how characteristics of ELA and ESL teachers and the schools in which they teach have changed from 1988 to 2016. We then examine how these characteristics vary systematically across high- and low-poverty schools and compare the attrition rate for ELA and ESL teachers relative to other teachers. We also examine the factors that are associated with various forms of turnover and how organizational supports may be leveraged to increase retention. Findings: We find the composition of ELA and ESL teachers has changed substantially over time, with more teachers attending selective schools, being certified to teach, and more likely to teach in high-poverty schools. Relatedly, teacher characteristics in high- and low-poverty schools are consistently different across time, and school working conditions play an enhanced role in high-poverty schools rather than in more affluent schools. Conclusions: Although we find ELA teachers turn over at similar rates compared to non-ELA teachers, we find ESL teachers are more likely to leave both their current school and the profession. This is particularly concerning given that the ESL population is increasing while at the same time there is a shortage of trained-ESL teachers.