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Sunardi, Sunardi, and Abdurrahmansyah Abdurrahmansyah. "Problematika Implementasi Kurikulum 2013 dalam Pembelajaran Akidah Akhlak di Madrasah Tsanawiyah Kota Prabumulih." Muaddib: Islamic Education Journal 2, no. 2 (December 14, 2019): 79–90. http://dx.doi.org/10.19109/muaddib.v2i2.5766.
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This study aims to determine the Problems in the Implementation of the 2013 Curriculum, starting from the design, implementation, and evaluation in MTs Prabumuli , then the factors underlying these problems, as well as the efforts made by teachers in overcoming the problems of implementing the 2013 Curriculum. The research approach used is a qualitative approach. While this type of research is field research. Sources of research data are the headmaster of the madrasah, deputy head of curriculum and teachers of the Akidah Akhlak. Data collection method is done by observation, interview and documentation. Data processing methods in this study were obtained through research instruments, through four stages, namely data reduction, data presentation, data verification and triangulation. The results of this study indicate that: First, the problems in implementing the 2013 curriculum in the learning of the Morals in the VII grade of MTs Prabumulih such as, 1) In planning, the making of a learning plan is not in accordance with the provisions, especially in the composition of the RPP and writing material, 2) In the implementation , the implementation of learning does not use the lesson plan as the basis of the learning flow, many learning steps that have not been done, the characteristics of the 2013 curriculum have not been fully implemented, 3) In evaluation, evaluation is still considered difficult and burdensome for teachers so that some aspects of assessment such as attitude and skills assessment are not carried out in accordance with the provisions. Second, from the above problems the factors are: 1) The lack of teacher's understanding of the 2013 curriculum concept from all aspects, 2) The teacher still considers that the 2013 curriculum is very burdensome, 3) The lack of teacher awareness in the implementation of the 2013 curriculum, 4 ) Low morale and work ethic for teachers. Third, some of the efforts made by the Akidah Akhlak teachers in overcoming existing problems such as: 1) Teachers seeking information about the 2013 curriculum concept independently, 2) Teachers play an active role in MGMP activities, 3) Collaboration with more senior teachers in the implementation of 2013 curriculum.
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Anwar Ul Haq, Sadaf Mahmood, Muhammad Shabbir, and Zahira Batool. "Assessing the Academic integrity among University Students in Pakistan." Journal of Business and Social Review in Emerging Economies 6, no. 3 (September 30, 2020): 1025–32. http://dx.doi.org/10.26710/jbsee.v6i3.1359.
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The principal objective of this research was to assess the academic integrity among Pakistani university students. Qualitative data were obtained from 3 Focus Group Discussions (FGDs) with students from different universities. Mixed Methods Research was applied at the individual and group level and data were analyzed with the help of content analysis. The analysis unveiled four key themes including teacher's behavior in the classroom, teacher’s evaluation method in Examinations, the influence of peer pressure, and the popularity of the memorization method among students. Students' level of satisfaction with teachers’ behavior in the classroom and at the time of assessment of examination remained low and they considered it as the main reason behind their low level of academic integrity. Rote learning, inconsistencies in the examination evaluation method, and the effect of peer pressure were also identified as the central reasons behind their academic misconduct behavior. It is concluded that in the coming few years, academic misconduct is going to become a popular culture in Pakistani universities and it is a dire need to stop this behavior. Suggestions to overcome this problem are to trained students as well as teachers. The teacher's professional and moral training can directly effect on the training and moral values of students. This study was conducted in Pakistan, but the findings can be observed and replicated in higher education systems in many developing nations.
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Yusmiatinengsih, Rakihmawati,. "UPAYA MENINGKATKAN PERKEMBANGAN MORAL ANAK USIA DINI MELALUI MENDONGENG DI TK DHARMAWANITA." JIV-Jurnal Ilmiah Visi 7, no. 1 (July 20, 2017): 18–41. http://dx.doi.org/10.21009/jiv.0701.3.
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The moral development of children at Dharmawanita kindergarten in Padang State University is still low, it seems that there are still children with less understanding of good and bad attitude from their behaviors, like disturbing children, less emphaty feeling and unhappy to play with their friends, and also unused to say thank. One of the causes are the teacher’s effort to grow morale and incorrect method in teaching it. The purpose of this research is to fix the teacher’s ways in growing morale lesson through educated and joyful fables. This research is the classroom action research, the research which increases the learning quality. The research data done by observation and interview. The classroom action research done in two cycluses. The result of this research had shown that there is the increase of children morale development, in cyclus 1, the moral development of children was still low, after cyclus II had been done, there was increasement. Based on the classroom action research, there was an increase of children morale development, it seemed before the action in the early percentage of children ability which was very high 13,23 %, in cyclus I it got increased into 36, 76 %, meanwhile in cyclus II, it got great increased into 77.44%. it shows that there is an increasement of children morale development from the early action before cyclus till cyclus II. The conclusion is telling fable can increase the children morale development. The writer suggests to the readers that this thesis can be used as the source to explore the knowledge increasing the children morale development.
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Soares, Michelle, and Laêda Machado. "VIOLENCE AGAINST TEACHERS: SPEECHES FROM BRAZILIAN’S DIGITAL MEDIA." Problems of Education in the 21st Century 58, no. 1 (March 25, 2014): 144–51. http://dx.doi.org/10.33225/pec/14.58.144.
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This research aimed to understand the treatment given by digital media for violence against teachers. It was observed how violence manifests itself, where it comes from, how it happens and the reasons for its occurrence, from news that addressed the violence suffered by teachers. The theoretical referential that guided the work was the Social Representation Theory proposed by Moscovici (1978). This research examined 96 articles, published in mainstream news sites in Brazil, whose main content were cases of violence against teachers. For these analyses, the content analysis from Bardin (2009) was used. The results showed that the discourse that circulates in digital media on violence against teachers refers to any form of physical or moral violence performed by students or their parents in the school environment, causing physical and moral damages to teacher’s integrity. The violent acts are triggered by situations that alter the dynamics of the classroom, such as assigning low marks or making complaints. It’s emphasized that this characterization is important to the development of possible actions for combating violence against teachers, which proved as an element that is part of the pedagogical dynamic of teachers. Key words: education, digital media, social representation, students, teachers, violence.
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Paigunova, Yu V., N. Z. Appakova-Shogina, and A. V. Gut. "Moral normativity as a factor motivating the success of a modern teacher." SHS Web of Conferences 113 (2021): 00071. http://dx.doi.org/10.1051/shsconf/202111300071.
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The article is devoted to the theoretical and empirical study of the relationship between the moral normativity of a professional teacher and the motivation for success. The article analyzes the concept of moral normativity (from the point of view of the proposed conventional approaches) as a predictor of the teacher's professional activity. In the context of the study of the influence of moral normativity on the success of professional activity, the authors turn to the phenomenon of "macchiavelism", which reflects the existence of a high correlation of the need to achieve goals with a low moral normativity of the individual.The empirical part of the study presents the results of the correlation analysis of the indicator of moral normativity with various indicators that determine the motivation for success, on a sample of 150 future teachers of physical culture and sports profile (graduates of the Volga State University of Physical Culture, Sports and Tourism, Kazan). The results obtained indicate the ambiguity of the relationship between moral normativity and motivation for success in the context of professional pedagogical activity.
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ÖNDER, Emine, and Ekber TOMUL. "The Effect of Pressure Groups and the Moral Intensity on School Administrators’ Unethical Behavior: An Evaluation According to Teachers' Opinions." European Educational Researcher 3, no. 3 (October 15, 2020): 173–91. http://dx.doi.org/10.31757/euer.335.
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In this study, it was aimed to determine the effect of pressure groups and moral intensity on school administrators' unethical behaviors according to teachers' opinions. The study group of the research, which is causal comparative research, consists of 313 teachers. The research data have been collected by adapting the Openness to Violation of Ethical Decision (OVED) scale. In the research, descriptive statistics, one-way ANOVA with repeated measures and two-way ANOVA for factorial design have been applied. In the research, it has been found out that the school administrators’ possibility of behaving unethically varies according to the moral intensity and pressure groups. As the moral intensity decreases, it can be stated that the school administrators’ possibility of behaving unethically increases when the demand comes from bureaucratic and political pressure groups. The school administrators’ possibility of performing an unethical act with both low and high moral intensity shows a meaningful difference according to the pressure group and the level of relationship between the teacher and the administrator. School administrators’ possibility of performing an unethical act with high moral intensity shows a meaningful difference according to teacher’s gender. At the end of the study, some suggestions have been made by considering the limitations and results of the research.
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Brion, Corinne, and Paula A. Cordeiro. "Voices of Ghanaian Head-Teachers Working in Low-Fee Private Schools." International Journal of Educational Reform 29, no. 2 (March 6, 2020): 170–90. http://dx.doi.org/10.1177/1056787919885367.
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Head-teachers play a crucial role in school improvement, teacher morale and retention, as well as student learning. In this study, the authors examine the perspectives and the roles of eight head-teachers in Low-Fee Private Schools (LFPSs) in Ghana, within the context of Goal number 4, target 4c of the Sustainable Development Goals (SDGs). This qualitative study uses a longitudinal case study approach. Findings reveal that head-teachers were either the proprietors of the schools or family members and faced three fundamental challenges in the areas of finance, human resources, and parent engagement. Lastly, principals tended to exercise leadership authoritatively
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Akip, Muhamad. "Akhlak Guru Terhadap Murid Dalam Proses Pendidikan di Era Milenial Perspektif Imam Ghazali." EL-Ghiroh 18, no. 2 (October 2, 2020): 169–78. http://dx.doi.org/10.37092/el-ghiroh.v18i2.242.
