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1
Marsiti, A. "Penanaman Nilai-Nilai Karakter sebagai Upaya Meningkatkan Etos Kerja Guru dan Karyawan Menuju Neswa Lembah Sunyi Sekolah Berkualitas." Media Penelitian Pendidikan : Jurnal Penelitian dalam Bidang Pendidikan dan Pengajaran 14, no. 1 (June 25, 2020): 81–89. http://dx.doi.org/10.26877/mpp.v14i1.5981.
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The porpose of this best practice is to improve the work ethics of teachers and employees also the Students spirit in learning which the goal is to improve the quality of learning at SMK Negeri 1 Warureja. The formulation of the problems in this scientific work are: (1) How to improve the work ethic and work hard for teachers and employees of State Vocational School 1 Warureja ?, (2) What is the impact of discipline, and hard work on the work ethic of teachers and employees of State Vocational School 1 Warureja and (3) What are the obstacles that arise in instilling discipline, and hard work in an effort to improve the work ethic of teachers and employees of SMK Negeri 1 Warureja, and how to overcome them? The methode used were coacking, interviews, observation and the instruments used were questionnaire as well as documentation. The results achieved through fostering discipline and hard work in an effort to improve the work ethic of teachers and employees or the learning enthusiasm of students of SMK Negeri 1 Warureja, are: (1) as school residents both teachers and employees have a high work ethic (teacher questionnaire results 4.67; results Employee questionnaire 4.09, and for students having high enthusiasm for learning (student questionnaire results 4.09), (2) as a citizen of the teacher / employee school or students trying to do their duties and obligations as well as possible (results of teacher questionnaire 4.47, employee questionnaire results 4.33, student questionnaire results 4.06) (3) teachers / employees or students have high discipline (teacher questionnaire results 4.44, employee questionnaire results 4.33, student questionnaire results 4.16), and (4) as school residents both teachers / employees have hard work enthusiasm (teacher questionnaire results 4.67, employee questionnaire results 4.66,) and students have a high enthusiasm for learning (student questionnaire results 4.53). (5) Development of disciplined and work training the most effective race against teachers and employees and students is by example. The conclusion of planting the character values as an effort to improve the work ethic of teachers and employees through mechanisms: (1) Preparation, (2) Implementation, and (3) Monitoring. The results achieved through the inculcation of the value of discipline and hard work can improve the work ethic of teachers and employees of SMK Negeri 1 Warureja in the 2019-2020 Academic Year. Recommendations: (1) The Head of the Education Office of Central Java Province, can use the cultivation of discipline and hard work as an effort to improve the work ethic in the ranks of the Department of Education and other Schools, (2) The results of the implementation of the inculcation of disciplined values and hard work practically it can also be used by school principals as an effort to improve the work ethic of teachers and employees as well as efforts to improve the quality of education in general and the quality of learning of SMK Negeri 1 Warureja in particular.
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Syukri, Ahmad, Nuzuar Nuzuar, and Idi Warsah. "Peran Kepala Madrasah dalam Meningkatkan Etos Kerja Guru." Journal of Administration and Educational Management (Alignment) 2, no. 1 (June 30, 2019): 48–60. http://dx.doi.org/10.31539/alignment.v2i1.725.
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The purpose of this study was to determine the role of the principal in improving teacher performance. Research uses a field research approach (field research). The results of the study, the headmaster always supervises or supervises by going around the classroom to see the teacher. In addition to supervising the teaching of the madrasah head teacher also plays a role in the process of monitoring or evaluating the work of all staff in the madrasah including the teacher, the madrasa head tries to influence teachers and employees to encourage enthusiasm for work and commitment to the task objectives. The conclusion of this research is the madrasa head plays an active role in efforts to improve the work ethic of teachers, namely by establishing harmonious relationships with fellow teachers (teachers), providing welfare to teachers who accommodate, control and evaluate teachers in carrying out their tasks so that they can change mindsets in building the character of the teacher, so that the teachers helped build the madrasas to be the foremost in accordance with their vision and mission.
Keywords: The Principal's Role, Teacher's Work Ethic
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Sari, Pertapa. "Critical Study on Arabic Learning by Non-Arabic Teachers and Employees Using Peer Learning in Assalaam Islamic Modern Boarding School." Ittishal Educational Research Journal 1, no. 1 (July 1, 2020): 1–12. http://dx.doi.org/10.51425/ierj.v1i1.3.
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Speaking using Arabic and English has become mandatory in Assalaam Islamic Modern Boarding School. The Arabic and English must be used in the daily activities around the boarding school. Therefore, all employees, both teachers and employees, are competing to learn these two foreign languages; Arabic and English. One method used by the employees and also teachers to learn Arabic in the Boarding school is by having a kind of course held in each unit or division. Teachers, especially non-Arabic teachers are also curious in learning Arabic. Meanwhile, employees who are non-Arabic based education also curious to learn Arabic. Those non-Arabic teachers and employees conduct the Arabic learning by taking around two hours course per week held in the middle of the break time. The tutor for the non-arabic teachers of course the Arabic teacher, means the tutor is their own friend. And the tutor for the employees is an arabic teacher also. And we call it peer learning which is using their own friend to be the tutor. Within one year academic 2017/2018, the Arabic course is taken and it gives a lot motivation to the non-Arabic teachers and also the employees. Peer learninng method used seemed to be the correct method in holding a course for the teachers and employees. And the study about it shows that by using this method, the Arabic can be easier to learn by non-Arabic teachers and employees.
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Pedersen, Mogens Jin, and Vibeke Lehmann Nielsen. "Manager–Employee Gender Congruence and the Bureaucratic Accountability of Public Service Employees." Public Personnel Management 45, no. 4 (October 22, 2016): 360–81. http://dx.doi.org/10.1177/0091026016675374.
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Much theory suggests that manager–employee gender congruence (that manager and employee share the same gender) may influence employee accountability. This article empirically tests this notion by examining how manager–employee gender congruence among public service employees relates to two key aspects of bureaucratic accountability: (a) organizational goal alignment and (b) compliance with organizational rules and regulations. Using school fixed effects on teacher survey data and administrative school data, we find that male teachers with male principals are less aligned with their school’s goals and less compliant with its rules and regulations than are male teachers with female principals.
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Paula, Līga, and Aiga Grīnfelde. "THE ROLE OF MENTORING IN PROFESSIONAL SOCIALIZATION OF NOVICE TEACHERS." Problems of Education in the 21st Century 76, no. 3 (June 15, 2018): 364–79. http://dx.doi.org/10.33225/pec/18.76.364.
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Entering teaching profession is considered as the most determining stage in a teacher’s professional life. The aim of this research is to explore opinions of novice teachers in Latvia about the role of mentoring in their professional socialization. The following research questions were defined: (1) what difficulties novice teachers faced during their in-service experience? (2) what support novice teachers needed when they started teaching? (3) what the role of mentoring in teachers’ professional socialization is? Qualitative research design was developed for the research. Empirical data were obtained during the focus group discussion with ten teachers representing Council of young teachers (in age below 35) of the Latvian Trade Union of Education and Science Employees, nine semi-structured interviews with novice teachers, and interview with a mentor. Novice teachers face teaching reality which often differs from perceptions about the profession developed during the studies at university. The research shows that teachers from the sample faced following challenges during their first years of in-service: establishing teacher’s authority and self-positioning as a teacher, time management, problems with discipline in a classroom, lack of skills to develop curriculum and lesson plans, difficulties in communication with parents. During socialization novice teachers learned their responsibilities and acquired specific knowledge; appropriate support such as mentoring reduced level of stress and uncertainty while novice teachers adapted to school during the period of transition from pre-service period to in-service period. In relation to mentoring, novice teachers expected that a mentor would introduce them to school traditions and internal rules and would advise on discipline in a classroom as well as would help to develop curriculum. Policy makers should focus on teachers’ support guidelines at national level, which would allow schools to ensure the most appropriate environment for novice teachers so that they would like to continue their careers in teaching profession. Key words: mentoring, novice teachers, professional socialization, teacher retention, teaching profession.
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Fawad Hussain and Amir Saif. "Teacher’s Job Security and Workload Factors Affecting Job Satisfaction of Teachers in Multan (Southern Punjab)–Pakistan." Journal of Education and Vocational Research 10, no. 1(V) (December 9, 2019): 1–8. http://dx.doi.org/10.22610/jevr.v10i1(v).2957.
