Academic literature on the topic 'Teacher Performamce'
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Journal articles on the topic "Teacher Performamce"
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Latifah, Nurhasni, Matin, Suryadi, Zulaikha Siti, Sugiarto, and Santoso Heru. "THE EFFECT OF PEDAGOGIC COMPETENCY AND COMPETENCE ON PROFESSIONAL TEACHER PERFORMANCE IN PADANG PARIAMAN REGENCY PRIVATE VOCATIONAL SCHOOL." International Journal of Engineering Technologies and Management Research 6, no. 7 (2019): 52–62. https://doi.org/10.5281/zenodo.3341530.
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Research Objective to analyze how much influence pedagogic competence, professional competence on the performance of Public Middle Schools in Padang Pariaman Regency. Quantitative research uses data analysis using a regression correlation. The results of the study: (1) The effect of pedagogic competence on performance is 46,8%, (2) The influence of professional competence on performance is 50,3%. (3) There is a positive effect jointly between pedagogical competence and professional competence in teacher performance by 53%. Conclusion of the study: Pedagogic competence, professional competence influence teacher performance in Padang Pariaman Regency.
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Heryana, Masduki. "Kepemimpinan Transformasional, Motivasi Kerja Guru Dan Kompetensi Guru Terhadap Kinerja Guru Serta Implikasinya Pada Kompetensi Lulusan." Jurnal Ilmiah Manajemen Kontigensi 3, no. 1 (2015): 44–67. https://doi.org/10.5281/zenodo.3375480.
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<em>The purpose of this study was to analyze the effect of transformational leadership, motivation of teachers and teacher competence on teacher performance and the implications on the competence of senior high school graduates international in West Java Province. The research method </em><em>using</em><em> descriptive survey and explanatory survey methods. The unit of analysis in this study is consists of permanent and non-permanent teachers who </em><em>teaches</em><em> at the school of international standard in 25 regencies / cities </em><em>in</em><em> West Java Province</em><em> that </em><em>consists of 38 </em><em>national </em><em>high schools and four private high</em><em> school</em><em>. Path Analysis</em><em> M</em><em>ethod was used to test the hypothesis.</em> <em>The results can be summarized as follows: 1). Transformational leadership significantly influence the performance of teachers. 2). Motivational leadership is not significant effect on </em><em>teachers </em><em>performance</em><em> </em><em>3). Competence of teachers significantly influence the performance of teachers. 4). Transformational leadership, motivation and competence of teachers simultaneously affect the performance of teachers. 5). Teacher performance indirectly affect the performance of graduates.</em>
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Ibnu, Hasan Thamrin Abdullah Widodo Sunaryo. "Strengthening Organizational Climate, Transformational Leadership and Adversity to Improve Teacher Performance: An Empirical Study on Private Junior High School Teachers in Depok City." Multicultural Education 7, no. 7 (2021): 198. https://doi.org/10.5281/zenodo.5093920.
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<em>Education is a decisive sector to print the whole human being, namely humans who have balance and intellectual, emotional and spiritual intelligence in living life. When a person wants to achieve this balance then he must get the intake of physical needs, knowledge and spiritual needs. If the three needs are met, a person will have strong adversity in dealing with various dynamics of life, challenges, and high resilience in the face of obstacles and difficulties that exist in his life. In order to create a learning atmosphere and a supportive learning process so that students actively develop their potential to have religious spiritual strength, self-control, personality, intelligence, noble character, and skills needed by themselves, society, nation and state, the role of a teacher is important part in improving the quality of education. As educators, teachers are educational leaders who are very decisive in the learning process in the classroom. This leadership role will be reflected in how teachers carry out their duties. This means that teacher performance is a very decisive factor for the quality of education.</em>
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Muhammad, Abidin, Suriansyah Ahmad, and Noorhapizah. "The Effect of Principal Management Performance and Working Climate on Teacher Performance through Work Motivation of Elementary School Teacher in Awayan District." International Journal of Social Science And Human Research 05, no. 12 (2022): 5341–48. https://doi.org/10.5281/zenodo.7390199.
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Teacher performance is the work accomplished by a teacher in the completion of the specified responsibilities. The purpose of this study was to examine the direct and indirect effects of principal management performance, work climate, and work motivation on the performance of elementary school teachers in the Awayan District. This study is quantitative correlation research. Using proportional random sampling technique, 112 respondents were selected as research samples from the population of 156 teachers. Data is collected by using a questionnaire instrument and it is analyzed by utilizing descriptive analysis, classical assumption test, multiple linear regression analysis and path analysis. The findings of this study indicate that the variable regression value is a positive number, such as the regression coefficient of principal management performance on teacher performance (X1-Y) of 0.583, the regression coefficient of principal management performance on teacher work motivation (X1-Z) of 0.533, the climate regression coefficient of school work on teacher performance (X2-Y) of 0.412, and the regression coefficient of work climate on work motivation (X2-Z) of 0.659. This study concludes that principal management performance, work climate, and motivation have direct and indirect effects on the performance of elementary school teachers in the Awayan District. It is suggested to school principals and teachers to sustain high levels of management performance, climate, and teacher performance. Other researchers may examine other variables that can affect teacher performance.
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Nagera, Jetro James, and Melchor Espiritu. "Needs Analysis of Teachers Development on Selected Public Elementary Schools in Antipolo City: Basis for a Proposed Training Program." Psychology and Education: A Multidisciplinary Journal 28, no. 4 (2024): 323–31. https://doi.org/10.5281/zenodo.14237947.
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This study aimed to determine/analyze the teachers' development in the selected elementary schools in Antipolo City, which served as inputs for a proposed training program during the school year 2024-2025. Regarding the practices in promoting teachers' professional development, the teacher-respondents obtained a composite mean of 3.58, which was verbally interpreted as Very Strongly Agree. Regarding creating conditions for effective professional development, such as opportunities and challenges, the teacher-respondents obtained a composite mean of 3.54 verbally interpreted as Very Strongly Agree. Regarding policy implications, the teacher-respondents obtained a composite mean of 3.59 verbally interpreted as Very Strongly Agree. The Teacher Performance Evaluation for the academic year 2023-2024 is derived from the Individual Performance Commitment and Review Form (IPCRF). It categorized teacher performance into two main groups based on their evaluation scores. The first category, ranging from 4.1 to 5.00, represented "Outstanding" performance, with 143 teachers achieving scores within this range. This group constituted 56.75% of the total evaluated teachers, indicating a predominant presence of outstanding performance. The second category spanned from 3.1 to 4.00, denoting "Very Satisfactory" performance, with 109 teachers falling within this range, accounting for 43.25% of the evaluated teachers. The significant relationship between the level of perception of the teacher-respondents as regards teachers' development and the teachers' performance based on their IPCRF is a key finding of this study. This relationship, which is highly significant, provides valuable insights into the factors influencing teacher performance.
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Romlah, Romlah. "Analisis Deskriptif Kinerja Guru." Acman: Accounting and Management Journal 1, no. 1 (2021): 18–24. https://doi.org/10.5281/zenodo.4586915.
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<em>This study aims to analyze the description of teacher performance. It uses descriptive analysis research methods to describe teacher performance, collecting data employing a survey on SMP Negeri teachers in Bandung Regency with the number of respondents as many as 32 teachers. The research result shows that the description of teacher performance is in the excellent category. The implication of the research results recommends that improve teacher performance, it is necessary to hold a school principal management workshop and to consider the aspirations of teachers, which are constructive as the basis for determining policies.</em>
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Baslini, Nur Sasongko Rambat, Kristiawan Muhammad, and Walid Ahmad. "Teacher Deliberative Policy on Learning Management in Realizing Teacher's Performance." Education Quarterly Reviews 4, no. 2 (2021): 69–73. https://doi.org/10.31014/aior.1993.04.02.197.