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This study aims to describe and analyze the morals of teachers towards students in the educational process in the millennial era, the perspective of the ghazali imam in the book Ihya 'Ulumuddin, teachers are a noble profession so that people who become teachers are emulated by each student and teachers must have ethics towards their students (1) Shows the nature of affection for students. and treat him like his own son. (2) The teacher must carry out what has been conveyed to the student. (3) Teachers are not allowed to ask for favors or compensation from students (4) Giving knowledge systematically (5) Teachers are not allowed to rebuke their students (6) A teacher is responsible for one of the subjects. (7) The teacher must explain the lesson according to the understanding of the student. (8) Students who are slow in understanding lessons, should be given clear lessons or (remedial) so that patiently they will receive blessings and ta'zim their teachers. The concept of education put forward by Imam Ghozali is still very relevant to the laws that apply in this millennial era and serves as a bridge between the concept of Imam Ghozali and the Law which in the application process is not in accordance with the concept or law because of the moral position above science and knowledge. the average knowledgeable person can be seen from the morals of both fellow humans and other God's creations.
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Finnigan, Kara S., and Betheny Gross. "Do Accountability Policy Sanctions Influence Teacher Motivation? Lessons From Chicago’s Low-Performing Schools." American Educational Research Journal 44, no. 3 (September 2007): 594–630. http://dx.doi.org/10.3102/0002831207306767.
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The federal No Child Left Behind Act and previous performance-based accountability policies are based on a theoretical assumption that sanctions will motivate school staff to perform at higher levels and focus attention on student outcomes. Using data from Chicago, this article draws on expectancy and incentive theories to examine whether motivation levels changed as a result of accountability policies and the policy mechanisms that affected teacher motivation. Through a combination of qualitative and quantitative data, the authors found that the value teachers placed on their professional status and their goals for students focused and increased their effort, but low morale had the potential to undercut the sustainability of teachers’ responses.
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Mahrita, Mahrita, M. Yuliansyah, and Nurul Auliah. "LAYANAN BIMBINGAN DAN KONSELING DALAM PEMBENTUKAN KEPRIBADIAN YANG BERAKHLAKUL KARIMAH UNTUK MENANGANI PERILAKU AGRESIF PADA SISWA KELAS VIII SMP NEGERI 32 BANJARMASIN." JURNAL MAHASISWA BK AN-NUR : BERBEDA, BERMAKNA, MULIA 4, no. 3 (December 22, 2018): 15. http://dx.doi.org/10.31602/jmbkan.v4i3.1639.
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The background of this study is that there are still problems with the aggressive behavior of students, especially class VIII students of SMP Negeri 32 Banjarmasin. For this reason, BK needs to be handled by competent teachers according to Law No. 111 of 2014 to be able to form students into the generation of hope of the nation according to Law No. 20 of 2003. The purpose of this study is to find out the services that are carried out and find out the obstacles experienced when running a program of guidance and counseling services in the formation of a personality that has a moral character to handle students' aggressive behavior. In this study, researchers used qualitative research methods. The research subject was the teacher of BK 32 SMP Negeri Banjarmasin. Data is collected through observation, interviews, and documentation. The results of this study indicate that the guidance and counseling service program at Banjarmasin State Middle School 32 has had an impact on the formation of the personality of students who have moral character. So that individual counseling services provided by counseling teachers to students who have aggressive behavioral problems are able to make better changes in these students. Suggestions from this study are as BK teachers need to understand the root causes of each student's problem, then need to understand correctly the meaning of personality (in Islam). And the school must pay attention to the guidance and counseling program in it so that it is implemented properly. Keywords: Guidance and Counseling Services, Personality, Morals, and Aggressive Behavior
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Mouton, Nelda, G. P. Louw, and G. Strydom. "Critical Challenges Of The South African School System." International Business & Economics Research Journal (IBER) 12, no. 1 (December 22, 2012): 31. http://dx.doi.org/10.19030/iber.v12i1.7510.
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The emphasis in the new curriculum after 1996 in South Africa was placed on the transition from the traditional aims and objectives approach to Outcomes-based education (OBE) and Curriculum 2005. This paradigm shift was interpreted as a prerequisite for achievement of the vision of an internationally competitive country. When analysing the school system in South Africa it became clear that the education system was flawed, with poorly performing teachers, poor work ethics, lack of community and parental support, poor control by education authorities, poor support for teachers and very low levels of accountability. These factors further spilled over into the morale of learners and could be seen in the lack of discipline, brutal violence in schools, low moral values, truancy, absenteeism, late coming and high dropout rates from Grade 1 to Grade 12 and very poor performance in essential areas such as Mathematics and Literacy. Citizens in historically disadvantaged areas tend to become victims of poverty, gangs and drug abuse. These factors further blend with the evil of politics in South African schools which are furthermore plagued by various forms of corruption and socio-economic challenges. Eighteen years after the end of the apartheid dispensation, apartheid is still blamed by many for any real or imagined ills in society, but the reality is that there is no political will to enforce the law or to meet public expectations of accountability, efficiency and delivery. In the light hereof, recommendations are proposed that will address these challenges. The critical message of this article will convey that the fact of the matter is that learner enrolment is not the same as attendance and attendance does not imply learning. Therefore, teaching in South Africa must become a profession of preference and pride as opposed to the present very lackadaisical attitude.
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Usman, Lantana Martha. "Terrorism and female teacher leadership in girls’ secondary school." International Journal of Educational Management 32, no. 4 (May 14, 2018): 669–88. http://dx.doi.org/10.1108/ijem-04-2017-0084.
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PurposeThe purpose of this paper is to explore female teachers and vice principal’s leadership on girls attendance and learning, safety and security issues in rural girls’ schools experiencing Boko Haram insurgencies. The secondary purpose is to recommend innovative educational policy initiatives at the school, community and state levels, so as to ameliorate girls and teachers’ challenges, and to sustain girls in schools.Design/methodology/approachQualitative educational research orientation and an ethnographic-narrative research design were used for the study. Purposeful sampling procedure was adopted through the selection of female teachers and a vice principal. Soft qualitative oral data (SQOD) were collected from structured interviews and focus groups and participant observation data. Data analysis engaged hand data analysis (HAD) for transcription, while the coding and theming process involved qualitative computer software data analysis (CSDA) of NVivo 8.0. The measures of validity involved the qualitative process of member checking, while ethical issues of anonymity with participants were addressed in the process of data collection, and reporting.FindingsMajor findings revealed a symbiotic relationship between female teacher’s moral leadership and the application of law of tort in the girls’ school; teachers’ adopted spiritual leadership and moral decision making process on girls’ safety, and learning motivation; and improved school community collaboration for security and safety of the girls and effective communication.Practical implicationsEducational policy options are prescribed. They include the training of teachers and girls on fire safety and conflict crisis; recruitment of female school counsellors; housing incentives for female teachers; support grassroot initiatives on school security; and sustaining school-community/parents involvement.Originality/valueBoko Haram’s impact on teacher and school leadership in girls’ school(s) has not been studied so far. The paper is the first, thereby filling the gap of the literature on girls’ rural education and terrorism.
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Asif, Tahseen, Ouyang Guangming, Muhammad Asif Haider, Jordi Colomer, Sumaira Kayani, and Noor ul Amin. "Moral Education for Sustainable Development: Comparison of University Teachers’ Perceptions in China and Pakistan." Sustainability 12, no. 7 (April 9, 2020): 3014. http://dx.doi.org/10.3390/su12073014.
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Sustainable development is promoted when the system of education provides the learners with an opportunity to equip themselves with moral values, skills, and competences that assist them in effecting personal and community positive changes. For this purpose, teachers play an important role as moral agents, and students consider the teacher a role model. Therefore, the understanding and beliefs of teachers regarding moral education play a pivotal role in grooming the personality of the learners. This comparative study aimed to assess the practices and beliefs of university teachers regarding moral education in China and Pakistan. A mixed-method approach was used and data analysis was performed by using an interactive model and ANOVA. Responses of twelve tertiary teachers were collected from Pakistan and China for qualitative analysis. Seven themes were constructed that categorized teachers’ practice in the classroom and their beliefs regarding moral education. For quantitative analysis, 300 teachers’ responses were collected using a validated questionnaire. The results showed that the majority of Pakistani teachers hold a conservative mindset. According to the Pakistani teachers’ perspective, sovereignty of divine laws, loyalty to the constitution of the state, and a sense of serving society were the ultimate aims of moral education. Chinese teachers were promoting a political ideology that stressed collectivism in a socialist approach, with family and social values being most relevant. Not a single teacher reported using a theoretical or research-based approach while teaching in the class. In the light of the dearth of literature, this study has implications for future research in the field of English as a Foreign Language (EFL) and Islamic Studies in higher education, as it is a longitudinal study that provided insight into how teachers’ beliefs and attitudes are shaped over time and from moral educational experiences.
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Bronikowska, Małgorzata, and Agata Korcz. "The level of moral competences of pre-service PE teachers – a reason to worry?" Biomedical Human Kinetics 11, no. 1 (January 1, 2019): 19–27. http://dx.doi.org/10.2478/bhk-2019-0003.