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The educational system in any country plays a vital role for the development and achievinginfrastructural goals. Pakistan since last few decades is facing critical economic and developmentalchallenges. The nature of work conditions in public and private organizations are getting more intensifiedand employees are facing critical time in term of workload, job security and satisfaction issues. This studyis aiming to investigate the relationship between job security and workload factors influencing teacher’sjob satisfaction. This paper has use SMART-PLS-SEM to examine the data using quantitative researchtechniques. The study was conducted among 266 teachers. The teachers’ job satisfaction was determinedby two separate measures namely the teacher’s job security and workload influencing teacher’s jobsatisfaction. This study was trigged as teachers in higher education institutions were facing challengesregarding their job security and workload. The outcome exposed that there is an important relationshipamong teachers job security, workload, and teacher job satisfaction. The effects of these factors callfurther research. There is prerequisite to carry out a similar but comparative study in rural settings. Inaddition, it is very important to comprehend the significance of teachers’ job satisfaction where theindustry is so uncertain. There is a need to address job satisfaction and workload stress with appropriateassessment such as rating system and teachers’ satisfaction index evaluation according to the tasks andwork pressure allocated to each and every teacher. This reach adds value to knowledge by makinguniversities, institutes and colleges administration to know the causes of teachers’ uncomfortable zoneregarding their job security and workload. Conversely, it is also important for the administration in theseinstitutes to well understand the needs and demands of their teachers and what factors will contribute totheir satisfaction.
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Siswanto, Heru, Hasan Hariri, Sowiyah Sowiyah, and Ridwan Ridwan. "The influence of principal performance on teachers’ pedagogical competence." Journal of Social, Humanity, and Education 1, no. 1 (November 13, 2020): 13–26. http://dx.doi.org/10.35912/jshe.v1i1.259.
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Purpose: The principal's job is very essential and governs the equal of student learning consequences. Principal performances are also in line with teachers' output and self-esteem. In this case, it can be said that the principal's working area creates a feeling of comfort for teachers. The principal performances create the feeling at home in encouraging teachers and employees to work in harmony with the rules and programs that have been delineated so that work output becomes great and pupil learning outcomes also upsurge. One of the teachers’ productivity can be seen from the teachers’ pedagogical proficiency. Pedagogical proficiency is a talent for understanding students and management of educational and dialogical learning. This study targets to determine in what way the impact of the principal’s performance on teachers’ pedagogical competence. Research Methodology: The method used is the method of search and review. The review process starts with the search engine, Google scholar and reviewing related articles about principal performance and teachers’ pedagogical competence. Results: The results from 22 reviewed articles are that the role of the principal’s performance is very influential in affecting the teacher's pedagogical competence. Limitations: Since this study includes many cases, further research could include performing to analyze how principal performance could affect teacher pedagogical competence. Contribution: This study can be useful in Faculty of Teacher Training and Education Lampung University and secondary education level Keywords: Principal performance, Teacher pedagogical competence, Responsibility
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Popovska Nalevska, Gorica, and Filip Popovski. "PROFESSIONAL AND PEDAGOGICAL ETHICS OF TEACHERS." KNOWLEDGE INTERNATIONAL JOURNAL 30, no. 2 (March 20, 2019): 315–20. http://dx.doi.org/10.35120/kij3002315p.
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Professional ethics is a theoretical and applied discipline that studies the established professional morale, behavior among people, employees in a given profession and between different professional groups. Ethics has the task not only to describe patterns of behavior and morality, but also to act through them. Schools and teachers are major factors in the ethical building of a person. They promote the general moral norms of society and, through the curriculum, organize programs on the development of positive moral properties, character and personality of the student. Pedagogical ethics is a special kind of professional ethics, which aims at creating the most accurate, most humane, most correct fulfillment of the profession teacher. Pedagogical ethics is a projection of social morality, hence the ultimate goal of the teacher is to educate members of society. The more serious contradiction of the teacher's professional role in the traditional and contemporary concept of teaching, which are often parallel in our educational practice, is only one of the more significant difficulties and reasons for the general acceptance of the code of the teacher's profession.
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Maina, Margaret, J. Kanjogu Kiumi, and Peter Githae. "Academic Qualification and Teachers’ Job Satisfaction in Secondary Schools in Nakuru County-Kenya." Research Journal of Education, no. 72 (April 21, 2021): 87–91. http://dx.doi.org/10.32861/rje.72.87.91.
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Teacher job satisfaction is one of the critical determinants of the rate of progress in students learning outcomes. The teaching profession in Kenya has in the recent past experienced industrial disharmony by way of teachers’ strikes, which could be a pointer to dissatisfaction among teachers. Teacher dissatisfaction is typically rooted in failure by entities responsible for teacher management to meet teachers’ needs. Research-based evidence demonstrates that employees have different needs and that these needs are influenced by factors such as employee’s level of training or education for that matter. Drawing on these observations, the study sought to determine whether an academic qualification has any bearing on teachers’ job satisfaction in secondary schools in Nakuru County, Kenya. Data was collected using a self-delivered questionnaire from 341 teachers who were randomly selected from 3,092 teachers in the study locale. The instrument’s validity and reliability as estimated through split-half and Cronbach’s alpha stood at r=.945 and r=.905 respectively. Collected data was analyzed using ANOVA statistic at .05 alpha level. A major finding of the study was that teacher satisfaction decreased with an increase in the level of academic qualification. Qualification–differentiated satisfaction was also statistically significant (p<.05). The study offers useful insights to the Teachers Service Commission (TSC) and school managers on how to enhance teachers’ job satisfaction by way of addressing the needs of teachers in different levels of academic qualification.
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Frolov, Yury. "The Mixed Model of Teachers’ Evaluation in Secondary Schools." Eduweb 15, no. 2 (July 30, 2021): 110–27. http://dx.doi.org/10.46502/issn.1856-7576/2021.15.02.10.
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Schools face the need to create a system for managing the performance of teaching employees whose activities are specific, difficult to formalize, and subjected to experiments with different degrees of success throughout the world. This paper deals with providing and management of teacher’s evaluation in Russian schools. The purpose of the study is to develop a teacher evaluation model based on professional qualities and performance indicators. The results of the study were tested on the basis of a survey of teachers after the implementation of the proposed system of assessment tools and evaluation methods. According to teachers, the new system contributes to their continuous professional development and, therefore, to the sustainable development of the educational organization in a competitive environment. The proposed methodology for teachers' evaluation clarifies the general data and meets their expectations, expectations of students and management in terms of correspondence with the development strategies of educational organizations.
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Sholihah, Hidayatus. "IMPLEMENTASI MANAJEMEN SUMBER DAYA MANUSIA DI MAN YOGYAKARTA III." Al-Fikri: Jurnal Studi dan Penelitian Pendidikan Islam 1, no. 1 (February 15, 2018): 58. http://dx.doi.org/10.30659/jspi.v1i1.2425.
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This study is aimed at revealing the functions of human resource management in MAN Yogyakarta III (State Islamic Senior High School) that includes human resource planning, recruitment, selection and placement, training and development, performance appraisal, compensation, health program, teacher and employee relation and the effectiveness of human resource management.This study is a qualitative research. The subjects of this study are the principal, teachers, employees and students of MAN Yogyakarta III. The data were collected through participant observation, semi-structured interview and documentation. The technique employed to measure the data validity was triangulation. The research instrument was the researcher herself. The data were analyzed using interactive model consisting of three phases: data reduction, data display, and verification.The findings show that MAN Yogyakarta III (1) arranges human resource planning based on the vision, however, it is not effective because madrasah has no right to plan; (2) recruits competent teachers and employees effectively through news paper; (3) sets four types of effective selection: administration selection, academic selection, interview and micro teaching and positions the teachers and employees based on their academic qualification and competences; (4) implements effective training and development programs in accordance with the teachers` and employees` needs such as sharing ideas and knowledge, comparative study, internal presentation, evaluation and coordination; (5) appraises performance by checking the administration of teaching and supervision but the implementation of performance appraisal is not effective. (6) gives the effective compensation for the teachers and employees in accordance with their status; (7) undertakes effective health programs by creating clean and healthy school environment; (9) organizes some programs to establish effective relationship between the teachers and employees.
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Subowo, Subowo, and Fristi Riandari. "Determination of the Decision Support System Based on Teacher Performance Rewards Receiver With AHP method on SMK Negeri 1 Beringin." Journal Of Computer Networks, Architecture and High Performance Computing 2, no. 2 (June 1, 2020): 304–6. http://dx.doi.org/10.47709/cnapc.v2i2.413.
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Abstract Teacher performance evaluation of SMK Negeri 1 Beringin Deli Serdang Regency was conducted on 3 teachers as samples of teacher performance appraisal data as material for consideration of the continued relationship of cooperation for the future budget. Components of performance appraisal of teacher performance at VOCATIONAL SCHOOL 1 Beringin Deli Serdang Regency are work performance, performance quantity, performance discipline, cooperation, and loyalty. Problems with the teacher performance appraisal process that occur due to unclear criteria and assessment weights. A method in a decision support system can help the optimal decision making process, the AHP method in determining the performance evaluation of honorary employees. There are three employee performance weights, which are very good, good, sufficient and good enough, from 3 employees who are categorized by performance appraisal, after applying the AHP method, it is obtained Irmala, S.Kom value = 1.139 Iswadi, S.Kom value = 0.739 and Hadi Suprayetno, ST value = 0.79, the three teachers were categorized with very good performance assessments.