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The purpose of writing this article is to discuss the effect of implementing the subject teacher deliberation policy on the management of English learning in realizing the performance of English teachers in the subject teacher deliberation forum which is under the auspices of the South Sumatra Provincial Education Office. The method of analysis in the discussion of this main topic uses an effectual causal analysis model by reviewing the rational relationship that analyzes the causal relationship between the implementation of subject teacher deliberation policy, English language learning management and the performance of English teachers. The location of the research was carried out in the subject teacher deliberation forum under the auspices of the Education Office of South Sumatra Province with a total of 88 respondents. This discussion shows that the implementation of the subject teacher deliberation policy has no significant effect on the management of English learning and the performance of English teachers. This article concludes that realizing the performance of English teachers can be done by optimizing the implementation of the subject teacher deliberation policy and management of English learning.
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Masruri, H. M. "Pengaruh Kepemimpinan Kepala Sekolah, Kompetensi Guru dan Motivasi Kerja Guru terhadap Budaya Organisasi serta Implikasinya pada Kinerja Guru." Jurnal Ilmiah Manajemen Kontigensi 2, no. 2 (2014): 55–67. https://doi.org/10.5281/zenodo.3375660.
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<em>The purpose of this study was to analyze analyze and assess the effect of school leadership, teacher competence and teacher morivasi of organizational culture and performance of teachers. The research method used is descriptive and verification with a sample of 210 teachers of SMK Negeri. Data were analyzed using analysis techniques Path (Path Analysis).</em> <em>These results indicate that: there is a significant influence of the Leadership Principal of organizational culture influence SMK with the amount of 16,10 percent. Where the principal leadership variables have the greatest influence both. Kemudin significant influence of teacher competence on organizational culture influence SMK magnitude of 3,50 percent. Where the competence variables have the greatest influence. There is a significant influence on the motivation of teachers of organizational culture influence SMK with the amount of 13,70 percent. Where the motivation variable gives the smallest influence. And there is a significant influence on the leadership of the principal, teacher competence and motivation of teachers, the organizational culture SMK, with the magnitude of the effect of 74,30 percent, while the influence of other variables amounting to 25,70 percent. As well as the significant influence of organizational culture SMK on teacher performance with the amount of influence by 79,20 percent, while the influence of other variables amounting to 20.80 percent.</em>
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Meilani and Riyanto Setyo. "The Influence of Principal Servant Leadership, Self-Efficacy and Teacher Work Involvement on Organizational Citizenship Behavior (OCB) in Improving Teacher Work Performance at the Yayasan Abdi Karya Elementary Education Level." International Journal of Current Science Research and Review 05, no. 02 (2022): 383–89. https://doi.org/10.5281/zenodo.6037368.
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Abstract : This study aims to analyze the influence of the principal’s servant leadership, self-efficacy, and teacher work involvement on organizational citizenship behavior (OCB) in improving teacher work performance. The object of this research is the teacher who teaches at the basic education level of the Abdi Karya Foundation. The study used a survey method by distributing questionnaires. The number of respondents who filled out the questionnaires was 141 teachers, both classroom teachers, and subject teachers, and samples were taken using the Slovin formula from a total population of 146 from all teachers Yayasan Abdi Karya elementary education level. This research was conducted from January 15 to May 15, 2021. The data were analyzed using the SmartPLS (Partial Least Square) analysis application. The results of this study indicate that the servant leadership aspect has a positive and significant effect on organizational citizenship behavior (OCB), self-efficacy has a positive and significant effect on organizational citizenship behavior (OCB), and work engagement has a positive and significant effect on organizational citizenship behavior (OCB), and servant leadership, self-efficacy, and teacher work involvement simultaneously have a positive and significant effect on organizational citizenship behavior (OCB). While organizational citizenship behavior (OCB) has a positive and significant effect on improving teacher work performance.
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Tuasikal, Muhammad Abduh, Lantip Diat Prasojo, and Muhyadi Muhyadi. "Role Of Managerial Principles And Teaching Supervision In Improving Teacher Performance At The Islamic Education Center For Kids." Journal of Social Science (JoSS) 3, no. 1 (2024): 1210–20. http://dx.doi.org/10.57185/joss.v3i1.269.
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The Islamic Educational Center for Kids (IECFK) is an important institution that teaches children about Islam and Al-Qur'an. However, many IECFKs need more competent teachers. Therefore, more research is needed to identify ways to improve teacher performance in IECFKs. This study aims to improve the teaching performance of IECFK teachers by enhancing their managerial principles and teaching supervision. Cluster random sampling was used to gather data and electronic questionnaires were sent to 288 IECFK administrators out of 995 IECFKs in Gunungkidul, Yogyakarta. The questionnaires were filled out to collect research data, which was analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The study found that both managerial principles and teaching supervision positively and significantly impacted teacher performance. These findings can be used to improve the quality of teacher performance at IECFKs and provide recommendations for improvement. Supervision should focus on continuous teacher development. Future research could explore other variables that affect teacher performance, such as school culture, teacher training, and improving teacher welfare.
Dissertations / Theses on the topic "Teacher Performamce"
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Risen, D. Michael Riegle Rodney P. "Teacher incentive programs an analysis of terms, metaphors, and policy concerns /." Normal, Ill. Illinois State University, 1989. http://wwwlib.umi.com/cr/ilstu/fullcit?p8918622.
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Thesis (Ph. D.)--Illinois State University, 1989.<br>Title from title page screen, viewed October 10, 2005. Dissertation Committee: Rodney P. Riegle (chair), Mary Ann Lynn, Ronald Laymon, Chris Eisele, Thomas Nelson. Includes bibliographical references (leaves 185-196) and abstract. Also available in print.
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Almon, Holly C. "The Effects of Workshop Training and Coaching on the Acquisition and Generalization of Teaching Skills." Thesis, University of North Texas, 2003. https://digital.library.unt.edu/ark:/67531/metadc4442/.
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The purpose of this study was threefold: (a) to examine the separate effects of increased accuracy on multiple-choice/rank-order written tests and coaching on the teaching performance of participants; (b) to compare generalization across tasks produced by the workshop and coaching; and (c) to assess maintenance of teaching performance. Following baseline, two adults received a lecture on discrete trial teaching procedures. A written test measured verbal performance on workshop material periodically throughout this phase. During the next phase, each adult then experienced further training via in-situ coaching. A multiple baseline design across tasks was used during the coaching phase. Results of the workshop training package revealed an inverse relationship between the strongest verbal performance and strongest teaching performance skill areas. In addition, only with the introduction of the in-situ coaching package did teacher performance improve significantly across all behaviors. Child responding remained relatively constant throughout the study, regardless of teacher performance. Some generalization of teacher behavior was observed across tasks, but was extremely variable across both workshop and coaching conditions. After the cessation of coaching, teacher performance remained stable across maintenance phases and at a 6-week follow-up.
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Piveral, Joyce A. Wake. "Quality and impact of a performance based teacher evaluation pilot program /." free to MU campus, to others for purchase, 2000. http://wwwlib.umi.com/cr/mo/fullcit?p9974670.
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Marlin, Thomas William. "An Analysis of Teacher Performance Evaluation Policies and Criteria in Texas Public Schools." Thesis, North Texas State University, 1986. https://digital.library.unt.edu/ark:/67531/metadc331221/.
