scholarly journals Analysis of Implementation of Elementary School Teachers Competence in Sungai Raya

2019 ◽  
Vol 2 (3) ◽  
pp. 91
Author(s):  
Maha Lastasabuju Basafpipana Habaridota
Keyword(s):  
Elementary School ◽  
Data Collection ◽  
Elementary School Teachers ◽  
Participant Observation ◽  
Professional Competencies ◽  
School Teachers ◽  
Public Elementary School ◽  
The Social ◽  
Collection Data ◽  
Using Data

This study aims to determine the analysis of the implementation of the competence of public elementary school teachers in Sungai Raya subdistrict, Kubu Regency. The study was conducted in Sungai Raya Subdistrict with 29 elementary school teachers. Data collected are pedagogical, personal, social, and professional competencies using data collection tools in the form of interview sheets, non-participant observation sheets, and documentation. Data analysis uses a checklist matrix technique with several stages, namely: data collection, data reduction, data display, drawing conclusions. The results showed that: First, the implementation of pedagogical competencies by public elementary school teachers in Sungai Raya Subdistrict, Kubu Raya District, was interpreted that the teacher's ability to educate reached an average of 3.37 with a good category. Second, the personality competency of public elementary school teachers in Sungai Raya Subdistrict, Kubu Raya Regency, averaged 3.30 in the good category. Third, the social competency of public elementary school teachers in Sungai Raya District is an average of 3.37 with a good category. The four professional competencies of public elementary school teachers in Sungai Raya District reach an average of 3.30 in the good category. The results of this study, it is suggested to be a reference for similar research related to teacher competencies, which should be part of the teacher to dedicate himself to serve especially elementary school teachers in Sungai Raya District Kubu Raya District.

scholarly journals The effect of leadership and work discipline on teacher performance

2021 ◽  
Vol 6 (1) ◽  
pp. 204
Author(s):  
Melia Wulandari ◽  
Happy Fitria ◽  
Achmad Wahidy
Keyword(s):  
Elementary School ◽  
Data Collection ◽  
Elementary School Teachers ◽  
Significant Influence ◽  
Teacher Performance ◽  
School Teachers ◽  
Public Elementary School

This study aims to determine the effect of leadership and work discipline on the performance of public elementary school teachers in Cluster I, Rambutan District, Banyuasin Regency. This type of research is quantitative. The sample in the study was 55 respondents with data collection techniques in the form of a questionnaire (questionnaire). The results showed that: 1) there is a significant influence of leadership on teacher performance, 2) there is a significant effect of work discipline on teacher performance, 3) there is a significant influence between leadership and work discipline on teacher performance.

Prácticas de inclusión educativa en docentes de educación primaria

2021 ◽  
Vol 3 (1) ◽  
pp. 26-46
Author(s):  
Meliza Jocabed Flores Velasco ◽  
Bertha Alicia Garza Ruiz ◽  
Audelia González Almanza
Keyword(s):  
Qualitative Research ◽  
Elementary School ◽  
Data Collection ◽  
Elementary School Teachers ◽  
Participant Observation ◽  
Phenomenological Approach ◽  
Educational Practices ◽  
School Teachers ◽  
Educación Primaria

La siguiente investigación gira entorno al análisis de cómo se establecen las prácticas de inclusión educativa de los docentes del nivel de educación primaria. Bajo un enfoque cualitativo de corte fenomenológico, se dirige hacia la obtención de datos en situaciones reales de cómo los docentes frente a grupo responden a la diversidad de sus aulas. Los resultados presentados son acerca de la revisión documental necesaria para la elaboración de instrumentos como entrevista y guía de observación participante. Abstract The following investigation evolves around the analysis and how inclusive educational practices are established by elementary school teachers. From a phenomenological approach of qualitative research, we directed our attention towards data collection focused on real situations experienced by elementary school teachers during class and how they respond to diversity in the classroom. The results presented refer to the revision of documentation necessary to create instruments such as interviews and participant observation guides.

scholarly journals FAKTOR-FAKTOR YANG MEMPENGARUHI KINERJA GURU SD DIKOTA BLORA SELAMA PANDEMI COVID 19

2021 ◽  
Vol 6 (2) ◽  
pp. 1-11
Author(s):  
RATIH HESTY UTAMI ◽  
Rr. Hawik Ervina Indiworo ◽  
Anggun Cahyaningrum
Keyword(s):  
Elementary School ◽  
Data Collection ◽  
Elementary School Teachers ◽  
Work Environment ◽  
Quantitative Research ◽  
Work Motivation ◽  
Teacher Performance ◽  
School Teachers ◽  
Public Elementary School ◽  
Negative Effect