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Djatmiko, Istanto Wahyu, Sri Waluyanti, Thomas Sukardi, and Lilik Chaerul Yuswono. "Profiles of Teachers’ Expertise and Professional Development in Technology and Engineering Expertise Program of Vocational Secondary Schools." Jurnal Pendidikan Teknologi dan Kejuruan 24, no. 2 (September 29, 2018): 238–47. http://dx.doi.org/10.21831/jptk.v24i2.20014.
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This study was aimed to identify the profiles of teachers' expertise and professional development in Technology and Engineering Expertise Program (TEEP) of Vocational Secondary Schools (VSSs). This study was conducted with a survey approach. The population consisted of 1025 teachers of TEEP at VSSs in Yogyakarta, Indonesia. The samples were 280 teachers selected with proportional random sampling. Data were collected by an open-ended questionnaire and analyzed with a descriptive method. Results of the study identified the profiles of expertise that included the majority of teacher’s employment status is government employees and scanty non-government employees. The range of working time is mostly from 7 and 18 years. Teachers mostly participate in the teachers’ certification through the professional teachers training program. A few number of the teachers have the additional expertise certificates, and none of the teachers has the dual expertise certificates. Furthermore, types of the teachers’ professional development activities that followed by most of the teachers are seminars, journals, learning media, and participating as members of teachers association.
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Swadia, Bhavik U., and Jaimin Patel. "A Study of Job Satisfaction of Academicians." Journal of Management and Strategy 10, no. 5 (September 11, 2019): 40. http://dx.doi.org/10.5430/jms.v10n5p40.
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Every management face challenges daily, but there are some challenges which are customary to every management. One from such common problems confronted by the management while managing employees (teachers) include - Job satisfaction & Employee Loyalty. The invaluable resource that any institute possesses is its work force; indeed, an employee’s longer work experience at the same corporate enhances his worth. The primary qualities a teacher possesses include being introspective, being cooperative, being directive and being expressive. A syllabus which is effective and a curriculum that is well planned is only fruitful with availability of teachers who are meticulous in their duties. Knowledge alone cannot be the basis for gauging the ability of a teacher. There are other factors too like whether the teacher is comfortable in handling the profession that impacts the effectiveness of the system. With many research works having taken place in this zone with multiple organizations, what we lack is a distinct research on satisfaction at job which needs to be taken up.Hence, we conducted a research where we took a sample size containing 50 teachers and performed the survey on the premise of systematic sampling. The method followed in the process of acquiring and assembly of data was structured questionnaire method.
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Pathurrahman, Farid, Juhri AM, and Muhammad Ihsan Dacholfany. "PENGARUH GAYA KEPEMIMPINAN KEPALA SEKOLAH DAN KECERDASAN EMOSIONAL GURU TERHADAP KINERJA GURU SMK NEGERI DI KOTA METRO LAMPUNG." Ri'ayah: Jurnal Sosial dan Keagamaan 5, no. 02 (January 12, 2021): 203. http://dx.doi.org/10.32332/riayah.v5i02.2818.
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School Principal as the leader in particular school is influential to the teacher performance, in the effort of raising the performance in order to achieve the educational goal of the school. The leader has responsibility both physically and non-physically for the successful performance of the school. The principal's leadership must be able to influence all the school employees so that they are willing to work hard to improve performance voluntarily and passionately in achieving the vision, mission and goals of the school. Emotional Intelligence of the teacher will be able to send out warmth, awareness of one's own feelings, having sensitivity to the feelings of others and will be able to overcome emotional problems openly.This present study aims to: (1). know the contribution of principal’s leadership style toward the state vocational teachers’ performances in Metro City, Lampung, (2) know the contribution of the emotional intelligence of teachers to the performance of vocational state school teachers in Metro City, Lampung and (3) both the contribution of principal’s leadership style and emotional intelligence of the teachers toward the state vocational teachers’ in Metro City, Lampung.This research was descriptive study design used quantitative approach through regression analysis. This research aimed to know the influence between independent variable and dependent variable. The correlative study aimed to know whether there is any influence or not between two variables or more. The researcher decided 336 teachers as the population of the research and 77 teachers of 336 teachers as the sample of the research. The try out was 30 teachers of the rest of the research population which the sample has been previously determined.Due to theoretical assumption and the conclusions of data analysis, it can be concluded that: both the principal's leadership style (X1) and emotional intelligence (X2) have positive and significant contribution to the performance of teacher (Y) of State Vocational Schools in Metro City. This conclusion was supported by the analysis findings. There was positive and significant contribution of the principal's leadership style toward the teacher’s performance. The number of the contribution of the principal's leadership style to performance in this study was based on the results of calculations at the sufficient category. There was positive and significant contribution between emotional intelligence on teacher performance. The number of emotional intelligence contribution to teacher performance in this study was based on the results of calculations at the sufficient category and simultaneously there was a positive and significant contribution between the principal's leadership style and emotional intelligence on teacher performance.The dimension of leadership style influenced the teacher’s performance were administrator, class manager, mediator, facilitator and evaluator. The contribution number of principal leadership style and the emotional intelligence toward the performance of the teacher.
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Kagema, Josphat, and Cecilia Irungu. "AN ANALYSIS OF TEACHER PERFORMANCE APPRAISALS AND THEIR INFLUENCE ON TEACHER PERFORMANCE IN SECONDARY SCHOOLS IN KENYA." International Journal of Education 11, no. 1 (August 31, 2018): 93. http://dx.doi.org/10.17509/ije.v11i1.11148.
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Every organization has an objective towards optimum performance and the employees are the key drivers in achieving that. It is necessary therefore that the employees’ performance reach optimality for the success of the organization which is a primary goal of every organization including learning institutions. The present research investigated the influence of teacher performance appraisals on teacher performance in secondary schools in Kenya. Employing stratified and simple random sampling methods, 46 secondary schools with 460 teachers in two counties in Kenya were taken as samples. The variables under research included teacher remuneration, government policies, school administration, the school environment, and the school curriculum, which were under investigation in form of comparisons, explanations, and relationships on the aspects of teacher motivation to perform well. The research found that teacher appraisals influenced teacher performance. In general, the teachers perceived that government policies are unfavorable to them in terms of career advancement and introduction of the policies in place. The paper concludes with recommendations on application of the appraisal system to motivate teachers and thereby improve the performance of learners.
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Devi, N. Nomika, and Nongmeikapam Premika Devi. "Comparative Study Of Working Conditions Of Elementary School Teachers Under Different Management In Manipur." Thematics Journal of Geography 8, no. 9 (September 2, 2019): 31–42. http://dx.doi.org/10.26643/tjg.v8i9.8099.
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Teachers are required not only to impart knowledge in various subjects, they have also to develop the whole personality of the child-body, mind and spirit. The most important equipment of a teacher is his back ground of education and training. A teacher must represent a running stream and not a stagnant pool. The teaching community constitutes a very large segment of employees in Manipur. Both from the point of view of their number and their dispersal all over the state, they distributed a significant service under the state. According to National Policy on Educaion (1992), the living and working conditions of teachers includes pay and allowances, career advancement, retirement and medical benefits, housing facilities, provision of study leave special provisions for women teachers, service conditions, postings and transfers, Teacher’s Welfare teachers’ participation and recruitments. The main objective is to study the working conditions of teachers f elementary schools with respect to management. Out of 600 teachers, 268 teachers were from 38 Elementary Government school, 122 teachers from 26 Elementary Aided schools and 210 teachers from 32 Elementary Private schools. It was found that 47.62% of private schools have pucca building while that of Government and Aided schools are 35.82% and 20.48% respectively. Lack of the minimum essential facilities in elementary schools exist in all three types of school in which Government schools are much lacking behind the other counter parts. School inspection on regular basis is found to be lacking in Government (48.88%) and Aided schools (49.18%). Private school teachers show highest in Heavy work-load(61.90%) and miscillenious work(20.95%). service conditions of Government teachers are in better position as compared to Aided and Private school teachers. The majority of Private school teachers reported that Salaries are paid in time as compared to other counter parts. service conditions of Government teachers are in better position as compared to Aided and Private school teachers. Parents-Teachers Association (PTA) are found to be highest in Government schools (67.21%) and lowest in Private schools (53.33%). It was found 73.50% of Government, 72.89% of Aided and 43.33% of Private school teachers do not have computer knowledge.
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A. Shibankova, Lyutsia, Alla V. Ignatieva, Igor A. Belokon, Sergey M. Kargapoltsev, Elena A. Ganaeva, Elena A. Beroeva, Svetlana N. Trubenkova, and Elena B. Kozlova. "INSTITUTIONAL MECHANISMS OF UNIVERSITY TEACHER PROFESSIONAL DEVELOPMENT." Humanities & Social Sciences Reviews 7, no. 4 (October 7, 2019): 1061–68. http://dx.doi.org/10.18510/hssr.2019.74145.