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The purposes of this study were to identify the procedures and criteria used for conducting teacher performance evaluation in Texas public schools, to determine the degree to which teacher performance evaluation procedures and instruments reflect the stated evaluation policies of Texas public schools, and to determine the degree to which teacher performance evaluation instruments used in Texas public schools reflect presage criteria (teacher characteristics) as opposed to process criteria (teacher behavior) as opposed to product criteria (student change or gain) as opposed to general job performance requirements (job expectations). The main findings include the following. (1) Teacher performance evaluation is required in all Texas public school districts and is often performed several times a year by more than one observer. The building principal is the key person involved in this process. (2) Although all school districts stated the supervisory function of the improvement of instruction as the major purpose of their teacher performance evaluation policy, a large number of school districts utilize teacher performance evaluation for the administration functions of serving as a basis for retention or dismissal. (3) If in reality teacher performance evaluation were construed as the improvement of instruction or teaching performance, it should be predictable that process criteria (teacher behavior) would account for the majority of items in the evaluation instruments. However, these items accounted for only about one-fourth of the total number. At the same time, items relating to general job requirements accounted for over 50 percent of the items. This exhibits a maintenance rather than teaching thrust. (4) The data gathered on current teacher performance evaluation instruments appear to be highly pertinent to maintaining the school as an organization and appear to be helpful in making personnel decisions. (5) Teacher performance evaluation instruments in Texas public schools are much more heavily weighted toward assessing teachers in their multiple roles rather than the many aspects of teaching.
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Kavanagh, Michael Christopher. "Teacher cognition among tertiary-level Chinese English teachers." Phd thesis, Australia : Macquarie University, 2009. http://hdl.handle.net/1959.14/42620.
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Thesis (DAppLing)--Macquarie University, Division of Linguistics and Psychology, Department of Linguistics, 2009.<br>Bibliography: p. 246-275.<br>Introduction -- The research context -- Literature review -- Research methodology -- Case study 1 (Lily) -- Case study 2 (Ailing) -- Case study 3 (Xinyu) -- Cross-case study -- Conclusions.<br>Teacher cognition studies are rare in the mainland Chinese context; they are also rare in other contexts similarly defined by common features such as non-native speaking language teachers, large classes, publicly-funded institutions, and mandated curricula or materials. This broadly qualitative investigation of three tertiary-level Chinese English teachers sought to elicit views and beliefs about language learning and teaching, their sources, and their links with classroom behaviour. A cyclical series of data collection (including autobiographical writing, interviews, lesson observations and stimulated-recall interviews, documentary data, and a group discussion) was employed to produce four linked studies: three individual case studies and a cross-case study. Interpretive data analysis, achieved through a process of constant comparison, was employed to reveal each teacher's views and beliefs. In order to ensure an emic perspective, each teacher's 'voice' is given prominence through the presentation of data. The interpretation of data suggests the importance of various levels of context to teachers' thinking, including the background Confucian approach to education, previous experiences as learners and teachers, and the situation the teachers encounter at both classroom and institutional levels.<br>Mode of access: World Wide Web.<br>275, [140] p. ill
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Wyandt, Beth A. "Teachers' Dispositions toward the Ohio Teacher Evaluation System." University of Dayton / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1459773952.
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Flitcroft, Deborah. "Impact of teachers' behaviours on student motivation and exam performance." Thesis, University of Manchester, 2016. https://www.research.manchester.ac.uk/portal/en/theses/impact-of-teachers-behaviours-on-student-motivation-and-exam-performance(e54d6885-e78a-43ee-aaf7-89050a153daf).html.
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Student motivation is a significant concept as school teachers need to be able to mobilise students to work towards success in examinations. This thesis investigated the impact of teachers' behaviours on students' motivation and examination performance and how these behaviours could be adapted to suit the needs of students. A systematic review of the literature examined how secondary school teachers use motivational strategies in respect of student academic assessment, performance and attainment. Six studies were included in the review and showed both the positive and negative impacts of teacher behaviour on students' academic performance. The review highlighted a need for further research on teachers' knowledge of the impact of their behaviours on student motivation. An empirical study was completed which engaged high school teachers as participants, affording the opportunity to reflect on their current practice from feedback from their students. The research progressed through 3 phases: focus group of six teachers teaching high stakes examination programmes to students age 14-16 (English GCSEs); 10 interviews with students selected from each teacher's classes; and a second focus group re-convening the teachers. The research found a link between what students perceived to be motivational and the changes that teachers were able to envisage for future practice, indicating that teachers were able to learn from their students. The implications for educational psychologist practice and future research are discussed. Finally, the thesis concludes with a reflection of the dissemination of the above pieces of research. Dissemination focussed on offering the findings to schools and using methods of consultation and collaboration to integrate findings in to school practice.
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Miles, Bernardine Goode. "The Relationship Between Selected Attributes of Algebra I Teachers and Student Achievement on the Algebra I SOL Test in Grades 9-12." Diss., Virginia Tech, 2010. http://hdl.handle.net/10919/77304.
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This study of the relationship between teacher attributes and student scores on the SOL Algebra I Test in Grades 9-12 focused on three prominent teacher attributes: certification, specialization in math, and years of experience teaching math. The study also assessed two additional relationships: 1) the relationship between student socioeconomic status, as reflected in the percentage of students who receive free or reduced fee lunch, and the SOL test score; and 2) the association between teacher perceptions of Stronge's (2002) domains of effective teaching and achievement on the SOL Algebra test. Teachers who taught high school Algebra I in the Commonwealth of Virginia voluntarily completed a questionnaire about their experiences and educational preparation, and their perceptions of teacher attributes that contribute to student achievement in Algebra.
The study found no significant relationships between the teacher attributes and student achievement on the Algebra I SOL test. Only two of Stronge's domains of effective teaching, <i>Teacher as a Person </i>and <i>Monitoring Student Progress and Potential </i>, were statistically significant. These findings affirm recent reports that traditional measures of teacher quality such as seniority or certification, or established views of effective teaching may not be related to student achievement. The study found that the students' socioeconomic status had a statistically significant association with student achievement on the Algebra I SOL test.
Although the study findings are limited because of the small sample size and the homogenous sample of Virginia teachers, the findings are consistent with recent reports on effective teaching, and widespread educational reform. Studies that are specifically focused on the teaching of subjects such as Algebra could help to identify the characteristics of great math teachers and the unique teaching strategies these teachers use to help students successfully learn math. New research that utilizes qualitative research methods has the potential to identify additional classroom strategies and approaches used by great teachers.
In 2009, No Child Left Behind requires that all schools find, hire, and retain highly qualified teachers for core subject areas. The findings of this study suggest that traditional measures for hiring and rewarding teachers may need to be expanded to include new perspectives on selecting effective teachers.<br>Ed. D.
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LaCaze, Donna Odom. "An Investigation of Factors Identified By Novice Teachers That Influence Performance on Standardized Assessments and Teacher Performance." ScholarWorks@UNO, 2007. http://scholarworks.uno.edu/td/646.