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Summary Study aim: The main purpose of this study was to examine the level of moral competences of 437 pre-service physical education (PE) university students. It was also designed to evaluate the level of moral competency and the correlations with factors (i.e. Parents, Religion, School education, PE teacher, Sport coach, Studies, Media and Peers) potentially influencing moral development in pre-service PE teachers. Material and methods: The study included data collected in 2017 from 216 male and 221 female students aged 21.5 ± 1.85 from the faculty of Physical Education in Poznań, Poland. The students were categorised into three levels of moral competences, after which possible correlations between the factors influencing moral development were examined. The Moral Competence Test (MCT) survey was used to measure the ability to rate arguments by their moral quality. Participants were requested to confront two moral dilemmas and agree or disagree with the statements which were presented to them. Results: The results suggest that a vast majority of students (78.7%) present a very low level of moral competences, and with regard to the factors influencing moral development, the lowest value was attributed to PE teachers. Moderate positive correlations were found between School education and PE teacher, and between Sport coach and PE teacher. Conclusions: The findings indicate the need for more attention to be paid to moral education in teacher training in PE.
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Anna Sorrentino and David P. Farrington. "Individual, Family, Peer, and School Risk Factors for Teacher Victimization." Educational Sciences: Theory & Practice 19, no. 4 (October 30, 2019): 1–13. http://dx.doi.org/10.12738/estp.2019.4.001.
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In recent years, bullying and cyberbullying against teachers by students have been recognized as problems affecting educators teaching in different grades. Few studies to date have addressed explanatory risk factors related to the perpetrators (students) rather than the victims (teachers) in a longitudinal design, in order to establish the possible causes of this antisocial behavior to better develop prevention and intervention programs to reduce teacher victimization. The main aim of the present study is to analyze the effect on teacher victimization of individual and interpersonal risk factors, including empathy, moral disengagement, peer and parent support, awareness of online risks, and school climate. A total o251 Italian students (aged 11-19) participated in a longitudinal study. The results showed that, for girls, high moral disengagement, low awareness of online risks and poor school climate were risk factors for later teacher victimization. For boys, high moral disengagement and low awareness of online risks were also risk factors, in addiction to low parental support and high peer support. The findings are discussed along with possible applications for prevention and intervention.
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Badeni, Badeni. "FACTORS AFFECTING TEACHERS’ STAGE OF CONCERN ON EVALUATION SYSTEM OF PRIMARY SCHOOL CURRICULUM INNOVATION." INTERNATIONAL JOURNAL OF EDUCATIONAL REVIEW 1, no. 2 (August 28, 2019): 1–11. http://dx.doi.org/10.33369/ijer.v1i2.8835.
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The purpose of the study is to describe the teachers’ stage of concern for the evaluation of primary school innovation and factors affecting teachers’ stage of concern. The approach used in this study was a descriptive study. Data related to factors affecting teachers' stage of concern to the evaluation of primary school curriculum innovation were collected in the form of forum discussion and study of related literature. While data on teacher's stage of concern itself to the evaluation system of primary school curriculum innovation were collected, classified, processed and analyzed by using the norms of the group in the calculation of percentile. The findings of this study were 10 % in a stage of awareness, 14 % in the stage of information; 2 % in the stage of personnel;12 % in the stage of management; 20 % in the stage of consequence;12 % in the stage of collaboration and 20 % in the stage of refocusing. Teachers’ stage of concern to the evaluation of primary school curriculum innovation was low. It was caused by (a) the lack of understanding of primary school teachers on information received, (b) lack of examples and evidence of the benefits of accepted curriculum innovation in school practices, (c) lack of training by trainers in applying new curriculum, (d) so complex in evaluating and (e) the curriculum is continually changing. (f) teacher involvement in implementing program and the training needs (g) adequate time to learn, practice, master and apply what needs to be learned about an curriculum innovation (h) teachers’ commitment to implement the curriculum innovation; (i); principal knowledge of educational change; (j) principals role in carrying out programs; (k) principals' moral support and active participation; (l) collaborative planning by teachers and administrators.
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Setiawati, Eka, Mrs Desri, and Elih Solihatulmilah. "PERMAINAN ULAR TANGGA DALAM MENGINGKATKAN KEMAMPUAN MORAL ANAK." JURNAL PETIK 5, no. 1 (April 2, 2019): 85–91. http://dx.doi.org/10.31980/jpetik.v5i1.494.
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Abstract - Moral religion is important to develop because it will become the basis or foundation of childrenin navigating life. From the observation of the age of 3-4 years at KOBER PGRI Bayah, it was found thatchildren's abilities in the aspects of religious moral development were relatively low. Based on the thinkingabout the factors causing the low moral capacity of the child's religion are: (1) teacher's body language is stilldifficult so that the presentation of learning is less interesting; (2) the use of methods that are less varied; (3)the lack of teaching aids owned; (4) avoiding children's interest in religious moral learning. This research usesClassroom Action Research. The results of the study show how to learn that can improve the moral capacityof religious children aged 3-4 years at KOBER PGRI Bayah, Lebak Regency. The success rate for activitiesis very significant. In the pre-cycle activities of the average percentage of 38.67% increased to 55.67% in thefirst cycle, and increased to 90.33% in the second cycle.Keywords - kemampuan moral agama, game ular tangga
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Bronikowska, Małgorzata, Agata Korcz, Beata Pluta, Jana Krzysztoszek, Mateusz Ludwiczak, Marlena Łopatka, Sara Wawrzyniak, Jolanta E. Kowalska, and Michał Bronikowski. "Fair Play in Physical Education and Beyond." Sustainability 11, no. 24 (December 10, 2019): 7064. http://dx.doi.org/10.3390/su11247064.
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The aim of this study is to examine the level of understanding of the principle of fair play by secondary school pupils (n = 827) from the Polish province of Wielkopolska, physical education (PE) students from Poznan University of Physical Education (n = 437), and PE teachers (n = 130). Two structured survey questionnaires were used, namely: The three-level scale known as the Fair Play Moral Dimensions Concept Scale and a Factors of Moral Influence Scale. There were observed differences between male and female students in their comprehension of the principle of fair play regarding the category of sporting activity practiced. The female teachers’ amateur training group more frequently identified the highest level of fair play (32.1% of the examined female teachers) in comparison with their male colleagues. Moreover, differences were noted between boys and girls at the secondary school level. Boys rated the influence of PE teachers and coaches higher, while girls declared that they were more influenced by media and education. For both boys and girls, parents constituted the highest-rated factor of the influence on their moral development. Students also indicated the influence of parents as the highest-rated factor. Among PE teachers, school, as a source of influence on one’s moral development, was awarded higher rates by female than by male teachers. It was observed that parents constituted the highest-rated factor of influence for PE teachers.
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Montero-Carretero, Carlos, Alba Roldan, Thomas Zandonai, and Eduardo Cervelló. "A-Judo: An Innovative Intervention Programme to Prevent Bullying Based on Self-Determination Theory—A Pilot Study." Sustainability 13, no. 5 (March 3, 2021): 2727. http://dx.doi.org/10.3390/su13052727.
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This study aimed to evaluate the effectiveness of an intervention entitled A-Judo Programme for the reduction in bullying and improvement of prosocial behaviour at school, based on the theory of self-determination (SDT). Physical education teachers (PETs) received 20 h of specific training, implementing the programme thereafter in their classes in a total of 10 sessions of 50 min each (two sessions per week over 5 weeks). Variables such as teacher’s teaching style, basic psychological needs (BPNs), self-determined motivation, tolerance and respect, moral identity, harassment and victimisation were studied. Seventy-nine students (11.13 ± 0.52 y) of both sexes (40 girls and 39 boys) participated in the study and were divided into an intervention and a control group (which received no training). The results showed significant changes with moderate to high effect sizes in BPN, motivation, tolerance–respect, moral identity and bullying. These research findings improve the body of knowledge of the applications offered by SDT and its usefulness for improving anti-bullying programmes through PET training.
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Ekabu, Peter. "Professional Development Opportunities as a determinant of Turnover Intention: A case of teachers in Public Secondary Schools in Meru County, Kenya." Technium Social Sciences Journal 11 (August 24, 2020): 36–45. http://dx.doi.org/10.47577/tssj.v11i1.1500.
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The study sought to establish whether the availability or non-availability of professional development opportunities determine the turnover intention of teachers in public secondary schools in Meru County, Kenya. Descriptive survey design, where both qualitative and quantitative paradigms were employed. The study population comprised of 2582 secondary school teachers and principals in 367 public secondary schools. Stratified proportionate sampling and simple random sampling methods were used to pick 518 participants who included 503 secondary school teachers and 15 secondary school principals. Questionnaires were used to collect quantitative data from teachers while interview schedules were used to collect qualitative data from the sampled principals. The hypothesis was tested using the Pearson Product-Moment Correlation and chi-square goodness of fit. Computer software SPSS Version 21 aided in data analysis. An analysis of the Pearson product-moment correlation showed a negative correlation between professional development opportunities and the turn-over intention of teachers in secondary schools in Meru County. Equally, Chi-square results corroborated indicating a strong and significant association of professional development opportunities and turn-over intention of teachers in secondary schools in Meru County. The study concluded that a lack of professional development opportunities leads to low morale, low motivation, and high turnover intention of teachers in public secondary schools in Meru County. The study recommended that the education stakeholders including the schools’ Boards of Management, the Ministry of Education, and the Teachers Service Commission among others motivate teachers by regularly offering them professional development. This would enhance their pedagogical skills thus reducing turnover intention among teachers.