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Purpose of the study: Conditions of qualifications’ dynamic development, rapid obsolescence of existing competencies actualize the need to create a system of continuous professional growth of teachers on staff training. The purpose of the article is to develop organizational mechanisms that contribute to the professional growth of the teacher inflexible response conditions of education to socio-economic changes.
Methodology: The research methodology relies on the lifelong education concept, defining the design principles of a teacher professional growth system: consistency, continuity, self-development, participative nature, pedagogical reflexing
Results: The system of the teacher’s professional growth in the educational institution possessing properties of hierarchy, flexibility, and dynamism is developed. The principles and organizational mechanisms for this system’s implementation are revealed: corporatism as a way to create targeted educational platform based on digital technology; tutoring as the insurance of the teacher’s and the educational organization’s interests through the accompany of career advancement; branding as a result of the teacher’s and the educational organization’s competitiveness in the market of educational services; road maps for planning, monitoring and support of the teacher’s career development.
Applications of this study: The article is intended for teachers, managers, employees of personnel services of educational organizations.
Novelty/Originality of this study: For the first time the self - learning system of the teacher professional growth is offered which is capable to exist and productively function in modern dynamic conditions at the expense of adaptive organizational mechanisms of reaction to social and economic changes.
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Yoganand, S., I. K. Annie, and John William Felix. "A study on burnout syndrome among school teachers in Tamil Nadu." International Journal Of Community Medicine And Public Health 6, no. 10 (September 26, 2019): 4575. http://dx.doi.org/10.18203/2394-6040.ijcmph20194531.
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Background: Burnout syndrome is an emerging occupational phenomenon which makes employees to feel exhausted or less interested on their job with a diminished outcome. Teaching is considered one such stressful occupation. So, this study was conducted to assess the magnitude of burnout among school teachers of Tamil Nadu and to determine the various factors contributing to burnout syndrome.Methods: Descriptive survey method was employed for the present study. A sample of 251 government school teachers was taken by using convenient sampling technique. Teachers’ burnout scale by Gupta and Rani was used to collect the data. The obtained data was statistically analysed using one-way ANOVA.Results: The magnitude of burnout was not high in government school teachers. However, the factors like working in high school, urban school, having spouse as a teacher, chronic illness and increased travel time to school, were found to be associated with higher burn out.Conclusions: Teachers have direct interaction with the students, shared responsibility with colleagues, adjusting with institutional conditions and handling various tasks and challenges put them at a high stress. Health system of India is having many health programmes in schools which are related student’s health but the teacher’s health is left behind. Screening teachers for stress, burnout and other occupational psychosocial hazard will help them improving their life and student’s education.
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Chepkwony, Hillary Kipkoech, and Jane Njoroge. "Performance Appraisal Practices and Their Effects on Employees’ Performance in Kenya: A Case of Nairobi City County." International Journal of Current Aspects 3, no. III (June 11, 2019): 28–40. http://dx.doi.org/10.35942/ijcab.v3iiii.28.
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The main objective of this study was to examine the effects of Performance Appraisal Practices on employees’ performance in public secondary schools in Kenya. Performance appraisal practices are the independent variable and Employees’ performance is the dependent variable. Since 2012, the Teachers Service Commission (TSC) has been appraising teachers across the country using a system of appraisal whose effectiveness has not been fully tested. Past research findings have depicted the current performance’ appraisal practices in Kenyan Secondary School’s to exhibit weaknesses, which need to be urgently addressed if it is to improve employees’ performance in Kenya. With these findings, this research sought to analyse the current state of employees’ appraisal practices in Kenya’s Public Secondary Schools. This study examined the key issues related to teacher appraisal in public secondary schools with special reference to Embakasi Sub-county in Nairobi city County, Kenya. The research was anchored on Hardner performance standards theory and the Resource based view theory. The target population consisted of the teachers employed by the Teachers Service Commission and working within Embakasi sub- County. The research adopted census technique in data collection hence there was no sampling of respondents. The study involved 119 respondents for the study which included; 105 teachers and 7 principals and 7 Deputy Principals. Data collection in this study was done using a structured questionnaire. The instrument reliability was tested using Cronbach’s alpha coefficient of 0.5 philosophy. Descriptive and inferential statistics were undertaken using SPSS V.22 and the results were used to derive conclusions and make inferences. ANOVA analysis model was fitted to explain the relationship between the independent and the dependent variables. The study recommended that other teacher preparation, the school authorities should ensure conformity with Ministry of Education guidelines on adequate classroom physical space; there should be a regular appraisal of teachers’ responsibility by school authorities as a standard measure of their preparedness prior to service delivery and finally create a conducive environment that enhances teachers’ creativity and innovation.
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CLARK, ROBERT L., and LEE A. CRAIG. "Determinants of the generosity of pension plans for public school teachers, 1982–2006." Journal of Pension Economics and Finance 10, no. 1 (June 23, 2010): 99–118. http://dx.doi.org/10.1017/s1474747210000028.
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AbstractAll states provide pension plans to their teachers and civil servants; however, these plans vary across the states. We present a history of the development of teacher retirement plans during the twentieth century, describe how teacher plans relate to retirement plans for other state employees, and assess the impact of teachers not being included in Social Security on the benefits they receive from their employer pension plan. Over the past 25 years, public school teacher retirement plans in the United States have increased in generosity as benefit formulas have been increased, salary averaging periods have been reduced, and the normal retirement age has been lowered. We employ data from retirement plans in the states to estimate the impact of social and economic factors on the replacement rates for teachers retiring with 30 years of service.
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Singh, Manjari, and Anita Sarkar. "Role of psychological empowerment in the relationship between structural empowerment and innovative behavior." Management Research Review 42, no. 4 (April 15, 2019): 521–38. http://dx.doi.org/10.1108/mrr-04-2018-0158.
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Purpose The purpose of this paper is to empirically test the relationship between the empowering structure and the employees’ innovative behavior and the role of psychological empowerment in mediating this link. Design/methodology/approach Structural equation modeling was used to analyze data from 401 female primary school teachers in India. Prior to the main study, the scales were tested on a sample of 288 teachers. While psychological empowerment and structural empowerment were based on the self-reporting by the teachers, the innovative behavior of the teacher was assessed by two to three colleagues for each teacher. Findings The results confirmed that structural empowerment leads to innovative behavior and psychological empowerment and partially mediates the relationship between structural empowerment and innovative behavior. Practical implications Promising ideas die down because of lack of proper resource support and a free flow of information exchange despite employees’ willingness to carry out innovative tasks. Psychological empowerment affects creative intention in the workplace and can play a critical role for employees at their workplace. Social implications In the context of development at the teacher and school levels, it is imperative to address both the psyche of the individual and the existing structure in schools. Originality/value This study makes two critical contributions. One, it emphasizes the importance of structural empowerment in ensuring innovative behavior of employees. Two, it also brings forward the importance of psychological empowerment in the relationship between structural empowerment and innovative behavior.
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Kõiv, Kersti, Kadi Liik, and Mati Heidmets. "School leadership, teacher’s psychological empowerment and work-related outcomes." International Journal of Educational Management 33, no. 7 (November 4, 2019): 1501–14. http://dx.doi.org/10.1108/ijem-08-2018-0232.
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Purpose The purpose of this paper is to examine the mediating effect of teacher’s psychological empowerment between school leadership style and teachers’ work-related outcomes. Design/methodology/approach A total of 711 teachers from 31 Estonian schools were surveyed with a questionnaire measuring four dimensions of psychological empowerment (competence, meaning, self-determination and impact), school leadership characteristics (leadership style, leader’s empowering behavior and trust in leader) and teacher’s work-related outcomes (job satisfaction and workplace attachment). AMOS path analysis was used to investigate the direct and indirect relations between the teachers’ perceptions of school leadership, their psychological empowerment and their workplace attachment and job satisfaction. Findings This study found that psychological empowerment (subscales meaning and impact) mediates the relationship between perceived leadership empowerment behavior and teachers’ work-related outcomes. Also, the psychological empowerment (meaning and impact) mediates the relationship between perceived leadership style and teachers’ work-related outcomes. Trust in the principal has direct and indirect effect (through psychological empowerment) on job satisfaction, whereas there only seems to be indirect effect on workplace attachment through two components of psychological empowerment. Practical implications The mediating role of psychological empowerment includes an important message for school principals – in order to empower employees it is not sufficient to merely delegate formal power and decision-making rights. To facilitate the development of psychological empowerment, it is important to provide employees with an opportunity to experience agency, to experience that their voice and opinions are taken into account (perceived impact) and the purpose and targets of the whole organization are discussed with the employees and formulated in collaboration with them (perceived meaning). Originality/value Psychological empowerment as a mediating variable has not been widely researched, especially in school environment. The results will provide important signals for school principals, where and how to find leverage to improve teachers’ job satisfaction and workplace attachment.