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Entry in the teaching profession is often dependent on a number of steps or phases involving standardized assessments and performance assessments. The relationships between and among the variables incorporated in such instruments are typically assumed, but not necessarily substantiated. Furthermore, the relationships between the variables assessed and factors involved in teacher preparation have not been investigated. This study was designed to investigate the nature of such relationships in one particular case. In the spring of 1997, the Louisiana legislature changed the Louisiana Teacher Assessment Program to create the Louisiana Teacher Assistance and Assessment Program (LaTAAP). LaTAAP is a uniform statewide program for new teachers entering service for the first time in a Louisiana Public School System. Through LaTAAP, each new teacher is assigned a mentor teacher who helps him or her transition into the career of education as successfully and effectively as possible (Louisiana Department of Education, Professional Development Manual, 2002-2003). The Praxis is a series of tests developed by Educational Testing Service (ETS) that provides tests and other services for states to use as a part of their teacher licensing and certification process. The Praxis Series is currently required for teacher licensure in Louisiana and 43 other states and U.S. jurisdictions (Educational Testing Service [ETS], 2005-2006). The purpose of this study was intended to address relationships by investigating the factors identified by novice teachers as influencing their performance on Praxis and LaTAAP. Additionally, this study addressed whether the mentoring component increased teachers' sense of their capacity to teach effectively. The central research question was: What factors or issues are identified by novice teachers as influences on their performance in standardized assessments and classroom teaching effectiveness? This qualitative study utilized a phenomenological approach employing data collection techniques consisting of personal questionnaires, interviews, and focus groups. Data were collected exclusively from ten participants who completed LaTAAP over the past four years and passed Praxis. An analysis of the data revealed several commonalities of the participants' Praxis and LaTAAP experiences which have had an effect on their professional practice. The issues in common included professional growth, mentoring, and testing.
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Hoelzle, Joseph T. "A causal comparative study of performance pay for teachers in Ohio: Does performance pay affect student and teacher performance?" Bowling Green State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1530190387268275.
Full textBooks on the topic "Teacher Performamce"
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Florida. Dept. of Education., ed. Conferring with teachers about teacher performance. Florida Dept. of Education, 1987.
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Cassandra, Rowand, Farris Elizabeth, and National Center for Education Statistics, eds. Public elementary teachers' views on teacher performance evaluations. National Center for Education Statistics, U.S. Dept. of Education, Office of Educational Research and Improvement, 1994.
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Cassandra, Rowand, Farris Elizabeth, Carpenter Judith M, United States. Office of Educational Research and Improvement., and National Center for Education Statistics., eds. Public elementary teachers' views on teacher performance evaluations. U.S. Dept. of Education, Office of Educational Research and Improvement, 1994.
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1952-, Castle Sharon, and Shaklee Beverly D. 1950-, eds. Assessing teacher performance: Performance-based assessment in teacher education. Rowman & Littlefield Education, 2006.
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Educational Resources Information Center (U.S.), ed. Teacher preparation for diverse classrooms: Performance-based assessment of beginning teachers : final performance report. U.S. Dept. of Education, Office of Educational Research and Improvement, Educational Resources Information Center, 1996.
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Pak, Yŏng-suk. Susŏk kyosa sibŏm unyŏng p'yŏngka yŏn'gu =: Evaluation study on model operation of head teacher. Han'guk Kyoyuk Kaebarwŏn, 2009.
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Pak, Yŏng-suk. Susŏk kyosa sibŏm unyŏng p'yŏngka yŏn'gu =: Evaluation study on model operation of head teacher. Han'guk Kyoyuk Kaebarwŏn, 2009.
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Educators, Association of Teacher, ed. Developing career ladders in teaching. Association of Teacher Educators, 1985.
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American Association for Vocational Instructional Materials. and Ohio State University. Centre for Vocational Education., eds. Performance-based teacher education modules. American Association for Vocational Instructional Materials, 1987.
Find full textBook chapters on the topic "Teacher Performamce"
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Karing, Constance, Tobias Rausch, and Cordula Artelt. "Teacher Judgement Accuracy—Measurements, Causes and Effects." In Educational Processes, Decisions, and the Development of Competencies from Early Preschool Age to Adolescence. Springer Fachmedien Wiesbaden, 2024. http://dx.doi.org/10.1007/978-3-658-43414-4_10.
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AbstractThe formation of accurate judgements on students’ performance is often considered as part of teachers’ professional competence. Moreover, inaccurate judgements are seen as determinants of social inequality. Using data of BiKS-8-18 on teacher ratings and student performance, the paper gives an overview on different theoretical approaches and operationalization of judgement accuracy as well as their results in terms of homogeneity, stability over time, inter-individual differences and the effects of judgement accuracy on students’ further achievement. Primary school teachers outperform secondary school teachers in accurately assessing student performance. Furthermore, judgement accuracy did not show to be a general ability. Applying to different student characteristics, however, related to subject areas/domains it proofed to be a relatively time persistent teacher ability. Teacher judgements are somewhat sensitive to characteristics at the class and student level, although bias related to students’ gender and social status was not found for teachers at secondary level. We found positive effects of teacher judgements on students’ achievement gains, particularly in the domain of reading. Finally, by taking into account an add-on study of teachers’ content related knowledge related to judgements on reading performance, we discuss the findings and further highlight the need to take into account judgement purposes and demands in future research.
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ter Haar, Job, Michalis Cholevas, and Juliano Abramovay. "The Absent Teacher Approach1." In Music Performance Encounters. Routledge, 2023. http://dx.doi.org/10.4324/9781003295785-13.
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Irnidayanti, Yulia, and Nurul Fadhilah. "Teaching Quality in Indonesia: What Needs to Be Improved?" In Effective Teaching Around the World. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-31678-4_10.
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AbstractBased on international testing results (e.g., PISA, 2015; TIMSS, 2015), the performance of Indonesian students remains poor. The low quality of education in Indonesia is determined by many factors, including the teacher’s quality. Teachers have a very strategic role in the learning process. Effective teaching behavior is used as an indicator of teaching quality and is the main target of this study, which is needed to improve the teaching quality of teachers in Indonesia. Research on effective, evidence-based, teaching behavior has identified six domains of effective teaching behavior, which are relevant to the Indonesian context. In this chapter, we will describe Indonesian secondary school teachers’ teaching behavior based on trained observers’ and students’ reports. The ICALT and My Teacher Questionnaire were used to gather data across 13 provinces in Indonesia, covering about 375 teachers and 6410 students. The quality level of effective teaching behavior was examined, and similarities and differences between observers and student reports were discussed. This study result shows the profile of teacher teaching quality in Indonesia that can be used as a basis for policy making related to improving teaching and professional development of teachers in Indonesia.
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Codreanu, Elias, Sina Huber, Sarah Reinhold, et al. "Diagnosing Mathematical Argumentation Skills: A Video-Based Simulation for Pre-Service Teachers." In Learning to Diagnose with Simulations. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-89147-3_4.
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AbstractMathematical argumentations and proofs cause difficulties for secondary school students (Healy and Hoyles, 2000). Teachers’ diagnostic skills are essential for adapting their teaching to students’ specific needs in order to facilitate students’ understanding of proofs (Südkamp and Praetorius, 2017). We developed a video-based simulation to investigate and promote pre-service teachers’ diagnostic skills. Participants encountered a diagnostic task with short, scripted video clips showing simulated students working on a geometry proof with a teacher. Observing student-teacher interactions served as the basis for the pre-service teacher participants’ diagnoses of students’ individual argumentation skills. This simulation is first used to investigate pre-service teachers’ diagnostic performance and the quality of their diagnoses and diagnostic processes. In a second step, the simulation will be expanded into a learning environment to investigate how pre-service teachers’ diagnostic skills can be supported through different kinds of scaffolds.
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Wang, Ye, James Ko, and Peng Wang. "The Effects of a Short Self-Access Online Training for Practicum Preparation on the Depths of Reflection of Preservice Teachers." In Effective Teaching Around the World. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-31678-4_25.