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Shavkatjon o’g’li, Soburov Hasanjon. "TASHKENT STATE UNIVERSITY OF LAW – YESTERDAY AND TODAY." Oriental Journal of Education 01, no. 01 (May 30, 2021): 1–6. http://dx.doi.org/10.37547/supsci-oje-01-01.
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This article is devoted to the history of the university, its role among the higher education institutions of the Republic, its role in the development of legal education, as well as the achievements of scientists, government officials, achievements over 30 years. Improving the spiritual and moral education of students also includes helping students to become full members of society, mature professionals in their profession through various forms, methods and means of education. At TSUL, students and teachers to ensure transparency in providing the digitalization of the educational process, including the formation of the training schedule, exams, evaluation, ranking of students in the formulation and implementation of the transition to electronic document exchange "Electonic university" providing information about the platform (e-University) data can be obtained. In addition, this article aims to improve the spiritual and moral education of students, to help students to become full members of society, professionals in their profession, to develop spiritual qualities in the minds and hearts of students, the idea of national independence and the ideology of independence. to help students spend their free time meaningfully, to form in young people a sense of national pride, patriotism and devotion, to study their worldview and interests.
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Alzyoud, Mohammad Sayel, Ali Salem Al-Ali, and Atif O. Bin Tareef. "Violence against Teachers in Jordanian Schools." European Scientific Journal, ESJ 12, no. 10 (April 29, 2016): 223. http://dx.doi.org/10.19044/esj.2016.v12n10p223.
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This aim of this study is to examine the reasons for violence against teachers in Jordan from the perspective of high school students. The study followed a qualitative research approach by interviewing (50) students from grade twelve. Students were recruited in this study via the convenience sampling approach. The study revealed that teachers, school administration, school environment, media, and family conditions, were the major causes of student’s violence against teachers. Teachers who experienced violence from students are the cause of this violence due to their actions and practices. Teachers are often exhausted, dispassionate, and overloaded with teaching and administrative duties. As a result, these duties sometimes hinder them not to communicate with students nicely or help students in solving their problems. Other times, students are violent against teachers because some teachers have low academic and educational performances. They are unable to offer counselling and psychological support to students from certain backgrounds. Subsequently, some students lack proper morals and discipline. School administrators are to be held responsible for the violence against teachers because they are unable to meet the students’ needs.
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Goodfellow, Joy. "Practical Wisdom in Professional Practice: The Person in the Process." Contemporary Issues in Early Childhood 4, no. 1 (March 2003): 48–63. http://dx.doi.org/10.2304/ciec.2003.4.1.6.
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Recent reviews of the status and standing of early childhood teachers in Australia indicate high attrition, low retention and low morale within the profession. A contributing factor may be the lack of professional and public recognition of the expert knowledge held by practitioners. The extent of this phenomenon was investigated through a mapping exercise. Data were gained from two sources — the National Childcare Accreditation Council's revised Quality Improvement and Accreditation System for long day care centres and advertised position descriptions for early childhood teachers/directors. These data sources, while providing some insight into the nature of early childhood teachers' work, showed that the hidden dimensions of professional practice are largely ignored in such public documents. The findings suggest that little recognition is currently being given to practical wisdom — the professional's capacity to make sound judgement in the use of personal/professional, theoretical, and practical knowledge. If early childhood teachers and the community at large are to value and truly appreciate the nature of the early childhood professional's work, then that work must be carefully documented and promoted. The article concludes by suggesting that the development of professional portfolios may be a strategy that could be used to more effectively represent and honour the nature of teachers' work and provide insight into the practical wisdom of professional practice.
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Khanal, Laxmi Prasad, Samikshya Bidari, and Bendoud Nadif. "Teachers' (De)Motivation During COVID-19 Pandemic: A Case Study from Nepal." International Journal of Linguistics, Literature and Translation 4, no. 6 (June 29, 2021): 82–88. http://dx.doi.org/10.32996/ijllt.2021.4.6.10.
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The COVID-19 pandemic has produced havoc in the world and Nepal is no exception. A transition from an in-person classroom to online classroom has been daunting for the students and teachers motivation level. The impact of teacher morale is often neglected by policymakers and all the stakeholders themselves, which may lead to teachers’ lack of motivation or "demotivation". Teachers’ demotivation is an emotional, cognitive, socio-cultural and psychological state that leads to exhaustion, depersonalization, burnout, decreased teacher achievement and self-worth stress. This study aimed to investigate the factors that supported and hindered Nepalese EFL teachers' motivation levels in their classrooms. A qualitative case study was employed as a research design. Four EFL secondary level teachers teaching at private schools in Kathmandu Valley were selected for this study. The teacher participants were chosen via a systematic random sampling procedure. The data was analyzed and interpreted using a thematic approach, employing survey questionnaires, teachers' interviews, and classroom observation as data collection instruments. The results of this study revealed that EFL teachers in private schools are intrinsically and extrinsically demotivated. The factors that demotivate these teachers include low wages, lack of continuing professional development, students' disruptive behaviors, job insecurity, and fewer holidays.
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Ekabu, Peter Kalunge, Jeremiah M.Kalai, and Grace Nyagah. "Influence of Working Conditions on Turnover Intentions of Secondary School Teachers in Meru County." European Scientific Journal, ESJ 14, no. 25 (September 30, 2018): 169. http://dx.doi.org/10.19044/esj.2018.v14n25p169.
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The objective of this study was to examine the relationship between working conditions and teacher turnover intentions in public secondary schools in Meru County, Kenya. The study used a descriptive survey design with both quantitative and qualitative approaches in data collection and analysis. A total of 520 respondents were involved in the study that included 503 secondary school teachers, 15 principals and 2 staffing officers. Teachers working conditions were examined to determine their relationship with turnover intentions. Data obtained from teachers’ questionnaires were analyzed quantitatively using SPSS version 21.Hypotheses were tested using Pearson product moment correlation coefficient and chi-square goodness of fit at 95%, p<0.05. The result of product moment correlation analysis indicated that the independent variable, working conditions (r= -0.488, p<0.001) have a negative and an inverse relationship with the independent variable, turnover intention. These results were agreed with the results of Chi-square analysis for both the independent variable which showed a significant relationship between working conditions and turnover intentions of secondary school teachers in Meru County. The results therefore established that teachers’ motivation in secondary schools in Meru County is low due to poor working conditions and the education system appears to be staffed with teachers with poor morale and low levels of commitment to their jobs leading to high turnover intentions. The study recommends the various Boards of Management and other education stakeholders at the national and county government levels consider issues of teachers working conditions as an essential element in the motivating and reducing turnover intentions hence retention in teaching service.
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VARANYTSIA, Anna. "Elementary school teachers in the national movement. Polish-Ukrainian educational context in Galicia in the second half of the 19th and the beginning of the 20th century." Ukraine-Poland: Historical Heritage and Public Consciousness 11 (2018): 56–72. http://dx.doi.org/10.33402/up.2018-11-56-72.
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The profession of a national teacher is considered in the context of the demands of the national movement against the background of aggravation of Polish-Ukrainian controversies in Galicia in the second half of the 19th – beginning of the 20th centuries. Paragraph 19 of the Basic Law on Citizens' Responsibilities and Rights provided for equal opportunities for the development of their own education and language for representatives of all nationalities of the Habsburg Monarchy. Due to the fact that the policy of decentralization of Franz Joseph I was implemented, first of all, under pressure from the Polish and Hungarian elites, the Poles in Galicia considered their own right to fill the intellectual and cultural space freed from Germanization. However, they were opposed by a numerical Russian element, calling for equality proclaimed at the state level. In this context, the issue of public schooling has become extremely acute, because primary school was the instrument that allowed spreading national consciousness among the general public. Particularly contradictions emerged after 1869, when the general school obligation was introduced. Changes in the perception of the role of the teacher are also associated with these transformations. As the lowest level of the intelligentsia, according to national discourse, the national teachers obliged the figures of the national movement to act as mediators between the wider social groups and the intellectual elite. These responsibilities were often at odds with the teacher's educational function and forced him to seek a compromise between national and professional requirements. The choice of a teacher in favor of national responsibilities has often caused conflicts with the school administration and the provincial authorities. The practice of community-based translation also made it difficult for teachers to engage with local communities. The local school board used the transfer of especially active teachers in the national movement to ethnically other communities as a form of punishment for political activity within the school. This meant that the Ruthenian teachers often found themselves in an almost completely Polish environment, and the Poles - in Russian. Such translations adversely affected the quality of work, both because of linguistic problems and moral and psychological pressure. On the other hand, the moment of the teacher's personal values was important. A large number of teachers viewed their profession through the lens of humanism, that is, service without exception to everyone, regardless of nationality. These teachers abandoned the demands of the national movement, provoking condemnation and accusations in the absence of national consciousness. Keywords Galicia, teacher, national movement, intellectuals.
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Ekabu, Peter Kalunge, Grace Nyagah, and Jeremiah M. Kalai. "Influence of Promotional Prospects on Turnover Intentions of Public Secondary School Teachers in Meru County." European Scientific Journal, ESJ 14, no. 25 (September 30, 2018): 17. http://dx.doi.org/10.19044/esj.2018.v14n25p17.