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Vanagas, Ramūnas, and Audronė Urmanavičienė. "The Impact of Intangible Factors on the Employees of Educational Institutions." SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 2 (May 17, 2015): 255. http://dx.doi.org/10.17770/sie2015vol2.448.
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<p><em>The goal of this article is to explore the motivation and the factors for the motivation, to discuss the impact of intangible factors for the motivation of educational staff (teachers) for their work efficiency. In order to achieve these goals we have set the following tasks: to define the concept of motivation by analysing scientific literature; and to establish the determinant factors for the motivation of teachers. Motivation is a complex phenomenon, related to the promotion of behaviour, actions and efficient activities. Motivation of teachers is a part of the general strategy of a school, which is influenced by the headmaster, the administration of the school, the attitude of the staff and the created conditions for a teacher to work successfully and to apply innovative methods in their work and to feel responsible for the development of personality.<strong> </strong></em></p><p> </p>
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Wulandari, Desy, and Yayuk Fauziah. "Kepala Sekolah sebagai Leadership dalam Menuju Good Governance Disiplin Guru dan Karyawan." PALAPA 7, no. 2 (November 30, 2019): 298–308. http://dx.doi.org/10.36088/palapa.v7i2.365.
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Principal's leadership is a model of leadership that is implemented based on certain situations and conditions in influencing, directing and improving the performance of his subordinates by strengthening enthusiasm and motivation and rewards. This research aims to study the principal’s strategy in improving teacher and employee discipline. This study uses a descriptive-qualitative method with the subject of the research as head, curriculum waka and the teacher council. Data is collected by interview, observation and documentation. The results showed that the efforts of principals in improving teacher and employee discipline had been carried out correctly, effectively, efficiently so as to improve the discipline of teachers and employees.
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Khan, Imran, Tauqir Ahmad Ghauri, and Kashif Akram. "Relationship between Job Satisfaction and HR Practices, an Empirical Research of Different Sectors of University Teachers in Pakistan." International Journal of Learning and Development 2, no. 3 (May 2, 2012): 25. http://dx.doi.org/10.5296/ijld.v2i3.1756.
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A number of researchers focus on the issue of HR practices and their impact on performance of employees particularly on developed countries. Few researches are there for the implication of these practices in developing countries. The current research focus on relationship between job satisfaction of university employees and focus HR practices which are compensation, promotion, empowerment and performance evaluation practice. It also focus on demographic attributes impact on job satisfaction and HR practices. Result shows that male university teachers are more satisfied with their job but female teachers are more satisfied with HR practices of universities. Public sector university teachers are more satisfied and found direct relationship in length of experience and job satisfaction. HR practices have positive correlation with job satisfaction. Pakistani universities have to improve the current level of HR practices, specially compensation practice for lucidity of their teacher’s career. Keywords: HR Practices; Job Satisfaction; University Teachers; Under Develop Countries; Pakistan.
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Koedel, Cory, and P. Brett Xiang. "Pension Enhancements and the Retention of Public Employees." ILR Review 70, no. 2 (July 11, 2016): 519–51. http://dx.doi.org/10.1177/0019793916650452.
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The authors use data from workers in the largest public-sector occupation in the United States—teaching—to examine the effect of pension enhancements on employee retention. Specifically, they study a 1999 enhancement to the benefit formula for public school teachers in St. Louis, Missouri, that resulted in an immediate and dramatic increase in their incentives to remain in covered employment. To identify the effect of the enhancement on teacher retention, the analysis leverages the fact that the strength of the incentive increase varied across the workforce depending on how far teachers were from retirement eligibility when it was enacted. The results indicate that the St. Louis enhancement—which was structurally similar to enhancements that were enacted in other public pension plans across the United States in the late 1990s and early 2000s—was not a cost-effective way to increase employee retention.
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Saif, Amir, Maira Amir, and Fawad Hussain. "Does Compensation & Benefits Matters to Working Women to Perform Well? A Case of Public School Teachers." Journal of Education and Vocational Research 9, no. 2 (April 7, 2019): 31–41. http://dx.doi.org/10.22610/jevr.v9i2(v).2797.
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Pakistan is a developing country and with the changing global trend, technological advancement and human development are taking place. As we know that training and development is a constant growing process which keeps improving the excellence of employees. In education sector training, development and continuous learning play an important role. Teachers spend their lives grooming our children, youth and shaping our generations. Education is the key element for the success of any society. But unfortunately, there are various reasons why the quality of learning and competency level in the Public sector is not up to the benchmark both for students and teachers in Pakistan. According to report 2015-16 of Pakistan education institution of statistics the total primary schools is 145829 of 145, in which is 125573 is public primary school. On the other hand, as per education statistics there are a total of 422,797 primary school teachers of which 324,561 (77%) represents the public sector With such a huge contribution of public schools, there is a great room of improvement for teacher particularly their educational capability to deliver, then only a gradual change can be seen in the long run. The aim of the study is investigating the relationship between training and development, work engagement and women public teachers’ performance. This study also examines compensation & benefits as a moderating variable. This study has used a total of 220 samples to analyze the data. The study has used Smart PLS and SPSS 22 statistical technique to analyze the data. This study used a quantitative method, in which data collected from working women (public school teachers) in Multan, Lodhran, Khanewal, and Vehari cities of the province Punjab in Pakistan. The findings have concluded that there is a significant relationship between training & development, work engagement and employee performance. However, compensation & benefits do not found to be a moderating variable. This research will be helpful for women public teacher’s related issue to training, work engagement, compensation, and benefits. The study recommends this problem could be resolved by considering some basic measures such as appropriate government policy for public teachers training and development, foolproof accountability system, education quality assessment. Injecting latest talent in the education system, international competitive pay scale, and merit-based transparent hiring process and believe that only education can change our children’s future.
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Syah, Tri Firman. "PENGARUH PENGELOLAAN SISTEM INFORMASI MANAJEMEN TERHADAP TUGAS GURU SMK NEGERI SE-KABUPATEN MALANG." CIRCUIT: Jurnal Ilmiah Pendidikan Teknik Elektro 4, no. 1 (March 30, 2020): 11. http://dx.doi.org/10.22373/crc.v4i1.6143.
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The existence of the role and function of teachers is one of the most important factors in education, both formal and informal education. Problems faced by teachers in Indonesia are: (1) the problem of teacher quality; (2) the problem of the number of teachers who are still lacking; (3) the problem of teacher distribution; (4) the problem of teacher welfare. Data from PSG Rayon 115 of 2012 and Teacher Competency Test (UKG) from 2012 to 2015 shows that there are still many teachers in Malang Regency who have not been able to develop their productivity in teaching. Education in the global era requires the management of modern and professional education with an educational nuance. Educational institutions are expected to be able to realize their role effectively with excellence in leadership, staff, teaching and learning processes, staff development, curriculum, goals and expectations, school climate, self-assessment, communication, and parent / community involvement. Management Information Systems have a role in improving the work of teachers because it can accelerate the work of teachers to deliver material to students making learning tools and student reports. Management information system cannot be separated from the support of facilities and infrastructure used in conveying information and the process of delivering information. The application of a MIS, makes school management neat so as to improve the performance of employees and teachers. In addition the school also cooperates with the company by providing laboratory equipment, instructors, and teacher training for work standards and standards of learning materials needed by the company. So that it can improve the task of the teacher in providing subject matter that has been adapted between the national curriculum and the company.
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S., Chitra, and Vanitha Allavaram. "Study on Job Autonomy and Job Proficiency of Private School Primary Teachers in Chennai Region." Management Insight - The Journal of Incisive Analysers 16, no. 01 (June 25, 2020): 18–25. http://dx.doi.org/10.21844/mijia.16.1.4.
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In earlier days, employers felt the job satisfaction component is the only avenue to make employees happy. A lot of research studies proved that internal motivation/drive is also needed for improving employees, thereby giving way for enrichment avenues. One such enrichment avenue is autonomy given in job areas. This study focuses on job enrichment aspects for school-level teachers concentrating primary level teachers in the Chennai region. The enrichment tool analyzed in this paper is job autonomy for teachers that can have a significant effect on task crafting and curriculum analysis. The job proficiency level is compared after skill set improvement. This study is carried out to check the job level independence given to teachers and certain decentralization areas based on interest level. The study is also done to identify the related factors of the job proficiency level of teachers. The method used for collecting data is a convenient sampling method using a well-designed questionnaire. Two hundred samples are collected that are used for the data analysis section. Data analysis is done using statistical methods using Statistical Package for the Social Sciences (SPSS) software and analysis of a moment structures (AMOS) software. Statistical techniques used for this study are linear regression and confirmatory factor output used to check the model fit. Research findings are teacher’s work-based competency levels that significantly affect students’ creativity using mind-mapping techniques. Task autonomy has a significant relationship with curriculum analysis and task crafting. This study recommends analyzing hidden factors of learner’s behavior to improve reflective teaching, leading to the teachers’ proficiency level in their job.