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AbstractEnhancing preservice teachers’ critical reflections on their newly acquired knowledge and experience is crucial for promoting their teaching skills and performance. However, it is a challenging task to teach reflections and increase their depths of reflection. Previous research has succeeded to help preservice teachers reflect in a full-term taught course. However, little empirical research demonstrated the effects of a short self-access online training program on the depths of reflection of preservice teachers. Framed in Ryan and Ryan’s (High Educ Res Dev 32(2):244–257, 2013) reflection depth model, this study adopted a quasi-experimental research design to examine the depths of reflection after attending a short online training of four 30-min sessions varied in training session order and session content. Data of 555 reflective statements were identified subsequently in 120 reflective logs of 30 preservice teachers in a teacher education university in northern China. The results showed a significant difference between the experimental and control groups, indicating that a short self-access online training program has beneficial effects on preservice teachers’ reflections during practicum preparation. While the depths of the reflective statements identified were relatively shallow, the frequency of the reflective statements did not decrease with their depths. Additionally, topics in the online training sessions significantly affected the depths of preservice teachers’ reflections, while the training sequence did not. This study is conducive to designing the relevant online training programmes to promote the depths of reflection of preservice teachers in teacher education programmes.
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Kardianto, Thoyyib, Prihatin Lumbanraja, and Meilita Tryana Sembiring. "Designing Key Performance Indicators (KPI) for Teachers to Improve the Performance of SMK Muhammadiyah 20 Panai Hulu, North Sumatra." In Proceedings of the 19th International Symposium on Management (INSYMA 2022). Atlantis Press International BV, 2022. http://dx.doi.org/10.2991/978-94-6463-008-4_89.
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AbstractOrganizational performance is an indicator of the level of achievement that can be achieved, reflecting the success of an organization and the results achieved by the organization members. Performance is the result of collaborative activities between members or organizational components in order to realize organizational goals. This study aims to design teacher performance indicators to improve school performance. The respondents of this study were SMK Muhammadiyah 20 Panai Hulu teachers, as an assessment factor using the National Education Assessment Standard (SNP), which contains the minimum criteria for the education component. The results of this study can be used as a benchmark for achieving teacher performance. Performance achievement benchmarks based on KPIs will significantly change every semester or year due to the performance standards adjustment by the school.
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Cumming, Joy, and Diana Pullin. "Teaching performance assessments and considerations of fairness." In Professionalizing Teacher Education. Routledge, 2022. http://dx.doi.org/10.4324/9780429318504-6.
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Norris, Nigel. "Evaluation, Economics and Performance Indicators1." In Routledge Library Editions: Education Mini-Set N Teachers & Teacher Education Research 13 vols. Routledge, 2021. http://dx.doi.org/10.4324/9780203125526-61.
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Pathak, Namrata. "Pedagogy, performance and transgression." In English Teachers' Accounts. Routledge India, 2021. http://dx.doi.org/10.4324/9781003146209-9.
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Van Blerkom, Malcolm L. "Performance Assessments." In Measurement and Statistics for Teachers. Routledge, 2017. http://dx.doi.org/10.4324/9781315464770-16.
Full textConference papers on the topic "Teacher Performamce"
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Gamarli, Saida, and Diana Ukleyn. "TEACHER ROLES IN CLASSROOM MANAGEMENT." In Proceedings of the XXVII International Scientific and Practical Conference. RS Global Sp. z O.O., 2021. http://dx.doi.org/10.31435/rsglobal_conf/25032021/7465.
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This paper deals with teacher roles in classroom management. It begins with two outlines used in teaching process. They concern the teacher, what they can do, and aspire to, and a discussion of classroom management techniques. The outlines are followed by an expansion of many of the points made. Classroom management is included in a course on ESP because most of students will, at some point in their lives, teach English in school. The material is based on our own personal experience of struggling to become a teacher, and our interaction with students and our colleagues. Teacher’s roles take account of teacher’s classroom language, teacher’s responsibilities, and the criticism and the evaluation of teacher’s performance. The teacher who makes great activation of his roles in classroom, tends to be the top and the most first factor that improves classroom management and enriches learners’ knowledge. Quantitative method has been chosen because it provides statistical data from English teachers using questionnaire. Factual information was collected and arranged in graphs. The results were analyzed and compared with previous studies. The participants’ responses provided supportive evidence and were fully consistent with this study
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Gillespie, R. Brent, M. Sile O’Modhrain, Philip Tang, David Zaretzky, and Cuong Pham. "The Virtual Teacher." In ASME 1998 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 1998. http://dx.doi.org/10.1115/imece1998-0250.
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Abstract This paper introduces the virtual teacher, a device or agent that supplements an environment in order to facilitate acquisition by a human user of a manual skill. Like the virtual fixture, a virtual teacher generally acts as an aide or facilitator to task execution, but unlike the virtual fixture, the virtual teacher is present only during training periods. During eventual task performance the teacher is absent. The virtual teacher’s objective, implicitly understood by the user, is to promote independent mastery over the task. We review and organize common paradigms for the teaching of manual skills in real-world settings and use these as inspiration for the design of virtual teachers. In particular, we are interested in the ways in which a teacher, real or virtual, can demonstrate a strategy or impart a ‘feel’ for a task by guiding movement of the pupil’s hand. A pilot study involving 24 participants was used to test the virtual teacher concept with a simulated crane moving task. The present virtual teacher implementation did not significantly improve learning curves. However, further performance interpretations indicate that the lack of positive effect can be remedied with modifications to the virtual teacher that address component skills and ensure suitability to various initial skill levels.
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Romanowski, Joana Paulin. "THE LEARNINGS OF THE BASIC EDUCATION TEACHER." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end134.
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The research has as object of study the learning of basic education teachers in order to identify the learning of basic education teachers in their professional performance that contribute to their teacher education. The survey was conducted through a questionnaire using the Lickert scale answered on the google forms platform. 370 teachers from all regions of Brazil participated in the research. The study references are based Zeichner (2008), Martins (2009, 2016). In the analysis of the answers, the highest index of the scale was considered for the indication of the percentages. None of the answers obtained a 100% indication of the highest index on the scale. The responses with the highest number of responses were grouped into the following categories: teachers learn in (i) collective teaching practice and management in the school space; (ii) in their own teaching practice; (iii) with the reflection of its practice; (iv) in courses, lectures and (v) by conducting individual studies. The responses with the lowest index refer to learning: in informal spaces, on the internet and with the parents of their students. The most valued responses refer to learning: sharing problems; of ideas and opinions about education; planning classes in collaboration with school teachers; teaching together with another teacher in the same class; insertion of new teaching methods and innovations; they participate in school coordination councils where new possibilities are discussed and in many situations they read, consult; they prepare and develop workshops at the school to support teachers at the school and other schools. Teachers emphasize as a strong possibility of reflection and investigation their practice in the act of teaching and learning by reviewing the experiences: contradictions between the ideas about teaching and how they are put into teaching practice; when the teacher describes his practice to other people. By examining his experiences in practice, observing the strengths and weaknesses, and in reflections on his own beliefs and conceptions about teaching, the teacher has the opportunity to change his practice. The conclusions indicate that the teacher's practice contributes to his education.
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Heldsinger, Sandy, and Stephen Humphry. "An innovative method for teachers to formatively assess writing online." In Research Conference 2022: Reimagining assessment. Australian Council for Educational Research, 2022. http://dx.doi.org/10.37517/978-1-74286-685-7-1.