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The importance of motivation in retaining core employees and reducing turnover intention in any organization cannot be underestimated. Therefore, retaining the best teachers in secondary schools continue to be a major challenge for educational managers in Kenya as teachers keep changing careers or are not fully committed to their duties because psychologically majority have their hearts elsewhere. This study aimed at examining the influence of promotional prospects on turnover intentions of public secondary school teachers in Meru County. The study used a descriptive survey design with both quantitative and qualitative approaches in data collection and analysis. A total of 520 respondents were involved in the study. Teacher promotional prospects, was examined to determine its relationship with the dependent variable, turnover intentions. Data obtained from questionnaires were analyzed quantitatively using SPSS version 21. Hypothesis was tested using Pearson product moment correction coefficient and chi-square goodness of fit at 95%, p<0.05. The results from product moment correction showed that the independent variable; promotional prospects (r=-0.524, p<0.001), has a negative and an inverse relationship with the dependent variable, turnover intention. The Chisquare analysis corroborated the Pearson correlation results by showing a significant relationship between promotion prospects and turnover intentions of secondary school teachers in Meru County. The results concluded that teachers’ motivation in secondary schools in Meru County is low with teachers having poor morale and low levels of commitment to their job due to lack of promotion and stagnation in one grade hence high turnover intentions set in. The study recommends that the Teachers Service Commission of Kenya, consider issues of promotion of teachers in motivating and reducing turnover intentions hence retention in teaching service.
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Haiyudi, Haiyudi, and Sitthipon Art-In. "Challenges, Strategies, and Solutions of Teaching Bahasa Indonesia in Covid-19 Crises: Case in Khon Kaen University." Indonesian Journal on Learning and Advanced Education (IJOLAE) 3, no. 2 (January 11, 2021): 142–52. http://dx.doi.org/10.23917/ijolae.v3i2.12369.
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The purpose of this study is to identify the challenges experienced in teaching and learning Bahasa Indonesia for foreigners during covid-19 as well as to find out the strategies and solutions undertaken during online learning. The method in this research is descriptive qualitative using case study approach in Bahasa Indonesia course at Khon Kaen University. The subjects in this study were 3 teachers and 2 students of Bahasa Indonesia class. The finding shows some challenges of learning Bahasa Indonesia such as barriers in communication, the low ability of self-regulated learning owned by students, and the lack of control over the morals and behavior of students during distance learning. While, the solutions offered are still technology-based learning, making short videos as learning material to improve emotional relationships between students and teachers, reducing the level of difficulty and prioritize meaningful learning, and conducting multi-literacy learning. On the other hand, the techniques used are producing teachers' labs, conduct self-assessment as a reflection of self-regulated learning, and involving parents as substitutes for instructors in controlling values and morals. Self-regulated learning, as well as parental involvement, are extremely needed.
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Haiyudi, Haiyudi, and Sitthipon Art-In. "Challenges, Strategies, and Solutions of Teaching Bahasa Indonesia in Covid-19 Crises: Case in Khon Kaen University." Indonesian Journal on Learning and Advanced Education (IJOLAE) 3, no. 2 (January 11, 2021): 142–52. http://dx.doi.org/10.23917/ijolae.v3i2.12369.
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The purpose of this study is to identify the challenges experienced in teaching and learning Bahasa Indonesia for foreigners during covid-19 as well as to find out the strategies and solutions undertaken during online learning. The method in this research is descriptive qualitative using case study approach in Bahasa Indonesia course at Khon Kaen University. The subjects in this study were 3 teachers and 2 students of Bahasa Indonesia class. The finding shows some challenges of learning Bahasa Indonesia such as barriers in communication, the low ability of self-regulated learning owned by students, and the lack of control over the morals and behavior of students during distance learning. While, the solutions offered are still technology-based learning, making short videos as learning material to improve emotional relationships between students and teachers, reducing the level of difficulty and prioritize meaningful learning, and conducting multi-literacy learning. On the other hand, the techniques used are producing teachers' labs, conduct self-assessment as a reflection of self-regulated learning, and involving parents as substitutes for instructors in controlling values and morals. Self-regulated learning, as well as parental involvement, are extremely needed.
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Au, Kathryn H. "Negotiating the Slippery Slope: School Change and Literacy Achievement." Journal of Literacy Research 37, no. 3 (September 2005): 267–88. http://dx.doi.org/10.1207/s15548430jlr3703_1.
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Newspaper headlines from across the United States reflect the turmoil in public education today, with some states protesting federal requirements for testing, some states lowering proficiency requirements, other states raising proficiency requirements, and even kindergarten and preschool children facing higher academic expectations. These headlines, reflecting the accountability pressures of higher standards and high-stakes tests, are having predictable effects upon educators in schools. My home state of Hawaii is no exception. “Teachers say they're the ones being left behind,” stated a headline in the Honolulu Advertiser, while the line below read, “Morale low, frustration high among many” (DePledge, 2004).
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Wahyuni, Esa Nur, Rahmat Aziz, Wildana Wargadinata, and Alfiana Yuli Efiyanti. "Investigation of Primary School Teacher Readiness in Online Learning during the Covid-19 Pandemic." Madrasah 13, no. 2 (March 29, 2021): 97–113. http://dx.doi.org/10.18860/mad.v13i2.11343.
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Changing the learning system during the pandemic period from offline to online requires teachers' readiness, including elementary school teachers. Demands for mastery of technology in learning and the characteristics of elementary school students who need direct guidance in learning are teachers' problems. However, not all primary school teachers are ready for technology-based online learning. This study aims to investigate the readiness of primary school teachers in online learning in terms of three aspects, namely cognitive (knowledge and perception), affective (emotional condition), and moral (skills). The research method uses a mixed-method with data collection techniques using a questionnaire deepened by interviews. The research respondents were 22 elementary school teachers in Tlekung village, Junrejo district, Batu City. Data analysis used descriptive statistical analysis and qualitative analysis. The results showed that the teacher had a low readiness to carry out online learning in general. The level of primary school teachers' readiness to carry out online learning still needs to be improved, especially in the knowledge and skills factor by providing online learning training experiences.
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Yaqin, He. "Study of moral education as the objectives in College English teaching: A case from the Teaching Star final competition in 2020." Journal of Educational Research and Reviews 9, no. 6 (June 4, 2021): 128–39. http://dx.doi.org/10.33495/jerr_v9i6.21.110.
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With the reform of educational evaluation in China, moral education has received much attention. Many scholars have discussed different aspects of the topic. To fulfill the fundamental task of educating students by instilling virtues as proposed by the Central Government, colleges and universities across the country are carrying out education and teaching reform by striving to combine language teaching with moral education. But how can moral education be included in the teaching and learning of English? Is it possible to improve students’ morality while developing their linguistic ability? Based on Hauenstein's taxonomy of educational objectives, this study examined the cases of the Teaching Star final competition in 2020 as examples for analysis, aiming to identify the means to effectively improve the moral education of students in the teaching and learning of College English. All of the objectives and classroom activities are sorted out and analyzed as to whether the objectives of moral education were gained, according to the framework constructed under the guidance of Hauenstein’s taxonomy of educational objectives. The analysis is undertaken from the perspectives of moral education as the objectives, classroom activities and the completeness of the moral instruction system. It is showed that the candidate teachers have awareness of combining language teaching with moral education by formulating teaching objectives at various levels and considering the moral educational function in organizing classroom activities. Despite the results reported here, it is clear there is still much room for improvement. Some moral educational objectives do not display the characteristics of moral education. Most moral educational goals appear to be set at a low level, with the result that they fall short of creating a good behavior profile and, more importantly, of achieving the government’s moral educational goals. It appears clearly that the design of the classroom activities in the cases examined could not support the achievement of the moral educational goals. In consideration of all of these concerns, College English teachers may need to reconsider the cognitive levels of the moral educational goals and design different levels of classroom activities to achieve the goals. Keywords: Moral educational goals, classroom activities, behavioral domain, behavioral profile
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Stadler, Tania. "The Landcare for Teachers Program: Learning and Teaching for the Environment." Australian Journal of Environmental Education 11 (1995): 27–37. http://dx.doi.org/10.1017/s0814062600002949.
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The development of an innovative environmental education program for teachers was the direct outcome of a doctoral study of land degradation in Australia (Stadler 1989). The Landcare for Teachers Program arose from my research into the issue of land degradation within an historical and policy context and found a need for knowledge and understanding among the wider population. The thesis argued for the role of education as a positive long-term strategy to change the attitudes and behaviour of the Australian community towards the environment.Landcare for Teachers was developed at the University of Tasmania by the author in 1990 with National Landcare Program (NLP) funding. It has operated there successfully since and has been extended to other states from 1993. Teachers are a key target group due to their ability to transfer their knowledge and skills to the next generation of land managers and decision makers and to their multiplier effect. Yet while their work has become more demanding and complex, morale among teachers is low and the profession has poor community support (Schools Council 1990, p. 3). The educational program described in this paper was designed to provide teachers with little or no background in science with a basic understanding of the need to care for the environment and the skills and confidence to pass that understanding on to their own students.
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Lee, Dabae, Jiyoon Jung, Suhkyung Shin, Anne Otternbreit-Leftwich, and Krista Glazewski. "A Sociological View on Designing a Sustainable Online Community for K–12 Teachers: A Systematic Review." Sustainability 12, no. 22 (November 22, 2020): 9742. http://dx.doi.org/10.3390/su12229742.
