Strategies Used by Teachers in Instilling Religious Values in Elementary School Students

Background: This study aims to reveal the strategies used by teachers in instilling religious values ​​in SD Karanganyar district and reveal what are the obstacles experienced by teachers in instilling religious values ​​in SD Karanganyar district. The research subjects in this study are; principals, religious teachers, students, and guardians of students. Method: Data collection techniques used are observation, interviews, and documentation. Data validation using source triangulation. The data analysis technique uses source triangulation. Data analysis techniques use data reduction, presentation of data, and concluding. Results: The study results indicate that the strategies used by teachers in instilling religious values ​​include: (1) Familiarizing students with religious activities every day. (2) Provide good examples/examples for students. (3) Accompanying students in carrying out religious values. (4) Controlling student activities, controlling student worship activities by checking control books or mutabaah books owned by students. (5) Give awards to students who want to carry out a program of activities to inculcate religious values. (6) sanctions for students who violate or do not want to carry out the program for inculcating religious values. At the same time, the obstacles experienced by teachers in instilling religious values ​​in students are (1) Lack of facilities and infrastructure to support the implementation of the program for inculcating religious values. (2) diverse student characteristics. (3) Substitute teachers who have not mastered the reading. (4) parents who do not supervise their children's activities at home.

Precarização do trabalho e adoecimento docente em contextos de multicampia: um estudo de caso sobre docentes substitutos da Universidade do Estado da Bahia – UNEB

O presente artigo apresenta resultados de um estudo de caso, realizado com docentes substitutos de uma universidade multicampi e multiregional presente nos 24 territórios de identidades do Estado da Bahia. Nesse cenário, destaca a perspectiva dos docentes universitários com contratos temporários e suas representações acerca das condições de trabalho que reproduzem, considerando a natureza do vínculo a que estão submetidos e, ainda, as especificidades da multicampia. Os resultados obtidos, produtos da triangulação de técnicas como análise bibliográfica, análise documental e entrevistas semiestruturadas apontam para a vivência desses profissionais em ambientes de precarização que desencadeiam adoecimentos e fragilidades de toda ordem, distanciando-as cada vez da perspectiva de contratações de vínculos efetivos e estáveis, compatíveis com as reais necessidades e funções de tais instituições sociais.PALAVRAS –CHAVE: MULTICAMPIA, TRABALHO DOCENTE, PRECARIZAÇÃO DO TRABALHO. PREACARIZATION OF WORK AND TEACHER ADOPTION IN MULTICAMPIA CONTEXTS: A CASE STUDY ON SUBSTITUTE TEACHERS OF BAHIA STATE UNIVERSITY – UNEB. ABSTRACT This paper presents the results of a case study, conducted with substitute professors of a multicampi and multiregional university present in the 24 identities territories of the State of Bahia. In this scenario, it highlights the perspective of university professors with temporary contracts and their representations about the working conditions they reproduce, considering the nature of the bond to which they are subjected and also the specificities of multicampia. The results obtained from the triangulation of techniques such as bibliographic analysis, document analysis and semi-structured interviews point to the experience of these professionals in precarious environments that trigger illnesses and weaknesses of all kinds, distancing them from the perspective of hiring effective and permanent bonds stable, compatible with the real needs and functions of such social institutions. KEYWORDS: MULTICAMPIA, TEACHER WORK, PRECARIZATION OF WORK. RESUMEN PREACARIZACIÓN DEL TRABAJO Y ADOPCIÓN DE PROFESORES EN CONTEXTOS DE MULTICAMPIA: UN ESTUDIO DE CASO SOBRE PROFESORES SUSTITUTOS DE LA UNIVERSIDAD DEL ESTADO DE BAHIA - UNEB Este artículo presenta los resultados de un estudio de caso, realizado con profesores suplentes de una universidad multicampi y multirregional presente en los 24 territorios identitarios del Estado de Bahía. En este escenario, destaca la perspectiva de los profesores universitarios con contratos temporales y sus representaciones sobre las condiciones de trabajo que reproducen, considerando la naturaleza del vínculo al que están sujetos y también las especificidades de los multicampia. Los resultados obtenidos de la triangulación de técnicas como el análisis bibliográfico, el análisis de documentos y las entrevistas semiestructuradas apuntan a la experiencia de estos profesionales en entornos precarios que desencadenan enfermedades y debilidades de todo tipo, alejándolos de la perspectiva de contratar vínculos efectivos y permanentes, estable, compatible con las necesidades y funciones reales de tales instituciones sociales.PALABRAS CLAVE: MULTICAMPIA, TRABAJO PROFESIONAL, PRECARIZACIÓN DEL TRABAJO.

More Than Shortages: The Unequal Distribution of Substitute Teaching

Classroom teachers in the US are absent on average approximately six percent of a school year. Despite the prevalence of teacher absences, surprisingly little research has assessed the key source of replacement instruction: substitute teachers. Using detailed administrative and survey data from a large urban school district, we document the prevalence, predictors, and distribution of substitute coverage across schools. Less advantaged schools systematically exhibit lower rates of substitute coverage compared with peer institutions. Observed school, teacher, and absence characteristics account for only part of this school variation. In contrast, substitute teachers' preferences for specific schools, mainly driven by student behavior and support from teachers and school administrators, explain a sizable share of the unequal distribution of coverage rates above and beyond standard measures in administrative data.

Online Learning: Leading e-Learning at Higher Education

In the 'Information Age' where the demand of knowledge raises, the students are expected to retrieve more information to support and develop their learning process. Some universities have progressively opened up to the opportunity of e-learning concept, and they are currently integrating e-learning in their teaching to accommodate the diverse need in learning and providing more interactive materials that allow easy access to information. E-learning has the potential to transform the way of teaching and studying across the board. It can develop standards, and improve involvement in learning. This cannot substitute teachers or lecturers role, but in addition to existing methods it can develop the quality and decrease the time spent. This paper aims at presenting an overview of the extent to which e-learning is used at higher education and explores e-learning from the perspective of students and teachers. It also briefly explains the current condition of e-learning that utilizes interactive technology to enhance the learning experience.Keywords: e-learning, higher education, technology

Do Teacher Status, Gender, and Years of Teaching Experience Impact Job Satisfaction and Work Engagement?

This study explored whether teacher status (full-time vs. substitute) and its interaction with teacher gender and length of work experience had an effect on the linear combination of teacher job satisfaction and work engagement. The study was conducted with 238 full-time and substitute teachers. The findings suggested that full-time teachers’ social engagement, social engagement with students, and job satisfaction were significantly higher than those of substitute teachers, and that female teachers were more engaged with students than their male counterparts and substitute teachers. Length of teaching experience did not have any significant effect on job satisfaction or work engagement. Implications for educational leadership are discussed.

PDK Connection: Organizational news about PDK International

Muaz Ahmed joins PDK International as director of finance. PDK’s Volunteer Program provides PDK Association members with volunteer opportunities throughout the year. PDK launches the Inspired to Teach (I2T) curriculum to support substitute teachers, paraprofessionals, new teachers, and other educators who work directly with students. PDK’s October Virtual Town Hall will cover the 2019 PDK Poll.