scholarly journals The Impact of Teaching Reform Conflict and Job Burnout on Curriculum Implementation in Senior High School English Teachers

2018 ◽  
Vol 9 (5) ◽  
pp. 1101
Author(s):  
Li Luo
Keyword(s):  
High School ◽  
Curriculum Implementation ◽  
English Teachers ◽  
Senior High School ◽  
Job Burnout ◽  
Entrance Examination ◽  
College Entrance Examination ◽  
High School English ◽  
Teaching Reform ◽  
The Impact

Recently, with the reform of the college entrance examination English system, the requirements for teachers' professional development and teaching abilities are increasing. Thus, the burden and pressure of teachers are becoming more and more serious. Meanwhile, Teachers' teaching reform conflict and job burnout are becoming more serious than before. Questionnaires and interviews will be used in this paper to investigate the teaching reform of senior high school English teachers. The present situation of conflict and job burnout and its influence on curriculum implementation are analyzed. Effective information will be provided for education departments and educational institutions, so that they can take appropriate measures for this reform and job burnout to ensure the quality of the implementation of the curriculum.

scholarly journals On the Innovation of High School Ideological and Political Education under the Background of One Core, Four Layers and Four Wings

2020 ◽  
Vol 2 (2) ◽  
Author(s):  
Guanghua Wan
Keyword(s):  
High School ◽  
Evaluation System ◽  
Senior High School ◽  
Ideological And Political Education ◽  
Political Education ◽  
Entrance Examination ◽  
Traditional Teaching ◽  
College Entrance Examination ◽  
College Entrance ◽  
Depth Study

With the introduction of the new college entrance examination evaluation system, great changes have taken place in the function, purpose and significance of the college entrance examination. In addition to evaluating students' learning achievements, it also undertakes the important function of educating people and morality, which also urges high school teachers to take educating people as the main teaching direction. As far as the ideological and political education in senior high school is concerned, there are many disadvantages in the traditional teaching mode, which leads to the students' low learning enthusiasm, and the inability to deeply understand the connotation of Ideological and political education, so that the discipline which should have the most educational function can not fully play its due role. Therefore, the ideological and political education in senior high school should make bold innovation, so as to quickly adapt to the new evaluation system. This paper makes an in-depth study on how to innovate the ideological and political education in Senior High School under the background of one core, four layers and four wings, and provides some specific measures.

scholarly journals SENIOR HIGH SCHOOL ENGLISH TEACHERS’ PUNCTUALITY, ATTENDANCE AND STUDENTS’ ACADEMIC PERFORMANCE

2021 ◽  
Vol 8 (8) ◽  
pp. 564-570
Author(s):  
Saima Maulana ◽  
BAI DONNA ALIMAN ◽  
ZAIDA ULANGKAYA
Keyword(s):  
High School ◽  
Academic Performance ◽  
High School Students ◽  
Research Problem ◽  
English Teachers ◽  
Senior High School ◽  
School Students ◽  
High School English ◽  
Problem Number ◽  
Senior High School Students

This study sought to determine the Senior High School English teachers’ teaching practices in terms of punctuality, attendance and its relationship to students’ academic performance. Specifically, it determined the Senior High School English Teachers’ level of punctuality and attendance; the Senior High School Students’ level of academic performance in English; and the significant relationships of the teachers’ level of punctuality and attendance and their Senior High students’ level of performance in English. The study used the descriptive-correlational survey method. The respondents of the study were the twenty four (24) teachers of the twelve (12) senior high schools of Maguindanao, Philippines. There were two (2) Senior High English teachers that were chosen randomly from each senior high schools of Maguindanao. It has a total of twenty-four (24) Senior High English Teachers. In every teacher, there are 10 senior high school students chosen randomly with a total of two hundred forty (240) senior high school students. The immediate supervisors of the teachers from the twelve (12) secondary schools answered the research problem number 1, while the final grades in English of the two hundred forty (240) senior high students were taken from their English teachers to answer the research problem number 2. The respondents of this study were chosen randomly using lottery. Pearson’s Product - Moment Correlation Coefficient was used to determine the significant relationship of the level of punctuality and attendance of the English teachers to the students’ level of academic performance. Based on the findings of the study, it is concluded that the Senior High School English Teachers’ level of teaching practices is influenced by their punctuality and attendance. It further concluded that teachers’ punctuality and attendance contributed to students’ level of academic performance in English.   Keywords: Senior High School English Teachers, Punctuality, Attendance, Students’ Academic Performance