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As a way to support teachers’ professional development activities and build communities of practice for teachers, education researchers and practitioners have put considerable effort into building an online learning community for K–12 teachers to create a venue to facilitate teachers’ joint knowledge construction. However, a substantial number of such online communities have failed due to lack of participation of members. Therefore, it is critical to understand how to design a sustainable community that fulfills members’ needs and elicits active participation of members. In this literature review, we adopted a sociological framework to investigate how to create a sustainable online community. This framework suggests that the sustainability of a community comes from individual members’ three types of commitments: instrumental, affective, and moral commitments. Such commitments are results of members’ cognitive, cathectic, and evaluative processes and lead to membership retainment, cohesive relationships, and socially regulated participation. Using this framework, we conducted a systematic literature review on online teacher community articles published from 1990 to 2018. Our findings provide insights on factors associated with teacher members’ instrumental, affective, and moral commitment to an online community. Based on these findings, we further provide design suggestions to build a sustainable community for teachers.
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Пліс, В. П. "СУЧАСНІ ВИМОГИ ДО ПІДГОТОВКИ МАЙБУТНІХ УЧИТЕЛІВ-ФІЛОЛОГІВ." Теорія та методика навчання та виховання, no. 47 (2019): 79–88. http://dx.doi.org/10.34142/23128046.2019.47.07.
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The publication notes that in today's informational society the role of language and fiction is increasing. This leads to a significant increase in the future philology teachers education. Therefore, it is an urge to identify and understand these requirements. The aim of the article is to identify and analyze the basic requirements for the training of modern philology teachers in the national high school, based on the analysis of scientific literature and standard sources. To achieve this goal, a set of different research methods was used: theoretical – the analysis of standard documents and pedagogical literature, generalization, comparison of experts' conclusions on the basic requirements for the future philology teachers education; empirical - interviews, surveys of school administration representatives and experienced philology teachers to clarify their points of view. Based on the analysis of standard documents (Law on Education, National Doctrine of Education Development in Ukraine, National Strategy for the Education Development in Ukraine until 2021) and scientific works of multiple scientists (O. Zabolotskaya, I. Klak, O. Semenog and others .) it is concluded that in the process of professional future philology teachers education is necessary to ensure their formation as competent teachers who master innovative methodology of teaching the language and literature based on the usage of computer technologies, are creative personalities, holders of high moral and linguistic culture and humanistic values, who show the need for constant professional and personal self-improvement, and as a consequence - are able to successfully fulfill their professional functions and creatively perform their assigned professional tasks, in particular to form the key and subject competence of the students. These requirements should be taken into account in the educational process of the pedagogical institution of higher education. Within further scientific research it is supposed to theoretically substantiate and develop own methodology of future teachers of philological subjects education according to modern requirements.
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Baliyan, Som Pal, Pritika Singh Baliyan, and Sello Mokoena. "Occupational Stress among Teachers in Private Senior Secondary Schools in Botswana: Causes and Consequences." International Journal of Education 10, no. 2 (June 10, 2018): 32. http://dx.doi.org/10.5296/ije.v10i2.13085.
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Observing the importance of stress among employees, this study was conducted to investigate the causes and effects of stress among private secondary school teachers in Botswana. The specific objectives were to identify the causes of work related stress, to find out the effect of work related stress on performance, to explore and suggest ways of preventing work related stress among teachers. The findings of the study should guide the stakeholders especially policy makers towards reducing the stress in teachers. The study was conducted in two phases; pilot phase and final phase. In pilot phase, sampled teachers were interviewed to collect basic information on teachers stress helped in construction of data collection instrument. In the final phase, data was collected through a survey of 90 stratified random sampled teachers using a validated and reliable questionnaire. The data analysis was done through the descriptive statistics whereby mean and standard deviations were calculated. The school policies contradicting with working environment, too much work load (teaching and extra duties) and pupils indiscipline in class were identified the three most important causes of stress among teachers whereas; low morale and motivation, increase in job dissatisfaction and conflict at work place were the three important effects of stress. Effective planning and implementation, prioritizing work and ignoring the stressor environment were identified the three major ways to reduce stress. It was recommended that possible attempts should be made to reduce workload of teachers. Strategies should be devised and implemented to reduce indiscipline among students. Teachers should focus on proper planning and implantation of their work based on priority.
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Kriaučiūniene, Roma, and Georg Lind. "Validation of the Lithuanian Version of Moral Competence Test and Application of KMDD in Language Teaching / Learning Process at Vilnius University, Lithuania." ETHICS IN PROGRESS 12, no. 1 (June 30, 2021): 6–14. http://dx.doi.org/10.14746/eip.2021.1.2.
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The findings obtained by G. Lind using his original research instrument – the Moral Competence Test – suggest that universities lack the capacity to foster students’ moral competence development. The MCT has been translated into 39 languages, all of which have gone through the necessary validation procedure. The article reports on the MCT validation study for the 40th language, namely Lithuanian. The research sample consisted of 526 students of English/German/French languages, future foreign language teachers, in the 1 st to 4th years of study at two universities in Lithuania: the former Vilnius Pedagogical University and the Vilnius University. The majority of the respondents demonstrated low or medium level of moral competence. On the basis of this cross-sectional study (2019–2020), the MCT for Lithuanian has been successfully validated and certified. In the following article, we present and discuss all the validation criteria and revisit the theoretical background of MCT. We also argue for educating students in moral competence and evaluating the effects of moral competence promotion in academic contexts.
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Kramarenko, Yuriy. "Some issues of the formation of moral values in the training of specialists in the field of law and law enforcement activities." Naukovyy Visnyk Dnipropetrovs'kogo Derzhavnogo Universytetu Vnutrishnikh Sprav 4, no. 4 (December 29, 2020): 41–46. http://dx.doi.org/10.31733/2078-3566-2020-4-41-46.
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The article focuses on the formation of moral values during the training of applicants for higher education in the specialty "law" and "law enforcement activities". The essence and purpose of higher education envisage the formation of not only an intellectual personality capable of mastering new knowledge and mastering new skills and abilities, but also the upbringing of stable moral qualities. Due to the peculiarities of professional powers and the scope of activity for specialists in the field of law and law enforcement activities, the formation of moral values is decisive. Today, we can state a decrease in the influence of higher educational institutions and teachers on the formation of moral values of applicants for higher education. Such trends largely depend on the socio-economic conditions in which society and “opinion leaders” who prevail for a certain period of time and in certain means of communication, on which the higher education system has little influence. In order to attract higher education seekers to study and self-education, it is necessary to "immerse" them in topics that interest, or at least in those topics that matter to them. The article proposes a discussion method for use in the educational process according to the pro-cedure developed by R. Ackoff. Such a discussion procedure consists of six consecutive stages, during which the parties have the opportunity not only to understand each other, but also to study the problematic issue more deeply. Such a discussion procedure will allow not only to form the appropriate competence and knowledge of the subject, but also to bring up stable moral values and views.
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Zhdanova, N. S., and L. N. Aksenova. "Preparing a law teacher to implement the goals and content of the subject." SHS Web of Conferences 87 (2020): 00016. http://dx.doi.org/10.1051/shsconf/20208700016.
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The paper examines the features of the training and activities of a law teacher in the context of the Russian legal tradition. The author concludes that teaching law based on the national tradition of legal thinking will provide a high quality of education and the formation of a highly moral legal consciousness of young people.
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Kuz’mych, Vyacheslav. "CRITERIA AND LEVELS OF EDUCATION OF FUTURE TEACHERS HUMANE RELATIONS TO THE ELDERLY." Aesthetics and Ethics of Pedagogical Action, no. 14 (September 9, 2016): 79–91. http://dx.doi.org/10.33989/2226-4051.2016.14.171590.
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The approaches to the definition of old age are considered. In a broad sense, aging understand the dynamic phenomena associated with prevalence rates of destructive processes of reconstructive. Criteria education of humane qualities of the elderly are described: rational – system of humanistic knowledge, judgment, opinion, that is a humanistic worldview; еmotional – evaluation system, values, needs, motives, humane feelings and emotions; efficient – system skills and habits of moral behavior. We characterize the three levels of politeness humane personality: high, medium and low. Proved that the definition of objectives, content and direction of the process of education of humanity should be taking into account the level of education of humane feelings in students of pedagogical universities.
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Klinskaya, E. O. "The System of Environmental Education in the Regional University." Vysshee Obrazovanie v Rossii = Higher Education in Russia 28, no. 5 (June 15, 2019): 139–44. http://dx.doi.org/10.31992/0869-3617-2019-28-5-139-144.
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The solution of environmental problems, both on global and regional level, is possible only when a new type of ecological culture is formed and ecologization of education is provided. The complicated ecological situation in the world and the low level of environmental awareness of the population necessitate constant improvement of environmental education and enlightenment. The article focuses on these problems and describes the system of environmental education created inSholom-AleichemPriamurskyStateUniversity, which is implemented through different types of teachers’ and students’ activities. The University trains bachelors, masters and postgraduates in the field of ecology and environmental management. In-depth study of environmental problems contributes to the organization of research activities of students. The results of students’ and teachers’ scientific research are tested at scientific conferences, environmental forums at different levels. Special importance in the system of environmental education of the University is given to working with applicants. In this regard University is implementing a series of new modern projects. The Department of geography, ecology and environmental law conducts a scientific ecological and geological circle for students of 8-11 grades in Birobidzhan. Teachers of the Department have published teaching aids, textbooks, educational guides to help school teachers of geography, biology, chemistry in greening the natural cycle subjects. The University has established the Center for environmental education providing the development of ecological culture and moral guidelines in environmental sphere. The paper makes special emphasis on the students’ extracurricular activities and environmental protection work.