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Assessment is an integral component of effective teaching and a teacher’s professional judgement influences all routine aspects of their work. In the last 20 years, there has been considerable work internationally to support teachers in using assessment to improve student learning. However, there is a pressing issue that impedes teacher professional judgement being exploited to its full potential. The issue relates to teacher assessments in the context of extended performances such as essays and arises from the complexity of obtaining reliable or consistent teacher assessments of students’ work. Literature published in the United States, England and Australia details evidence of low reliability and bias in teacher assessments. As a result, despite policymakers’ willingness to consider making greater use of teachers’ judgements in summative assessment, and thus provide for greater parity of esteem between teachers’ assessment and standardised testing, few gains have been made. While low reliability of scoring is a pressing issue in contexts where the data are used for summative purposes, it also an issue for formative assessment. Inaccurate assessment necessarily impedes the effectiveness of any follow-up activity, and hence the effectiveness of formative assessment. In this session, Dr Sandy Heldsinger and Dr Stephen Humphry will share their research of writing assessment and explain how their research has led to the development of an innovative assessment process that provides the advantages of rubrics, comparative judgements and automated marking with few of the disadvantages.
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Mohatle, Seabata A. "PREPARING AFRICAN LANGUAGE STUDENT TEACHERS FOR THE WORKPLACE IN SCHOOLS: A STUDY IN SOUTH AFRICA." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end092.
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"There is considerable agreement that learning to teach African Languages (AL) is optimized when coursework learning is combined with quality practice learning experiences in schools. The importance of role of (AL) in teacher education programmes and in children's learning is of paramount importance. This study focuses on the use of the African Language (AL) as the language of learning and teaching (LoLT) and its impact on the language development of (AL) student teachers and AL learners. The main aim of this study was to explore the views of a group of student teachers on their practice learning experiences in a ‘teaching school’ (TS). Against the background of major theories in Home Language (HL) teaching and learning, this topic is contextualized within the South African education system. Through qualitative analysis of a dozen semi-structured interviews, this study identifies the issues that limit the ability of African Language Education (ALE) programmes to prepare student- teachers for teaching in South Africa. Based on the findings, a questionnaire was designed to determine the extent of the impact of student teachers’ limited on African Language Proficiency (ALP). A comparison of teacher and learner written errors was made. The findings of the questionnaire responses are presented. Recommendations are made on how student teachers can improve their teaching approaches to ensure quality AL teacher input and AL learner performance. Qualitative questionnaires and (focus group) data were collected, involving all the student teachers in the programme. The responses to the questionnaire were analysed descriptively. The study was conducted at an urban campus of a South African university."
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Shao, Shitong, Huanran Chen, Zhen Huang, Linrui Gong, Shuai Wang, and Xinxiao Wu. "Teaching What You Should Teach: A Data-Based Distillation Method." In Thirty-Second International Joint Conference on Artificial Intelligence {IJCAI-23}. International Joint Conferences on Artificial Intelligence Organization, 2023. http://dx.doi.org/10.24963/ijcai.2023/150.
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In real teaching scenarios, an excellent teacher always teaches what he (or she) is good at but the student is not. This gives the student the best assistance in making up for his (or her) weaknesses and becoming a good one overall. Enlightened by this, we introduce the "Teaching what you Should Teach" strategy into a knowledge distillation framework, and propose a data-based distillation method named "TST" that searches for desirable augmented samples to assist in distilling more efficiently and rationally. To be specific, we design a neural network-based data augmentation module with priori bias to find out what meets the teacher's strengths but the student's weaknesses, by learning magnitudes and probabilities to generate suitable data samples. By training the data augmentation module and the generalized distillation paradigm alternately, a student model is learned with excellent generalization ability. To verify the effectiveness of our method, we conducted extensive comparative experiments on object recognition, detection, and segmentation tasks. The results on the CIFAR-100, ImageNet-1k, MS-COCO, and Cityscapes datasets demonstrate that our method achieves state-of-the-art performance on almost all teacher-student pairs. Furthermore, we conduct visualization studies to explore what magnitudes and probabilities are needed for the distillation process.
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Starks, Francheska. "VOLUNTEER TEACHER SPIRIT (VOLTS): AMPLIFYING FAMILY AND COMMUNITY ENGAGEMENT IN TEACHER PREPARATION." In 2025 EdTec – International Conference on Education & Learning Technology, 18-19 February, Dubai. Global Research & Development Services Publishing, 2025. https://doi.org/10.20319/ictel.2025.9192.
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Family, school, and community engagement is an important factor in primary school students’ academic performance and social and emotional development. However, there is a lack of attention in teacher preparation curricula focused on supporting and developing preservice and in-service educators’ capacity to engage with their students’ families and communities. As a group of University-based teacher educators, we collaborated with local families and community partners to design an open source, web-based curriculum for teacher educators to provide focused instruction on family, school and community involvement. The online and open format provides accessibility for teacher educators to integrate the content into existing courses or teach them as stand-alone content, and for in-service teachers to access the modules as needed. We use Calabrese Barton and colleagues’ Ecologies of Parental Involvement framework to examine the forms and function of capital accessed and utilized during the collaborative development of the curriculum content.
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Muslim, Jajang, and Dety Mulyanti. "THE EFFECT OF EDUCATION SUPERVISION BY THE PRINCIPAL OF MTS NU AL HAMIDIYAH LANGKAPLANCAR PANGANDARAN TEACHER PERFORMANCE IN SCHOOL." In Seminar Sosial Politik, Bisnis, Akuntansi dan Teknik (SoBAT) ke-3. LPPM USB YPKP, 2021. http://dx.doi.org/10.32897/sobat3.2021.28.
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This journal conducts research, which aims to find out and clarify how the effect of the implementation of educational supervision by the principal on the performance of teachers in schools. Conducting research using one approach, namely quantitative approach and expost facto type. Teachers in schools became the subject of research by taking a sample of 180 teachers, using proportional random sampling technique, and using a questionnaire about the implementation of educational supervision by the principal and data on the results of teacher performance assessments owned by the school. And from the research and assessment, it can be seen that the implementation of educational supervision by the principal does not have a positive effect on teacher performance and the implementation of educational supervision by the principal has a weak or even very weak effect on the performance of teachers in schools.
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Güngör, Mustafa Akın, and Müzeyyen Nazlı Güngör. "Student-Teachers’ Pedagogical Reasoning in Teyl Lesson Plans and Microteaching Presentations." In ATEE 2022 Annual Conference. University of Latvia Press, 2023. http://dx.doi.org/10.22364/atee.2022.11.
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Pedagogical reasoning enables student-teachers to better understand their own teaching practices, analyse what, why and how they teach, and become aware of their teaching practices. This case study aims to understand student- teachers’ decisions and the pedagogical reasoning behind these decisions in lesson plans in an English language pre-service education programme. Three third-year English language student-teachers enrolled in a pedagogical content knowledge course “Teaching English to Young Learners” (TEYL) participated in this study. We collected qualitative data from lesson plans, reflection notes on these performances and plans, and interviews with student-teachers in the TEYL course. We used Shulman’s model of pedagogical reasoning and action as a conceptual model to explore the complexity of learning to teach English to young learners. Data were analysed iteratively through content and thematic analysis. The results indicated that student-teachers made decisions mainly in the transformation and instruction stages, and that their pedagogical reasoning emerged from the theory of TEYL and their assumptions about the characteristics of very young and young learners. More opportunities should be provided to increase their self-consciousness, self-knowledge and sense of agency through reflective tasks, action research projects and teaching practice. The study has implications for student-teachers who need guidance and motivation to prepare reflective lesson plans and for teacher educators who need to raise student-teachers’ awareness about decision making and pedagogical reasoning.
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CÎRDEI, Patricia Antonela. "Empathetic communication - guarantor of performance." In "Învăţare activă pentru dezvoltare durabilă", conferinţă ştiinţifică. Ion Creangă Pedagogical State University, 2024. https://doi.org/10.46727/c.15-11-2024.p296-302.