This study aims to examine the effect of work environment, work motivation, and work discipline on teacher performance. This research was conducted by means of a case study of public elementary school teachers who worked from home during the Covid-19 Pandemic in Blora City. This research uses descriptive methods and quantitative research types. The population of this study were public elementary school teachers who worked from home during the Covid-19 Pandemic in Blora City. The sample studied was 209 respondents. Data collection techniques used observation and questionnaires with a Likert scale as data collection instruments. The results showed that  Work environment (X1) has no significant negative effect on teacher performance, work motivation (X2) has a positive and significant effect on teacher performance, and work discipline (X3) has a positive and significant effect on teacher performance. Simultaneously the work environment, work motivation, and work discipline have a significant influence on teacher performance with a contribution of R2 of 57.1% while the remaining 42.9% is explained by other causes outside the model.

Preparing Qualified Elementary School Teachers

2010 ◽  
pp. 203-227
Author(s):  
Irina Lyublinskaya ◽  
Nelly Tournaki
Keyword(s):  
Preservice Teachers ◽  
Elementary School ◽  
Data Collection ◽  
Elementary School Teachers ◽  
Time Data ◽  
School Teachers ◽  
Methods Courses ◽  
Technology In The Classroom ◽  
Using Data ◽  
And Mathematics

This chapter describes a process for the implementation of data collection technology that the authors introduced into the science and mathematics methods courses for preservice elementary-school teachers in a public, urban college. The curriculum of the methods courses was developed to include inquiry-based lab activities that utilize probeware and various data collection interfaces. The lesson plans and the reflections that the authors collected from the 124 preservice teachers over three semesters show that the courses not only exposed them to a variety of data collection instruments, but also changed their attitudes and confidence levels about using such technology in the classroom. The results of this project suggest that preservice teachers perceive data collection technology as a tool for the clear demonstration of otherwise hard to teach science and mathematics concepts to their students. After using data collection technology in their method courses, preservice teachers were able to create their own inquiry-based activities, in which their students were involved in collecting real time data, generating hypotheses, analyzing data, and drawing conclusions. The data collected from the preservice teachers also showed that they needed more experience and practice to better understand the benefits of this type of technology for their future students as well as for their own learning.

scholarly journals Prácticas de inclusión educativa en docentes de educación primaria

2021 ◽  
Vol 3 (1) ◽  
pp. 26-46
Author(s):  
Meliza Jocabed Flores Velasco ◽  
Bertha Alicia Garza Ruiz ◽  
Audelia González Almanza
Keyword(s):  
Qualitative Research ◽  
Elementary School ◽  
Data Collection ◽  
Elementary School Teachers ◽  
Participant Observation ◽  
Phenomenological Approach ◽  
Educational Practices ◽  
School Teachers ◽  
Educación Primaria

La siguiente investigación gira entorno al análisis de cómo se establecen las prácticas de inclusión educativa de los docentes del nivel de educación primaria. Bajo un enfoque cualitativo de corte fenomenológico, se dirige hacia la obtención de datos en situaciones reales de cómo los docentes frente a grupo responden a la diversidad de sus aulas. Los resultados presentados son acerca de la revisión documental necesaria para la elaboración de instrumentos como entrevista y guía de observación participante. Abstract The following investigation evolves around the analysis and how inclusive educational practices are established by elementary school teachers. From a phenomenological approach of qualitative research, we directed our attention towards data collection focused on real situations experienced by elementary school teachers during class and how they respond to diversity in the classroom. The results presented refer to the revision of documentation necessary to create instruments such as interviews and participant observation guides.

scholarly journals Awareness and Practices of Distributed Leadership among Public Elementary School Teachers

2020 ◽  
Vol 3 (2) ◽  
pp. 67-68
Author(s):  
Jasmine P. Yulo ◽  
Dexter Paul D. Dioso
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
School Leadership ◽  
Distributed Leadership ◽  
Significant Relationship ◽  
School Teachers ◽  
Public Elementary School ◽  
Demographic Profile ◽  
Leaders And Followers ◽  
K 12

The field of school leadership has been continuously increasing in demands and had currently occupied the idea of distributed leadership. Distributed leadership is leadership that is "stretched over leaders and followers, which is beneficial in settings such as schools (Bonneville, 2017). The call for teachers as leaders in school to help implement the K-12 educational system had engaged them to take on collaborative roles. Thus, the study intended to describe the level of awareness and extent of practices of distributed leadership in terms of types such as collaborative, collective, and coordinated as assessed by public elementary school teachers. Moreover, it determined whether a significant relationship existed between the level of awareness and demographic profile and the extent of practices and demographic profile of teachers. Also, it intended to determine if there is a significant relationship between the awareness and practices of distributed leadership.

scholarly journals Addressing Alcohol in the Context of Elementary Education: the Social Imaginary Reconstruction of Teachers