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Hapsari, Anita Galuh Sri, and Markus Budiraharjo. "English Teacher Identity in The Context of Zoning Policy Implementation." Journal of Education Research and Evaluation 3, no. 4 (December 4, 2019): 258. http://dx.doi.org/10.23887/jere.v3i4.23203.
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Teacher identity still remains an important topic to discuss in education because it shows teachers’ personal and professional aspects. Teacher identity is not a static circumstance as it changes depending on the contexts. As zoning policy in new student admission in Indonesia remains as educational current issue, this study aims to explore how the zoning policy implementation develops English teacher identity in high and low-performing schools. This study employed qualitative approach as the purpose of this research is not to be generalized; this empirical research is aimed to reveal holistic discussion of particular subjects instead. Twelve English teachers from different public senior high schools in Yogyakarta Province, Indonesia were selected for semi-structured interviews and two of them were invited to have in-depth interviews. The data were coded and analyzed based on the framework of teacher identity construction. The results showed that the contribution of zoning policy implementation in teacher identity development varied. Firstly, zoning policy implementation influences teacher identity regarding their beliefs on students’ characteristics in high and low-performing schools. Secondly, teachers’ maintenance of their moral purpose as educator was developed through the implementation. Thirdly, class dynamics were triggered by the previous two aspects
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Thaba-Nkadimene, Kgomotlokoa Linda. "The influence of educational provision on teacher performance and learner outcomes among Limpopo primary schools." South African Journal of Education 40, no. 4 (November 30, 2020): 1–10. http://dx.doi.org/10.15700/saje.v40n4a2039.
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In the study reported on here the problem of inadequacies in educational provisioning among public schools that has a negative influence on teachers’ productivity and learners’ academic outcomes was examined. The primary objective of this study was to examine teachers’ and principals’ perceptions on the influence of educational provision on teacher performance and learner outcomes. The study was informed by critical social theory. The study tapped from the interconnection of constructivist and interpretivist paradigms and qualitative research, in using lived experiences and reflections of participants. Semi-structured interviews and observations were used to collect data from 5 school principals and 10 teachers in 5 primary schools in the Limpopo province, South Africa. Inadequacies in school provisioning was found to influence teacher performance and learner outcomes, causing psychological stress and low morale among teachers as a result of poor working conditions. Inadequacies in school resources constitute an unfair and unjust practice by the Department of Education and infringes upon learners’ right to education. Such infringement exacerbates learners’ demotivation, which subsequently results in them dropping out of school. Poor schools ultimately exclude Black students from quality education in South Africa. I recommend that the Department spearheads the implementation of the Framework on Equitable Provision of Infrastructure in Public Schools as a matter of urgency to ensure equity and access for poor schools.
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Wang, Lijuan. "Using the Theory of Planned Behavior to Understand the Beliefs of Chinese Teachers Concerning Teaching Games for Understanding." Journal of Teaching in Physical Education 32, no. 1 (January 2013): 4–21. http://dx.doi.org/10.1123/jtpe.32.1.4.
Full textAbstract:
This study describes the beliefs of Physical Education (PE) teachers regarding Teaching Games for Understanding (TGfU) based on the Theory of Planned Behavior (TPB). Twenty PE teachers participated in this study. Data collection consisted of a survey on demographic data and semistructured interviews. The research results indicate that the teachers were positively or neutrally disposed to TGfU. They were motivated to use TGfU either intrinsically by their responsibilities and satisfaction, or extrinsically by pressure to comply with how principals, professional colleagues, and students felt about the TGfU model. Furthermore, most of the participants expressed having low confidence in TGfU teaching due to the limitation of internal factors, such as inadequate game knowledge, limited TGfU conceptual understanding, and inability to modify games, and external factors, including contextual constraints, safety concern, and conflict with the current learning assessment system. The discussion of findings in relation to TPB furthers the understanding of TGfU implementation by the teachers (only nine out of 20 PE teachers adopted the TGfU model in classes). The findings also provide empirical evidence to support moral norm and affective beliefs as additional TPB predictors, as well as the influence of control beliefs on behavior and normative beliefs.
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Febrialismanto, Febrialismanto, and Hidayatun Nur. "Kemampuan Guru Menggunakan TIK Untuk Pengembangan di Taman Kanak-Kanak." KINDERGARTEN: Journal of Islamic Early Childhood Education 2, no. 2 (February 6, 2020): 101. http://dx.doi.org/10.24014/kjiece.v2i2.8296.
Full textAbstract:
The progress of the era is recognised by the development of Technology and Information. Almost everyone uses technology and information in their lives. The use of Technology and Information has entered the world of education. The teacher has a big role to use technology and information in learning. The purpose of this study was to determine the ability of teachers to use ICTs for development in kindergartens, Riau Province. In kindergarten there is a development that should get attention in learning that is cognitive, language, physical, social & emotional, religious & moral values, and art. From the research results, it can be seen that teachers use Technology and Information for development is still low. Besides that the use of ICTs makes teaching materials, change learning, store materials and learning outcomes, communicate learning materials and results, and disseminate information on materials and learning outcomes of teachers are categorized into the low category.Kemajuan zaman ditandai dari berkembangnya kemajuan dalam Teknologi dan Informasi. Hampir semua orang menggunakan Teknologi dan informasi dalam semua pada saat ini dalam kehidupannya. Penggunaan Teknologi dan Informasi sudah masuk dalam dunia pendidikan. Guru memiliki peran yang besar memanfaatkan teknologi dan informasi dalam pembelajaran. Tujuan penelitian ini untuk mengetahui kemampauan guru menggunakan TIK untuk pengembangan di Taman Kanak-Kanak di Provinsi Riau. Di Taman Kanak-kanak ada pengembangan yang harus mendapatkan perhatian dalam pembelajaran yaitu kognitif, bahasa, fisik motorik, sosial & emosional, nilai agama & moral, dan seni. Dari hasil penelitian dapat diketahui guru menggunakan Teknologi dan Informasi untuk pengembangan masih rendah. Disamping itu Penggunaan TIK membuat bahan ajar, mengubah pembelajaran, menyimpan bahan dan hasil pembelajaran, mengkomunikasikan bahan dan hasil pembelajaran, serta menyebarkan informasi bahan dan hasil pembelajaran guru termasuk dalam kategori rendah.
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Sholihah, Abdah Munfaridatus, and Windy Zakiya Maulida. "Pendidikan Islam sebagai Fondasi Pendidikan Karakter." QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama 12, no. 01 (March 14, 2020): 49–58. http://dx.doi.org/10.37680/qalamuna.v12i01.214.
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Education in Indonesia is faced with the problem of low morals, in particular among teenagers, such as brawls between students, promiscuity, drugs, and a lack of respect for teachers. In the field of education, the cultivation of students’ character needs to receive great attention. Strengthening character education in the present context is very relevant to overcome the moral crisis that is happening in this country. This condition of moral decadence indicates that the inculcation of religious teachings and character values obtained in school has not been entirely successful because they have not shown significant results on changes in student behavior in their lives. Character education in Islam is in principle based on two main sources of Islamic teachings, namely the Qur'an and Hadith. Thus the parameter of good and bad in a person's character has a certain standard according to the Qur'an and Hadith. As the basis of Islamic education, the Qur'an and Al-Hadith are references to seek, create, and develop paradigms, concepts, principles, theories, and techniques of Islamic education, even in every educational effort. Because it is sourced from the two main teachings of Islam, Islamic education is called the foundation for character education.
Keywords: Islamic education, character education
Abstrak
Pendidikan di Indonesia dihadapkan pada masalah rendahnya akhlak terutama di kalangan remaja, misalnya adanya tawuran antar pelajar, pergaulan bebas, narkoba, serta kurangnya sikap hormat kepada guru. Dalam bidang pendidikan, penanaman karakter terhadap peserta didik perlu mendapat perhatian besar. Penguatan pendidikan karakter dalam konteks kekinian sangat relevan untuk menanggulangi krisis moral yang sedang melanda di negara ini. Kondisi dekadensi moral ini menandakan bahwa penanaman nilai agama dan nilai karakter yang didapatkan di bangku sekolah belum sepenuhnya berhasil karena belum menampakkan hasil yang signifikan terhadap perubahan perilaku peserta didik dalam kehidupannya. Pendidikan karakter dalam Islam pada prinsipnya didasarkan pada dua sumber pokok ajaran Islam, yaitu Al-Qur’an dan Hadis. Dengan demikian, parameter baik dan buruk dalam karakter seseorang memiliki standar tertentu menurut Al-Qur’an dan Hadis. Sebagai dasar pendidikan Islam, Al-Qur’an dan Hadis dalah rujukan untuk mencari, membuat, dan mengembangkan paradigma, konsep, prinsip, teori, dan teknik pendidikan Islam, termasuk juga dalam setiap upaya pendidikan. Karena bersumber dari Al-Qur’an dan Hadis yang merupakan pokok ajaran Islam, maka pendidikan Islam disebut sebagai fondasi bagi pendidikan karakter.