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This paper analyzes the essential role of empathic communication in education, demonstrating its positive impact on school performance and teacher-student relationships. Empathic communication - the ability to understand and respond honestly to the emotions of others - is fundamental to creating a learning environment in which students feel listened to and valued. The study outlines strategies teachers can use to integrate empathy into everyday interactions and highlights the benefits, from increasing student motivation to improving classroom collaboration. Findings show that students who feel understood by their teachers report higher satisfaction and engagement, highlighting the need to support empathy training for educators.
Reports on the topic "Teacher Performamce"
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Yusrina, Asri, Emilie Berkhout, Daniel Suryadarma, and Luhur Bima. Can the Teacher Professional Education Admission Criteria in Indonesia Predict Teacher Performance? Research on Improving Systems of Education (RISE), 2023. http://dx.doi.org/10.35489/bsg-rise-ri_2023/055.
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Studies find that effective teachers raise student test achievement and lead to higher future earnings for the students (Chetty et.al, 2014; Hanushek, 2011). Teacher selection and the criteria used in making the selection are important because they aim to identify such effective teachers. Identifying teachers with such potential is relatively more cost-effective than other policies applied after the teachers have teaching jobs (Klassen and Kim, 2019; Hobson et al., 2010). Many studies focus on selecting teachers based on the information collected at the time of hire to predict student outcomes (Jacob et al., 2018; Hill et al., 2012; Staiger and Rockoff, 2010). Other studies identify potentially effective teachers even before they become teachers. Those studies use information from teacher education programme admission criteria to predict teacher candidates’ success in the programme (Heinz, 2013; Casey and Child, 2011; Caskey et al., 2001). Among teacher selection criteria, studies identified predictors of subsequent performance including undergraduate grades, written tests, interviews, and teaching practice. In developing countries, studies on teacher selection are virtually non-existent. We found two studies that focus on the selection of teachers during hiring. Both use candidates’ screening tests results to predict student learning outcomes (Araujo et al., 2020; Cruz-Aguayo et al., 2017). However, we did not find studies in developing country contexts that focus on selection of teachers into education programmes or how the admission criteria relate to student learning outcomes. Whether focusing on selecting teachers during their education programme or as they go through the recruitment process, studies on teacher selection across countries have the same underlying question: Will the criteria be able to identify effective teachers? The idea of teacher selection to improve the quality of the teaching force is appealing. For instance, in high performing countries in PISA, like Japan and Korea, where there are many teacher colleges (Ingersoll, 2007) and the most prevalent teacher employment is civil-service, great attention is paid to the quality of selection into teacher education programmes (OECD, 2018). Teacher selection is arguably more critical in developing countries. In most developing countries, the entry into teacher education programmes lacks selectivity and teacher qualifications tend to be set lower compared to other professional jobs (Béteille and Evans, 2019). Across all developing countries, a larger number of teachers are employed and account for most of the education spending, but their effect on student outcomes is small (ADB, 2021; Crawfurd and Pugatch, 2021). This suggests the need for more attention to policies such as the selection of teachers and criteria used to identify those best suited to teach in the classroom. In Indonesia, where the teacher recruitment system lacks a strong mechanism to ensure quality (Huang et al., 2020) and the teacher in-service training has not been effective (Revina et al., 2020), a potential way to improve the pool of teachers is through enhanced selection of individuals who will become teachers. We specifically question whether we can predict a teacher’s performance using information available when they were a teacher candidate. Admission criteria for teacher education are presumably intended to identify candidates who have the greatest likelihood of being able to do well in the academic programme and ultimately in the classroom as a professional. The identification of criteria that predict teacher subsequent performance would give policy makers a stronger understanding of where programme improvement may be needed.
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Yusrina, Asri, Ulfah Alifia, Shintia Revina, Rezanti Putri Pramana, and Luhur Bima. Is the Game Worth the Candle? Examining the Effectiveness of Initial Teacher Education in Indonesia. Research on Improving Systems of Education (RISE), 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/106.
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An impactful teacher education programme equips teachers with knowledge and skills to improve their effectiveness. Empirical findings on the effectiveness of teacher preparation programmes show that the accountability of institutions and teachers should not only be based on the knowledge or skills produced but also on student learning. Our study aims to evaluate the effectiveness of a pre-service teacher education programme in Indonesia, known as Pendidikan Profesi Guru Prajabatan or PPG. PPG is a one-year full-time programme in addition to four years of undergraduate teacher education (Bachelor of Education). PPG graduate teachers pass a selection process and receive a teaching certificate upon completion of the programme. We use mixed methods to understand the differences in the outcome of PPG graduates majoring in primary school teacher education to their counterparts who did not attend PPG. To estimate the impact of PPG, we exploit the combination of rules and events in the selection process which allows us to estimate the impact of PPG on teacher performance using fuzzy regression discontinuity design (RDD). Once we attest to the validity of the fuzzy RDD, we find that PPG has no impact on a teacher’s professional knowledge and student outcomes in numeracy and literacy. We argue that this is due to the ineffective selection mechanism in distinguishing the PPG and the comparison group. We conclude that as an initial teacher training programme, PPG did not improve teacher effectiveness. Despite incorporating best practices from effective teacher training into the programme design, PPG does not appear capable of producing a higher-quality teacher.
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Hanushek, Eric, Marc Piopiunik, and Simon Wiederhold. The Value of Smarter Teachers: International Evidence on Teacher Cognitive Skills and Student Performance. National Bureau of Economic Research, 2014. http://dx.doi.org/10.3386/w20727.
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Bima, Luhur, Arjuni Rahmi Barasa, Shintia Revina, Niken Rarasati, and Asri Yusrina. Screening Teachers in Indonesia: Does Ex-Ante Teacher Characteristics Assessment Predict Teaching Effectiveness? Research on Improving Systems of Education (RISE), 2023. http://dx.doi.org/10.35489/bsg-rise-wp_2023/134.
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Selecting good teachers is vital as it can lead to a pool of teachers who will continuously strive to improve their teaching quality. Therefore, strengthening the assessment tools for screening effective teachers at their point of entry into the profession is important to improving teaching quality. While abundant studies have been conducted on improving teacher screening strategies in developed countries, only few have examined the process in the contexts of developing countries. Our study aims to enrich the literature on improving teacher screening in developing countries by testing sixty-two teachers using a set of teacher assessment instruments that measure both cognitive and non-cognitive skills. We discovered a significant and positive correlation between teacher competence in numeracy and student numeracy achievement. Furthermore, assessing teaching practices using a lesson demonstration is positively associated with students’ achievement. However, we found a significant but negative relationship between teacher competence in literacy and student literacy outcomes. We also reported a similar pattern in the correlation between teachers’ portfolio assessments and students’ learning outcomes. The negative correlation in literacy measurements may be explained by the difficulties experienced by teachers in Indonesia in translating their knowledge into practice, as there are no specific subjects designated to Indonesian language and reading comprehension. From a policy perspective, the government and education institutions can strengthen their teacher recruitment mechanisms by adopting instruments that can predict teacher effectiveness. Furthermore, these screening instruments should be combined with ex-post assessment tools as those assessments will provide a comprehensive overview of teacher capabilities, not only in terms of prospective teacher characteristics but also in terms of their actual classroom teaching performance after a certain period of teaching practice.
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Jacob, Brian, Jonah Rockoff, Eric Taylor, Benjamin Lindy, and Rachel Rosen. Teacher Applicant Hiring and Teacher Performance: Evidence from DC Public Schools. National Bureau of Economic Research, 2016. http://dx.doi.org/10.3386/w22054.
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Grissom, Jason, Susanna Loeb, and Nathaniel Nakashima. Strategic Involuntary Teacher Transfers and Teacher Performance: Examining Equity and Efficiency. National Bureau of Economic Research, 2013. http://dx.doi.org/10.3386/w19108.