2010 ◽  
Vol 18 (5) ◽  
pp. 928-935
Author(s):  
Ingryd Cunha Ventura Felipe ◽  
Antonio Marcos Tosoli Gomes
Keyword(s):  
Elementary School ◽  
Elementary Education ◽  
Elementary School Teachers ◽  
Professional Practice ◽  
Social Imaginary ◽  
School Teachers ◽  
Pedagogical Strategies ◽  
The Social ◽  
Relationship Of ◽  
The Relationship

Alcohol consumption is considered a global problem, principally affecting adolescents. In this context, the aims of this study were to identify the pedagogical strategies developed by elementary school teachers in the approach to alcohol with adolescents; To analyze the attitudes, beliefs, values and practices of the elementary school teachers in relation to alcohol; To discuss the repercussions of the attitudes, beliefs, values and practices of the teachers about alcohol in the dialogue with the students and in the implementation of the strategies referred to above. This was a qualitative study performed with 26 teachers of a Rio de Janeiro public school. The data were analyzed through thematic content analysis and grouped into 5 categories. It was concluded that social imaginary and attitudinal construction of the teachers directly interferes with the personal and professional practice and has repercussions in the quotidian life of the students. It was noted that the focus should not just be on the students, but on the relationship of the teachers with their pedagogic strategies.

scholarly journals O "aluno da escola pública": o que dizem as professoras

2019 ◽  
Vol 87 (217) ◽  
Author(s):  
Alda Mazzotti
Keyword(s):  
Elementary School ◽  
Public School ◽  
Elementary School Teachers ◽  
Rio De Janeiro ◽  
Social Representations ◽  
School Failure ◽  
Structural Approach ◽  
School Teachers ◽  
Public Elementary School ◽  
The Public

Apresenta resultados de uma pesquisa que investigou as representações de “aluno da escola pública” construídas por professores da rede pública de ensino fundamental do Rio de Janeiro. Utilizando a abordagem estrutural de Abric, concluiu-se que o núcleo da representação é constituído pelos elementos pobre e aprende a “se virar” sozinho. Cotejando-se estes resultados com os obtidos nas etapas anteriores da pesquisa, observa-se que, para os professores, o aluno tem que aprender a “se virar” sozinho porque é pobre e a pobreza implicaria desagregação familiar e luta pela sobrevivência, impedindo os pais de oferecerem aos filhos a atenção de que necessitam. Dadas todas estas características, esse aluno representaria um desafio para os professores, desafio este que eles se sentem impotentes para enfrentar. Palavras-chave: representações sociais; aluno da escola pública; família e escola; fracasso escolar. Abstract The article presents a research that investigated the representations of the “public school student” constructed by public elementary school teachers of Rio de Janeiro. Using the structural approach proposed by Abric, one concluded that the nucleus of the representation is constituted by the elements poor and learns to make it on his own. Comparing these results with those obtained in the previous steps of the research, it can be observed that, to the teachers, the student has to learn to make it on his own because he is poor and poverty would imply family desegregation and struggle for survival, preventing the parents from providing their children with the attention they need. Given all those characteristics, this student would represent a challenge to the teachers, but this is a challenge they feel they are impotent to cope with. Keywords: social representations; public school student; family and school; school failure.

scholarly journals Job Satisfaction and performance of elementary school teachers

2019 ◽  
Vol 8 (4) ◽  
pp. 575
Author(s):  
Agustinus Kia Wolomasi ◽  
Sandra Ingried Asaloei ◽  
Basilius Redan Werang
Keyword(s):  
Job Satisfaction ◽  
Elementary School ◽  
Job Performance ◽  
Elementary School Teachers ◽  
Linear Regression Analysis ◽  
School Teachers ◽  
Regional Authority ◽  
The Social ◽  
And Performance ◽  
Derived Data

<span>Given the high demands of contemporary community on the development of the youth, teachers’ job performance both inside and outside the classroom is of crucial for all partake parties, including school leaders, parents, education policymakers, and community at large. This study was meant to describe job satisfaction of elementary school teachers of Boven Digoel district, Papua, and how it predicts their job performance. To do so, we applied a survey research. Two survey questionnaire were self-administered to 352 teacher-respondent which were incidentally drawn from amongst 412 elementary school teachers of Boven Digoel district, Papua. Derived data were examined statistically using simple linear regression analysis method by utilizing Statistical Package for the Social Sciences (SPSS) version 21. Result of data analysis showed that job performance of elementary school teachers of Boben Digoel district is significant positively predicted by their job satisfaction. Finding of this study may be imperative for the school management and education administrator at the regional authority to make paramount efforts of creating valuable plans for enhancing teacher’s satisfaction in order to promote a better job performance of elementary school teachers of Boven Digoel district, Papua.</span>

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