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Safitri, Unna Ria. "Encouraging Performance Behavior Bhinneka Foundation Teacher Boyolali Works." ProBank 3, no. 2 (November 18, 2018): 22–29. http://dx.doi.org/10.36587/probank.v3i2.376.
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A large organization, it will cause various problems faced by organizations, especially in the field of management. Leadership plays an important role in improving employee performance. Without leadership and guidance, an organization cannot be achieved according to its objectives. Bhinneka Karya Boyolali Foundation arises a problem, among them is the decreasing performance of the teacher due to lack of availability of facilities and infrastructure that support teacher performance, leadership factors also affect teacher performance, because the success of an organization depends on leadership quality that is able to motivate, direct, influence and communicate with subordinates so that the goals of the organization can be achieved optimally. This study aims to analyze the Effect of Leadership and Work Environment on Employees Through Job Satisfaction (Case Study on Teachers of Bhinneka Karya Boyolali Foundation). This study uses the instrument test analysis method which includes validity and reliability test, linearity test, regression analysis, path analysis, namely direct influence, indirect influence and total influence. T test, F test, test the coefficient of determination and correlation analysis. From the results of the questionnaire obtained Hypothesis Test Results are: Leadership has a significant effect on job satisfaction. The work environment has a significant effect on employee job satisfaction. Leadership has a significant effect on performance, the work environment has a significant effect on employee performance. F test results are known to be the value of F = 101.998 sig 0.000 <0.05. So that it can be concluded together leadership, work environment and job satisfaction have a significant effect on the performance of employees at the Bhinneka Karya Boyolali Foundation Teachers. The total R2 value of 0.970 means that the variation of employee performance in the teachers of various foundation boyolali works is explained by the variables of leadership, work environment and job satisfaction by 97.0% and the remaining 3.0% are explained by other variables outside the research model. It is known that the results of the analysis of the work environment path to performance is an effective pathway to improve performance.Keywords: Leadership, work environment, job satisfaction, employee performance
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Safitri, Unna Ria. "Encouraging Performance Behavior Bhinneka Foundation Teacher Boyolali Works." ProBank 3, no. 2 (November 18, 2018): 22–29. http://dx.doi.org/10.36587/probank.v3i2.376.
Full textAbstract:
A large organization, it will cause various problems faced by organizations, especially in the field of management. Leadership plays an important role in improving employee performance. Without leadership and guidance, an organization cannot be achieved according to its objectives. Bhinneka Karya Boyolali Foundation arises a problem, among them is the decreasing performance of the teacher due to lack of availability of facilities and infrastructure that support teacher performance, leadership factors also affect teacher performance, because the success of an organization depends on leadership quality that is able to motivate, direct, influence and communicate with subordinates so that the goals of the organization can be achieved optimally. This study aims to analyze the Effect of Leadership and Work Environment on Employees Through Job Satisfaction (Case Study on Teachers of Bhinneka Karya Boyolali Foundation). This study uses the instrument test analysis method which includes validity and reliability test, linearity test, regression analysis, path analysis, namely direct influence, indirect influence and total influence. T test, F test, test the coefficient of determination and correlation analysis. From the results of the questionnaire obtained Hypothesis Test Results are: Leadership has a significant effect on job satisfaction. The work environment has a significant effect on employee job satisfaction. Leadership has a significant effect on performance, the work environment has a significant effect on employee performance. F test results are known to be the value of F = 101.998 sig 0.000 <0.05. So that it can be concluded together leadership, work environment and job satisfaction have a significant effect on the performance of employees at the Bhinneka Karya Boyolali Foundation Teachers. The total R2 value of 0.970 means that the variation of employee performance in the teachers of various foundation boyolali works is explained by the variables of leadership, work environment and job satisfaction by 97.0% and the remaining 3.0% are explained by other variables outside the research model. It is known that the results of the analysis of the work environment path to performance is an effective pathway to improve performance.Keywords: Leadership, work environment, job satisfaction, employee performance
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Kovačič, Uroš, Amela Lozić, Damjan Slabe, and Andrej Starc. "The knowledge of teachers as a key factor in providing first aid in primary schools." Journal of applied health sciences 5, no. 1 (March 15, 2019): 17–29. http://dx.doi.org/10.24141/1/5/1/2.
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Background: In addition to home, school is the second most important living environment in a child’s life. Injuries that most often occur in school and on the school playground are the primary cause for the death of children. In case of sudden health problems in schools, teachers are usually the first to be at a child’s side. We were interested in how well teachers in primary schools are familiar with first aid measures in selected health cases. Methods: Collecting of data in the framework of the descriptive method of research was conducted with an anonymous survey questionnaire using the online program 1ka. One hundred and ninety-two teachers filled in the survey questionnaire in its entirety. Results: Teachers have a lack of theoretical knowledge of first aid in life-threatening situations. In four of the nine questions on the selected first aid measures, the teachers who teach at the upper level of primary school showed statistically significantly poorer knowledge compared to the teachers who teach at the lower level of primary school. Conclusions: Teachers at the lower level who teach in the early stage of the education system displayed better theoretical knowledge of first aid. This may be the result of a difference in their educational role during the schooling of an individual pupil. While a lower-level teacher who is associating with the particular pupil all day long is involved in the general education of the pupil, the teacher at a higher-level teaches a specific subject and only has contact with a certain pupil a few hours a week. Theoretical knowledge is only a basic prerequisite for performing first aid, practical skills are required as well. It is essential that teachers in primary school renew and upgrade their knowledge of first aid, as doctrinal guidance changes and first aid knowledge is also forgotten. If teachers are responsible for the practical performance of first aid measures on an injured or suddenly ill child, the school principals are responsible for ensuring the conditions for the implementation of these measures, including the provision of training for their employees.
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Nadjih, Difla, Ahmad Nasir Ari Bowo, Salamudin Salamudin, Candra Audy, Riduan Harahap, Siti Utami, Reni Indrayani, et al. "Peran Guru Dalam Meningkatkan Karakter Religius Murid Di MTs Nurul Ummah." Ulumuddin : Jurnal Ilmu-ilmu Keislaman 10, no. 1 (June 19, 2020): 59–70. http://dx.doi.org/10.47200/ulumuddin.v10i1.338.
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MTs Nurul Ummah students, among others (1) held in the morning and the reading of Asmaul Husna. (2) Dhuha prayer in congregation both students and teachers and employees. (3) Religious activities such as remembrance, istigosah, commemoration of Islamic holidays, haul, and once moved pilgrimage to Wali Sanga or scholars. The obstacle that changes the teacher in improving the religious character of MTs Nurul Ummah students is the difference in the character of students which makes it difficult for teachers to improve the religious character of students simultaneously and improve communication between teachers. The solution made by teachers in improving the religious character of MTs Nurul Ummah students is that the teachers communicate with each other by sharing, deliberation and holding meetings between teachers both with the cottage / dormitory in order to create students with religious character.
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Navickienė, Lijana, Eglė Stasiūnaitienė, Ilona Kupčikienė, and Donatas Misiūnas. "STRESSORS IN TEACHER’S WORK." Visuomenės sveikata 28, no. 6 (January 4, 2019): 29–34. http://dx.doi.org/10.5200/sm-hs.2018.067.
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Teachers are among the professions which face the highest level of work-related stress. High level of stress has a negative impact on the teacher’s physical and emotional health, leads to exhaustion, burnout, dissatisfaction with work, and high turnover rates. It is therefore important to reveal the main sources and risks of stress in the teacher’s work. Psychosocial risks are related to the negative psychological, physical and social consequences resulting from inadequate work organization and management at the workplace: too high work requirements and / or short deadlines for fulfilling tasks; conflicting requirements and unclear employee roles; poor use of staff skills and insufficient employees involvement in decision-making on their work; scarse management and co-workers support and poor relationships with colleagues, students and their parents. A quantitative study conducted in five countries revealed that most teachers experience a high level of stress in their professional activity. Many stressors in professional activity relate to the uncertainty and excessive workload of teachers’ functions and roles. The most common organizational factors that cause stress include working conditions, low salary, noisy environment, number of students in the classroom, and external factors such as educational reforms and social status in society. The least stressors identified in the teachers’ professional activity relate to relationships and support in the work environment. The study was conducted in the framework of the international project “Preventing Stress in the Teaching Profession-Stress Free Teachers”, No. 2016- 3715 / 001-001.
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Almuqsith, Leda, and Ari Setiawan. "Pengaruh Displin Guru Terhadap Produktifitas Kerja di SMAN 1 Seruyan Tengah Kabupaten Seruyan." Pencerah Publik 3, no. 2 (October 23, 2016): 18–25. http://dx.doi.org/10.33084/pencerah.v3i2.800.