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Rarasati, Niken, and Rezanti Putri Pramana. Giving Schools and Teachers Autonomy in Teacher Professional Development Under a Medium-Capability Education System. Research on Improving Systems of Education (RISE), 2023. http://dx.doi.org/10.35489/bsg-rise-ri_2023/050.
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A mature teacher who continuously seeks improvement should be recognised as a professional who has autonomy in conducting their job and has the autonomy to engage in a professional community of practice (Hyslop-Margison and Sears, 2010). In other words, teachers’ engagement in professional development activities should be driven by their own determination rather than extrinsic sources of motivation. In this context, teachers’ self-determination can be defined as a feeling of connectedness with their own aspirations or personal values, confidence in their ability to master new skills, and a sense of autonomy in planning their own professional development path (Stupnisky et al., 2018; Eyal and Roth, 2011; Ryan and Deci, 2000). Previous studies have shown the advantages of providing teachers with autonomy to determine personal and professional improvement. Bergmark (2020) found that giving teachers the opportunity to identify areas of improvement based on teaching experience expanded the ways they think and understand themselves as teachers and how they can improve their teaching. Teachers who plan their own improvement showed a higher level of curiosity in learning and trying out new things. Bergmark (2020) also shows that a continuous cycle of reflection and teaching improvement allows teachers to recognise that the perfect lesson does not exist. Hence, continuous reflection and improvement are needed to shape the lesson to meet various classroom contexts. Moreover, Cheon et al. (2018) found that increased teacher autonomy led to greater teaching efficacy and a greater tendency to adopt intrinsic (relative to extrinsic) instructional goals. In developed countries, teacher autonomy is present and has become part of teachers’ professional life and schools’ development plans. In Finland, for example, the government is responsible for providing resources and services that schools request, while school development and teachers’ professional learning are integrated into a day-to-day “experiment” performed collaboratively by teachers and principals (Niemi, 2015). This kind of experience gives teachers a sense of mastery and boosts their determination to continuously learn (Ryan and Deci, 2000). In low-performing countries, distributing autonomy of education quality improvement to schools and teachers negatively correlates with the countries’ education outcomes (Hanushek et al., 2011). This study also suggests that education outcome accountability and teacher capacity are necessary to ensure the provision of autonomy to improve education quality. However, to have teachers who can meet dynamic educational challenges through continuous learning, de Klerk & Barnett (2020) suggest that developing countries include programmes that could nurture teachers’ agency to learn in addition to the regular content and pedagogical-focused teacher training materials. Giving autonomy to teachers can be challenging in an environment where accountability or performance is measured by narrow considerations (teacher exam score, administrative completion, etc.). As is the case in Jakarta, the capital city of Indonesia, teachers tend to attend training to meet performance evaluation administrative criteria rather than to address specific professional development needs (Dymoke and Harrison, 2006). Generally, the focus of the training relies on what the government believes will benefit their teaching workforce. Teacher professional development (TPD) is merely an assignment for Jakarta teachers. Most teachers attend the training only to obtain attendance certificates that can be credited towards their additional performance allowance. Consequently, those teachers will only reproduce teaching practices that they have experienced or observed from their seniors. As in other similar professional development systems, improvement in teaching quality at schools is less likely to happen (Hargreaves, 2000). Most of the trainings were led by external experts or academics who did not interact with teachers on a day-to-day basis. This approach to professional development represents a top-down mechanism where teacher training was designed independently from teaching context and therefore appears to be overly abstract, unpractical, and not useful for teachers (Timperley, 2011). Moreover, the lack of relevancy between teacher training and teaching practice leads to teachers’ low ownership of the professional development process (Bergmark, 2020). More broadly, in the Jakarta education system, especially the public school system, autonomy was never given to schools and teachers prior to establishing the new TPD system in 2021. The system employed a top-down relationship between the local education agency, teacher training centres, principals, and teachers. Professional development plans were usually motivated by a low teacher competency score or budgeted teacher professional development programme. Guided by the scores, the training centres organised training that could address knowledge areas that most of Jakarta's teachers lack. In many cases, to fulfil the quota as planned in the budget, the local education agency and the training centres would instruct principals to assign two teachers to certain training without knowing their needs. Realizing that the system was not functioning, Jakarta’s local education agency decided to create a reform that gives more autonomy toward schools and teachers in determining teacher professional development plan. The new system has been piloted since November 2021. To maintain the balance between administrative evaluation and addressing professional development needs, the new initiative highlights the key role played by head teachers or principals. This is based on assumption that principals who have the opportunity to observe teaching practice closely could help teachers reflect and develop their professionalism. (Dymoke and Harrison, 2006). As explained by the professional development case in Finland, leadership and collegial collaboration are also critical to shaping a school culture that could support the development of professional autonomy. The collective energies among teachers and the principal will also direct the teacher toward improving teaching, learning, and caring for students and parents (Hyslop-Margison and Sears, 2010; Hargreaves, 2000). Thus, the new TPD system in Jakarta adopts the feature of collegial collaboration. This is considered as imperative in Jakarta where teachers used to be controlled and join a professional development activity due to external forces. Learning autonomy did not exist within themselves. Hence, teachers need a leader who can turn the "professional development regulation" into a culture at schools. The process will shape teachers to do professional development quite autonomously (Deci et al., 2001). In this case, a controlling leadership style will hinder teachers’ autonomous motivation. Instead, principals should articulate a clear vision, consider teachers' individual needs and aspirations, inspire, and support professional development activities (Eyal and Roth, 2011). This can also be called creating a professional culture at schools (Fullan, 1996). In this Note, we aim to understand how the schools and teachers respond to the new teacher professional development system. We compare experience and motivation of different characteristics of teachers.
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Schipper, Youdi, and Daniel Rodriguez-Segura. Teacher Incentives and Attendance: Evidence from Tanzania. Research on Improving Systems of Education (RISE), 2022. http://dx.doi.org/10.35489/bsg-risewp_2022/121.
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We study early grade teacher attendance in a nationally representative sample of public primary schools in Tanzania. We document high and costly levels of absence: during unannounced school visits, only 38 percent of teachers are observed to be actively teaching in the classroom. We find that an experimental incentive program that provided test-based performance rewards improved classroom attendance and teaching among eligible early grade teachers, although it did not explicitly incentivize attendance. Using panel regressions across the full sample, we find that teacher attendance is positively associated with the probability of school inspections and that classroom attendance and teaching activity is substantially higher among female teachers. Traditional incentives such as school infrastructure quality and salary level do not correlate with attendance.
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Drouet Arias, Marcelo, Suzanne Duryea, Luana Marotta, Marcos Rangel, and Lucina Rodríguez Guillén. Discrimination in Grading: Evidence from Immigrants in Ecuador. Inter-American Development Bank, 2023. http://dx.doi.org/10.18235/0005096.
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This article investigates whether discrimination taking the form of biased assessment of students by teachers is prevalent within Ecuadorian schools serving immigrants. Robust evidence is drawn from unique data pertaining to high-school students and educators. After holding constant performance in blindly scored tests of proficiency, we find that teacher-assigned Mathematics and Language grades suffer from well cardinal and ordinal grading biases against children from immigrant households. We show that these results are robust with respect to the omission of socio-emotional traits that are valued by teachers. Heterogeneity analyses indicate key differences by the gender of the students and perceptions of teacher engagement.
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Eberts, Randall W., Kevin Hollenbeck, and Joe Allan Stone. Teacher Performance Incentives and Student Outcomes. W.E. Upjohn Institute, 2000. http://dx.doi.org/10.17848/wp00-65.
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