Kata kunci: pendidikan Islam, pendidikan karakter
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Abeer Mousa Alenzi, Abeer Mousa Alenzi. "The Reality of Using Cloud Computing Applications in Teaching Language Proficiencies for the Secondary Stage from the Female Teachers' Point of View: واقع استخدام تطبيقات الحوسبة السحابية في تدريس الكفايات اللغوية للمرحلة الثانوية من وجهة نظر المعلمات." مجلة العلوم التربوية و النفسية 5, no. 31 (August 29, 2021): 157–35. http://dx.doi.org/10.26389/ajsrp.k290321.
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The study aimed to identify the reality of using cloud computing applications in teaching language proficiencies for the secondary stage in Riyadh and its obstacles from the female teachers’ point of view, with an indication of the effect of the variables (academic qualification, years of experience) in that. The study relied on the descriptive survey approach, and used the questionnaire tool. It applied to a random sample of (304) secondary school female teachers in Riyadh. The study reached a number of the following results: The axis of the reality of using cloud computing applications in teaching language proficiencies got an average (1,429) with a (low) degree in the dimension of lesson planning, and the average was (1,428) with a (low) degree in the dimension of lesson implementation, and it averaged (1,433) with a (low) degree in the dimension of evaluation the lesson, and the axis of obstacles of using cloud computing applications in teaching obtained an average of (1,992), meaning the obstacles represented a (large) degree, and the results also revealed that there are differences between the views of the study sample attributable to the two variables (educational qualification and years Experience), Based on the results, the study recommends the following: Providing training courses for female teachers of language proficiencies on how to activate cloud computing applications in the educational process informs them of all new developments that occur. Providing reinforcement, both material and moral, to female teachers of language proficiencies who use cloud computing applications encourages them to use and benefits from these services. Supporting the school environment with physical equipment that allows the use of cloud computing in teaching contributes to help the teacher to activate it. Reducing the teaching and administrative burdens of teachers allows them to follow the students at the time of the class.
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Fracchia Figueiredo, Myriam. "JUICIO MORAL DE ESTUDIANTES Y MAESTROS ANTE HECHOS DE VIOLENCIA EN UNA ESCUELA SECUNDARIA PÚBLICA EN MÉXICO." COLLOQUIUM HUMANARUM 17, no. 1 (November 21, 2020): 298–313. http://dx.doi.org/10.5747/ch.2020.v17.h501.
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The objective of the investigation into the violent events in the daily environments of the students of a secondary school in Mexico was to reveal them as part of a training process for their teachers. From the conception that social and school violence are inherent to the social order and are expressed in bodies and things, our interdisciplinary approach was based on a mixed methodology, using qualitative techniques, through observation, pedagogical planning , common reflection and evaluation with teachers, and quantitative techniques, with the preparation and application of an interview of teachers to 429 students of the three grades of secondary school, in the morning and evening shifts, to relieve the network of violence, with emphasis on the school, andthe subsequent creation of a database for its systematization and analysis. This methodological strategy made it possible to unravel the moral judgment of students and adults in correspondence with the acts of violence experienced by the students, which have been mainly fights and beatings, harassment and robbery. Interventions regarding adults, in accordance with school regulations, have been the predominant application of expiatory sanctions, or their inaction, thus adding other forms of violence that express a heteronomous moral judgment. This forces the majority of students to be careful not to fall into provocations from the other minority group, ready to attack them as a way to settle their differences. Also the moral judgment of the students is heteronomous and their proposals to face these facts, to a large extent, coincide with the school regulations. However, a minority group of students proposed, in addition to listening, empathy and dialogue, that they “favor their own behaviors among equals”, which is the law of true cooperation, suggestive for a formative process of adults that facilitates the transition towards a moral judgment of cooperation, for a coexistence of protection and a better teaching-learning process.
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Khoiruddin, Untung. "Problematics of Pai Teachers and Their Solutions." Didaktika Religia 6, no. 2 (February 15, 2019): 371–84. http://dx.doi.org/10.30762/didaktika.v6i2.1112.
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This article discusses the obstacles found by educators who always face problems in education institution. The problem is related to religious education in schools that have not been maximized, so the competence of professional PAI teachers is needed. Teacher professionalism is very important, when the teacher has a profession as a qualified and accommodating educator. The teacher is having a very big responsibility to educate the nation's children. This is based on Law Number 3 of 2004 concerning the National Education System. One of its functions is to produce nationals who are moral, authoritative and have a personality characteristic of akhlaqul karimah. To achieve this, PAI teachers must be able to have high ideas and commitments so that this nation truly embodies a nation that has good moral character.
تناقش هذه المقالة العقبات التي يواجهها العاملون في مجال التعليم الذين يصرون دائمًا يجدونها في مؤسسة التعليم. ترتبط المشكلة بالتعليم الديني الموجود في المدارس التي لم يتم تعظيمها . وفي هذه الحالة ، هناك حاجة إلى كفاءة معلمي التربية الدينية الإسلامية المحترفين. تُعد مهنة المعلم مهمة جدًا عندما يكون المعلم مهنة كمعلمة مؤهلة وملائمة. المدرس له مسؤولية كبيرة جداً في تثقيف أبناء الأمة ، وهذا يعتمد على القانون رقم 3 لسنة 2004 بشأن نظام التعليم الوطني ، حيث تتمثل إحدى مهامه في طباعة أبناء الأمة الذين يتخلقون بخلق حسن ولهم خصائص شخصية بخلقهم الكريمة. لتحقيق هذا الهدف ، يجب أن يكون لدى المعلمين أفكار والتزامات عالية حتى يتمكنوا من تحقيق الجيل القادم للأمة والدولة ذات الشخصية الأخلاقية الجيدة.
Artikel ini akan mengupas tentang kendala-kendala yang dihadapi oleh pelaku-pelaku pendidikan yang selalu menghadapi masalah-masalah di lembaga pendidikan. Masalah tersebut terkait dengan pendidikan agama yang ada disekolah-sekolah yang belum maksimal. Dalam hal ini diperlukan kompetensi Guru PAI yang professional. Profesionalisme Guru sangat penting manakala guru mempunyai profesi sebagai seorang pendidik yang mumpuni dan memadai. Guru mempunyai tanggung jawab yang sangat besar untuk mencerdaskan anak-anak bangsa. Hal ini berlandaskan pada Undang-undang Nomor 3 Tahun 2004 tentang Sistem Pendidikan Nasional, dimana salah satu fungsinya adalah mencetak anak-anak bangsa yang berakhlaq, berwibawa dan berkarakter yang kepribadian akhlaqul karimah. Untuk mencapai tujuan tersebut, Guru PAI harus mempunyai gagasan, ide dan komitmen yang tinggi agar betul-betul dapat mewujudkan generasi penerus bangsa dan Negara yang berakhlaqul karimah.
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Hamid, Irma Al, and Agus Yudiawan. "Model Pembelajaran Mind Mapping Kelas VII Pada Mata Pelajaran Akidah Akhlak Di MTs Az-Zikra Kota Sorong." AL-FIKR: Jurnal Pendidikan Islam 4, no. 1 (July 1, 2018): 6–10. http://dx.doi.org/10.32489/alfikr.v4i1.35.
Full textAbstract:
Morals in presenting subject matter are sometimes monotonous. Teachers are more likely to use the lecture method in learning, thereby making students bored. Therefore, researchers chose one cooperative learning model, namely the Mind Mapping learning model to improve student learning outcomes. This model uses a grouping system consisting of 2-5 people, which in the implementation stage includes the discussion stage, thinking together to express ideas from the problem concept given by the teacher, asking questions, and answering questions. This study aims to determine the increase in learning outcomes in the subjects of Islamic Morals through the Mind Mapping learning model. This type of research is Classroom Action Research conducted in 2 cycles, namely Cycle I conducted 2 meetings and Cycle II 2 meetings. The subjects of this study were students of Class VII MTs Az-Zikra, Sorong City in the odd semester of the 2016-2017 academic year of 21 students. The object of research is student learning outcomes which are divided into three domains, namely cognitive, affective and psychomotor. Data collection techniques used were observation and tests. The collected data were analyzed both qualitative and quantitative data. Qualitative data is data in the form of a sentence that gives a description of student expressions, the level of understanding of a subject, the learning process takes place and the like. While quantitative data uses descriptive statistical analysis with the application of SPSS 16.0, for example, finding an average value. The results of research based on the cognitive domain showed that there was an increase in the learning outcomes of the moral creed ie from the average value of student learning outcomes in Cycle I was 67.43 (low category) and in Cycle II amounted to 74.52 (low category) but there was an increase in the Cycle I. In Cycle I the number of students who finished as many as 9 people (42.85%), while in Cycle II it increased to 15 people (71.42%), and students who completed had reached 71.42% exceeding the expected target ie 65%. The affective domain looks changes after the teaching and learning process, both from the attitudes, behavior, interests, emotions, motivation, cooperation and coordination of each student which is done through direct observation and interaction. The psychomotor domain is seen from the results of observations or activities of students obtained during the learning process, such as asking questions, answering, responding, dare to submit opinions and draw conclusions from the material that has been submitted. Based on these results it can be concluded that there is an increase in learning outcomes of moral subjects in Sorong City Az-Zikra Class VII students after learning by using Mind Mapping Learning Model.