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The objectives to be achieved from this study are to find out how much the Teacher's Discipline on the quality of work at SMAN 1 Seruyan Tengah Seruyan Regency. The method used in this study is a quantitative method with observation techniques, and questionnaires (questionnaires). While the data analysis techniques used in this research are using product moment correlation analysis. Based on the results of research and discussion, teacher discipline has a positive and significant effect on the quality of work of SMU 1 Seruyan Tengah teachers in Seruyan district, where indicators of discipline (x) consist of goals and abilities, role models, reward, justice, Waskat (supervision attached ), Legal Sanctions, Assertiveness, Humanitarian relations have a positive and significant effect on the quality of work consisting of Tangibles (physical evidence), Reliability (reliability), Responsiveness (Assurance), Assurance (assurance and certainty), Empathy (empathy). Based on the results of research and discussion, the authors give advice to employees of Central Seruyan 1 Public High School, which is expected to increase leadership supervision and attention to all teachers in carrying out their duties and expected the existence of reward and punishment from leaders to teachers to remain qualified in carrying out their duties.
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Abubakar, Al Munnir, Tengku Faekah bt Tengku Ariffin, Fauziah Md Jaafar, and Dinar Roudhotul Lailia. "Mediating Role of Perceived Organizational Support in Relationship Between Teacher Self-Efficacy and Teacher Effectiveness." Madrosatuna: Journal of Islamic Elementary School 3, no. 2 (November 13, 2019): 59. http://dx.doi.org/10.21070/madrosatuna.v3i2.2755.
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The main aim of the study is to examines the relationship between teacher effectiveness and perceived organizational support in mediating by self-efficacy. Teacher effectiveness is the ability to produce gains on student achievement scores, taking account of a baseline measure of students’ performance. Perceived Organizational Support (POS) refers to employees' perception concerning the extent to which the organization values their contribution and is concerned about their wellbeing. Teacher self-efficacy is meant by teachers’ belief in their own ability to organize and execute courses of action essential to successfully achieving the specific teaching tasks in specific situations. The study is conceptual in nature and the research considers the drivers which motivate the teachers. The population of the study comprised secondary school teachers in Bauchi metropolitan. The proposed method of the study is quantitative which will be use questionnaire. The sample will be composed of males and females’ teachers. The study will adopt the descriptive survey design and all the information will collected through a questionnaire which largely had close-ended questions and one open-ended question.
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Brunner, Eric, Joshua M. Cowen, Katharine O. Strunk, and Steven Drake. "Teacher Labor Market Responses to Statewide Reform: Evidence From Michigan." Educational Evaluation and Policy Analysis 41, no. 4 (August 6, 2019): 403–25. http://dx.doi.org/10.3102/0162373719858997.
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We examine the effect of Michigan’s 2011 reforms to teacher evaluation and tenure policies on teacher retention. Our data are drawn from administrative records containing the population of public school employees from 2005–2006 through 2014–2015. To identify the causal effects of these reforms on teacher attrition, we utilize a difference-in-differences (DD) strategy that compares the exit rates of teachers with the exit rates of other professional staff in the same school districts who were not affected by the policy changes. We find that, on average, Michigan’s teacher reforms had little impact on teacher attrition overall. However, further analyses provide strong evidence that early-career teachers assigned to hard-to-staff districts were more likely to exit post-reform.
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Meline Grigoryan. "TEACHING STAFF PROFESSIONAL DEVELOPMENT IN THE CONTEXT OF INCLUSIVE EDUCATION." International Academy Journal Web of Scholar, no. 2(32) (February 28, 2019): 14–17. http://dx.doi.org/10.31435/rsglobal_wos/28022019/6341.
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The article deals with the issues of providing support to pedagogical team in the inclusive education settings as the main condition for the success of inclusion implementation. As a methodological basis for the analysis, the teacher competence structure is used as an approach. There are given many ways to expand the circle for teachers support. Arguments are also made in favor of engaging and interested in organizations for all employees of an inclusive school to create an inclusive team and the necessity for interest in joint work of both the administration and the teachers, correctional teachers included.
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GOLDHABER, DAN, and CYRUS GROUT. "Which plan to choose? The determinants of pension system choice for public school teachers." Journal of Pension Economics and Finance 15, no. 1 (November 12, 2014): 30–54. http://dx.doi.org/10.1017/s1474747214000353.
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AbstractThis paper examines a natural experiment in which Washington State teachers were offered the opportunity to choose between enrolling in a traditional defined benefit (DB) plan and a hybrid plan with DB and defined contribution (DC) components. We find plan preference is weakly related to estimates of the relative financial benefits of being in either the DB or hybrid system and strongly related to teacher age. Importantly, we also find that the majority of teachers prefer the hybrid plan, and that teachers opting into the hybrid plan tend to be more effective based on student output measures of teacher productivity. These results suggest that policy shifts toward pension systems that include DC options do not necessarily make teaching a less desirable profession, particularly for the most productive employees.
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Tretyakova, Galina V., Natalya V. Chernyishkova, and Rosaria Rosaria Filone. "Foreign Internships as A Factor of Foreign Language Teachers’ Professional Development." Revista Tempos e Espaços em Educação 14, no. 33 (January 22, 2021): e15125. http://dx.doi.org/10.20952/revtee.v14i33.15125.
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The aim of the study is to find ways to expand teacher efficacy by participating in foreign internships. Survey methods were used to collect the data from students. Descriptive statistics was used to examine the overall trends in foreign language teachers’ professional development. Thus, passing a training abroad leads to the development and improvement of language, professional, and cultural competencies of not only teachers, but also students; improving the skills of teachers, their motivation; increasing not only the prestige of the educational organization, but also the publication activity of university employees in world scientific publications; improving educational technologies. And most importantly, students, as direct participants of the educational process, are more than satisfied with their results. The article is of interest for the foreign language teachers.
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Egoshina, Lyubov. "Certification as a Way to Assess Teachers’ Qualification: Legal Regulation Issues." Journal of Russian Law 4, no. 4 (April 11, 2016): 0. http://dx.doi.org/10.12737/18689.
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This article investigates legal acts, both federal and bylaws (regional, municipal, local) that regulate teachers’ certification. The author points out a number of problems in legal regulation of certification of these employees. One of the problems concerning teachers’ qualification is the way how to carry it out. The current legislation does not provide clear definition for that. The article analyzes the draft federal law “On Amendments to the Labor Code of the Russian Federation”, which proposes to include a new chapter on the evaluation of employees’ skills. The draft law is aimed at forming a mechanism for evaluating employees’ professional skills that is carried out in two forms: certification (held by employers) and certification of employees’ skills (held by other organizations granted with the relevant authority in the prescribed manner). The author proposes solutions to address the gaps in the draft law.
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Gedrovics, Janis. "WORKING ENVIRONMENT IN THE SCHOOL: PEDAGOGICAL AND ERGONOMICAL ASPECTS." ŠVIETIMAS: POLITIKA, VADYBA, KOKYBĖ / EDUCATION POLICY, MANAGEMENT AND QUALITY 2, no. 2 (September 10, 2010): 50–59. http://dx.doi.org/10.48127/spvk-epmq/10.2.50a.
Full textAbstract:
Ergonomics as a science about a human or a group of humans in the process of work is gaining its importance in environments like schools. The reason for this is the importance of suitable working environment in ensuring any teacher as well as learners’ health, welfare and comfort, which guarantee good results in teaching/ learning process, as well as to train the future employee who share responsibility for his/ her working place and environment. In this situation a teacher who has been well prepared and educated is of greatest help to learners. Apart from that the teacher’s own example is of greatest importance. For the young teacher to acquire the necessary theoretical knowledge and practical skills, Riga Teacher Training and Educational Management Academy (RTTEMA) has introduced a special course - Ergonomics and school hygiene- in all teacher training curricula, and course “Pedagogical Ergonomics” for Master study program “School management”. The new courses are designed to introduce students of pedagogy with modern views on the designing and functioning of working environment in school, including the general issues of work safety and occupational health, with practical application of ergonomics in educational institutions in order to maintain health and working capabilities of both students and teachers as well as with the teacher’s duties and responsibilities in order to ensure work safety as a part of general safety in schools. We have to bear in mind that, unlike in classical cases, educational institutions have a specific contingent: on the one hand there are employees (teachers, administration, technical personnel) and on the other hand – students. For each group there are different normative documents regulating their working life which provides for the special position of ergonomics in educational institution in the context of school hygiene and valeology (science of healthy lifestyle). Besides, the great age difference between teachers and learners, makes school community a unique group from the point of view of ergonomics frequently taking totally opposite approaches to various issues including views on work and working environment and having specific, often objectively well grounded, demands regarding this environment. Among the factors most strongly affecting learners’ health we should mention unsuitable furniture and heavy school-bags, and some organisational problems. But every pupil, just as every teacher has the right to learn and work in ergonomically well organized environment. It requires that every teacher and every head of educa-tional institution, as well as their learners would have up-to-date ergonomic literacy of the modern working envi-ronment. Key words: pedagogical ergonomics, working environment, school.