The 1962 Summer Institutes of The Commission on English: Their Achievement and Promise

PMLA ◽  
1963 ◽  
Vol 78 (4-Part2) ◽  
pp. 9-25
Author(s):  
John C. Gerber
Keyword(s):  
High School ◽  
Entrance Examination ◽  
Advanced Training ◽  
College Entrance Examination ◽  
College Entrance ◽  
High School English ◽  
The Difference ◽  
The Many ◽  
Examination Board

Of the many enterprises undertaken during the last few years to upgrade the teaching of English, the 1962 Summer Institute Program sponsored by the Commission on English of the College Entrance Examination Board has been the most dramatic and, in many ways, the most promising. Already it is clear that the effects of this program are being felt in many high-school classes, and that the formula devised by the Commission on English is being copied widely and successfully. The potential usefulness of such Institutes for the advanced training of high-school English teachers, therefore, has already been demonstrated. What makes these Institutes of especial significance to MLA members, however, is that the program required twenty of the most influential Departments of English in the country to involve themselves directly in this advanced training of high-school teachers. These were not institutes conducted by professors of Education with the casual blessing of Departments of English; these were institutes administered and largely taught by professors of English. The difference is a very great one indeed. Whether we like it or not, the CEEB Institutes have, in effect, forced those of us in Departments of English to acknowledge a substantial responsibility for improving the quality of English teaching in the high schools. Because of them—and of such subsequent activities as the Allerton Conference and the Curriculum Centers—a new appraisal of our proper professional functions has been quietly taking place on one campus after another. Even now it is no exaggeration to say, I believe, that a Department of English may no longer claim to be of the top rank unless it includes among its programs one or more designed to aid the high-school English teacher, both the tenderfoot and the old-timer.

scholarly journals Training of Academic Writing for Senior High School English Teachers: Formulating Research Questions

2020 ◽  
Vol 11 (4) ◽  
pp. 432-439
Author(s):  
Adaninggar Septi Subekti
Keyword(s):  
Professional Development ◽  
High School ◽  
Academic Writing ◽  
School Teacher ◽  
Language Education ◽  
English Teachers ◽  
Senior High School ◽  
High School English ◽  
Research Questions ◽  
The Government

This article reports a community service activity conducted to give training to Senior High School English teachers in Bantul Regency, Yogyakarta, Indonesia, on academic writing, especially on formulating research questions of their Classroom Action Research (CAR). The training was a part of series of training conducted by the lecturers of the English Language Education Department of Universitas Kristen Duta Wacana (UKDW) at regular Senior High School Teacher Professional Development Forum (MGMP) meetings. It was conducted to answer the teachers’ needs to conduct educational research for their professional development and career advancement as regulated by the government. The training on formulating research questions in CAR was divided into two sessions. The first session was lecture session in which relevant theories, practical suggestions, and examples regarding research questions were presented to the participants. This session, despite resource-person-led, could be interrupted with immediate questions from the teacher participants, allowing a more dynamic discussion. The second session was workshop session in which the participants practiced formulating research questions based on their respective teaching contexts with a close guidance from the resource person. Based on a reflective evaluation on the training, several conclusions on what had gone well and what needed to be improved are also presented along with several suggestions regarding possible follow-up trainings in the future.

scholarly journals On English Adverbials: An English Teacher’s View

2020 ◽  
Vol 4 (10) ◽  
Author(s):  
Yaohuan Lu
Keyword(s):  
High School ◽  
Complex Structure ◽  
Senior High School ◽  
Entrance Examination ◽  
College Entrance Examination ◽  
College Entrance ◽  
Vital Importance ◽  
Know How ◽  
The Third ◽  
Absolute Structure

For Grade two students in Senior High School, what is of vital importance is that students establish clear grammar networks at least after the second term to prepare themselves well for the first-round review of the third year and the following College Entrance Examination. With the scattered language points such as “with complex structure”, “participles used as adverbials”, or “absolute structure” learned by students in a gradual style, it is essential for them to clear out a main thinking path or thinking framework to make connections between knowledge points. The author finds in her years of teaching duration the relations between English adverbials, making it easier for students to know the know-how of learning English in a much scientific and reasonable way. Here are the findings.

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