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Helvaci, Mehmet Akif, and Ali Kiliçoğlu. "The Relationship Between the Organizational Change Cynicism and Organizational Commitment of Teachers." Journal of Education and Training Studies 6, no. 11a (November 29, 2018): 105. http://dx.doi.org/10.11114/jets.v6i11a.3806.
Full textAbstract:
Organizational change cynicism is the situation that includes negative attitudes of the employees towards the changes in the organizations. Organizational commitment means the involvement of the employees into the organizations by being identified within the organizations. The aim of this study is to determine the organizational change cynicism levels and organizational commitment levels of teachers and to find out the correlation between the organizational change cynicism levels and organizational commitment levels of teacher. 352 primary and elementary school teachers working in Denizli took part in this study. According to the research results, the organizational change cynicism level of teachers is low, the organizational commitment level is high and the correlation between organizational change cynicism and organizational commitment is high. This study is a part of master thesis with the title “Öğretmenlerde Örgütsel Değişim Sinizmi ve Örgütsel Bağlılık Düzeyleri Arasındaki İlişki” which was supported by Research Fund (2018/TP003) of Uşak University.
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Mahipalan, Manju, Sheena, and Sudheer Muhammed. "Examining the Role of Workplace Spirituality and Teacher Self-efficacy on Organizational Citizenship Behaviour of Secondary School Teachers: An Indian Scenario." Vision: The Journal of Business Perspective 23, no. 1 (March 2019): 80–90. http://dx.doi.org/10.1177/0972262918821241.
Full textAbstract:
Research on workplace spirituality is on the rise primarily because of the win-win situation it creates for both employees and organizations. Spirituality at work has been associated with many individual-level work behaviour and attitudes. Also, self-efficacy is another significant construct which considerably affects individual work experiences. The current study focuses on the relationship between workplace spirituality, self-efficacy and organizational citizenship behaviour (OCB) in secondary school teachers. It examines whether spirituality and teacher efficacy could predict citizenship behaviour of teachers. Additionally, the influence of spirituality on self-efficacy is also looked at. Data were collected from 353 teachers working in state-run schools in one of the southern states in India. Using structural equation modeling, the study finds that positive relationships exist between different dimensions of workplace spirituality, teacher efficacy and two categories of OCBs. The study contributes to the growing empirical research on workplace spirituality and the underexplored area of teacher OCB.
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Mislia, Mislia, Andi Alim, Ekafadly Usuf, Hasmin Tamsah, and Yusriadi Yusriadi. "The effect of training and education and teacher certification allowances on teachers." Cypriot Journal of Educational Sciences 16, no. 4 (August 31, 2021): 1368–83. http://dx.doi.org/10.18844/cjes.v16i4.5986.
Full textAbstract:
Effectiveness training can encourage teacher performance and knowledge management, and soft-skill competence to strengthen the relationship—this study conducted with a quantitative approach. The analysis tool uses SEM-Amos version 23. The population in this study were 18240 teachers in South Sulawesi Province. The sample was determined by accidental technique, with a sampling target of at least 100 people who filled in early. Only 236 teachers filled out the questionnaire until the specified time limit, and it was declared complete. Effectiveness training proved to encourage teacher performance improvements during the COVID-19 pandemic. This empirical evidence answers the researcher's assumptions and, at the same time, adds to the limited reference to the relationship of the conceptual framework built in this study. This study shows that practical training can encourage internal organizational development, especially in improving employees' ability to share and problem-solve to enhance teachers' skills.
Keywords: Raining effectiveness, knowledge management, soft-skill competence, teacher, performance, Indonesia
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Rowling, Louise. "The Disenfranchised Grief of Teachers." OMEGA - Journal of Death and Dying 31, no. 4 (December 1995): 317–29. http://dx.doi.org/10.2190/3em7-71u5-me8v-54mp.
Full textAbstract:
Much attention has been paid to the need for support for grieving young people. Teachers have often been identified as supportive, emotionally detached adults who can perform this role. This expectation of them, in their professional role, creates tension with their beliefs, expectations and experiences in that role and their personal lives. The tension is often centered around the issue of control, control of personal grief reactions and orderliness and predictability in the school environment. Teachers' grief can be hidden—disenfranchised because their relationship with a student is not recognized by themselves or others. The loss experienced by their perceived professional failure of “duty of care” also may not be recognized. Additionally, teachers disenfranchise themselves by their “intrapsychic” beliefs about their professional role. The experiences of a number of teachers will be used to exemplify how traumatic incidents impact on them and how their view of themselves as teachers is influenced by their professional and personal grief experiences. For them, it is the school context that creates multiple affect-laden responses. This is of vital importance for employers, whose responsibility to employees involves provision for their welfare in the workplace.
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Rahmi, Elvi, Achmad Patoni, and Sulistyorini Sulistyorini. "The Management of Human Resources Development in Increasing the Quality of Islamic Education Institutions." Al-Ta lim Journal 27, no. 2 (July 30, 2020): 166–78. http://dx.doi.org/10.15548/jt.v27i2.624.
Full textAbstract:
Human resources are the biggest strength in the management of Islamic educational institutions. The quality of human resources is crucial right now, because competence of human resources who have knowledge and skills will be able to cope environmental changes. Teachers and employees are the key of success in educational institutions. Good or bad performance of teachers and employees will support the competitiveness of schools. Based on this phenomenon, this research reveals the development of educators and education staff in enhancing competitiveness in the Excellent Islamic Elementary School in Bukittinggi City. This research uses descriptive qualitative. Located in Excellent Islamic Elementary School Bukittinggi City. The source of data in this study is the board of trustees, principals, teachers and employees. The techniques of data collection are participant observation, in-depth interviews and documentation. Later on the collected data is analyzed using data reduction techniques, data presentation, and conclusion. All data are approved by validity through a credibility test, transferability test, dependability test and conformability test. The results showed that the development of teachers and employees is done through 1) on the job training, that is, development that takes place during working hours takes place both formally and informally. 2) Off the job training, that is development that has done specifically outside of work. As for the development carried out: a) training in the form of quantum teaching training, workshops for making learning media and parenting seminars, b) rotation position, c) Religious Development, d) Teacher working groups (KKG) and comparative studies. This development aims to improve the competencies of teachers and employees in the school environment so that they can improve the quality of Islamic educational institutions in accordance with the increasingly stringent times.
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Tertychnyi, Alexey Vladimirovich, and Valentina Tikhonovna Tertychnaya. "Prospects for the Development of Pedagogical Skills of Employees of the Children’s Health and Education Center." Siberian Pedagogical Journal, no. 3 (July 7, 2021): 126–37. http://dx.doi.org/10.15293/1813-4718.2103.12.
Full textAbstract:
In the context of the changes taking place in Russian society, increasing requirements for the quality of health improvement and education in the system of additional education for children, heads of institutions and staff of methodological services want to have a real strategy for organizing activities to improve the professional level of teachers. The publications on this issue are a reflection of efforts to raise the professional level and methodological culture of teachers in this field, but they are largely spirited activities of the team of specialists and do not describe the whole process. The aim of the study is to develop an author’s system for evaluating the activity of teachers in supplementary education institutions for children to improve their professional skills and to evaluate the possibilities of stimulating this process. Methodology and methods. A personal-oriented and value-based approach was used. Research methods: analysis and generalization of scientific and methodological literature, legislative provisions of the education system and normative documents for supplementary education of children, study of reports of heads of methodical associations for the academic year 2019-2020, and observation Discussions with the administration and teachers of the children’s health and education centre. The results of the research are presented in the article. Priority directions in methodological activities of teachers of the Novosibirsk Department of Education.The organizational functions in the methodological associations for sports of the Department of Education and Science and factors for the management of teachers’ methodological activities are considered. A rating of teacher activity has been developed. A quantitative and qualitative analysis of teaching methods has been carried out, and internal and external factors affecting their effectiveness have been identified. Conclusion. The results of the study can be used in such municipal institutions to organize the professional development of teachers.
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Wałęga, Agnieszka. "„Powinności” nauczyciela ludowego doby zaborów w przekazie czasopisma „Szkoła”." Biuletyn Historii Wychowania, no. 42 (March 15, 2020): 13–37. http://dx.doi.org/10.14746/bhw.2020.42.2.
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The aim of the article is to analyse the pedeutological texts published in the era of the Partitions of Poland in the pages of the oldest Galician pedagogical periodical, which “Szkoła” was. The journal, edited by teachers and educational activists, addressed mainly to folk school teachers, published uninterruptedly for 70 years, is for today’s researchers an invaluable source of knowledge about the functioning of Galician education and its employees. The editors and collaborators of the journal often took up such important subjects as vocation, role models of folk teachers, relations with pupils’ family homes or difficult realities of teacher’s work. Teachers received a lot of specific advice concerning the upbringing and education of pupils, frequently from older and experienced colleagues. They could also learn a catalogue of traits and attitudes expected from folk teachers, concerning also their own families or taking up additional work.