scholarly journals ANALYSIS OF SENIOR HIGH SCHOOL -ACCOUNTANCY, BUSINESS AND MANAGEMENT STRAND TEACHERS PERFORMANCE

2020 ◽  
Vol 8 (1) ◽  
pp. 131-137
Author(s):  
Roxer Erwin B. Garcia ◽  
Jennielle Anne B. Narca ◽  
John Alexis Narca ◽  
Len Kristinne P. Mariano ◽  
Jennifer G. Fronda
Keyword(s):  
High School ◽  
Grade Level ◽  
Employment Status ◽  
Teaching Experience ◽  
Performance Level ◽  
Significant Difference ◽  
Years Of Teaching Experience ◽  
The Mean ◽  
Business And Management ◽  
Status Position

This research aimed to assess the level of teaching standards competence of Senior High School-Accountancy, Business and Management (ABM) Teachers using the Classroom Observation Tool (COT) provided in the Philippine Professional Standards for Teachers - Results-based Performance Management System (PPST-RPMS). Likewise, to determine the relationship and significant difference in performance level when they were grouped according to age, sex, employment status, position, years of teaching experience, educational attainment, and grade level taught. The respondents represented the whole population of ABM teachers under Schools Division of Nueva Ecija (SDO-Nueva Ecija) which composed of 57 teachers holding Teacher I-III positions in 15 public schools offering ABM strand. Descriptive correlational research design was used, while the researchers utilized PPST-RPMS-standard COT to gather data. Descriptive analyses using the Mean, Percentage, Frequency count, Pearson Product Moment of Correlation, and ANOVA were utilized to analyse the gathered data. The study shows that mean years of teaching experience of the SHS-ABM public teachers were only 3 years, thus, the need to assess their performance. The findings revealed that the mean performance level of the respondents is Consolidating (expected attainment level for Teacher I-III positions) at 6.05. Moreover, the findings showed no significant difference in performance level when they were grouped according to age, sex, employment status, position, years of teaching experience, educational attainment, and grade level taught. Furthermore, overall findings revealed no significant relationship between the profile variables and the COT ratings of the respondents.

scholarly journals Assessing Iranian EFL teachers’ educational performance based on gender and years of teaching experience

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Haleh Mashhadlou ◽  
Siros Izadpanah
Keyword(s):  
Delphi Technique ◽  
School Administrators ◽  
Teaching Experience ◽  
Language Teachers ◽  
Ministry Of Education ◽  
Significant Difference ◽  
Years Of Teaching Experience ◽  
Efl Teachers ◽  
The Mean ◽  
University Lecturers

AbstractIn recent years, there has been an increasing interest in the assessment of Iranian English teachers’ performance. Besides, it was aimed to examine and compare the performance of teachers based on their gender differences and teaching experience. To the first aim, the Delphi technique was used to develop a questionnaire and the reliability of the Delphi questionnaire based on Cronbach’s alpha was .982. In the first round, 25 experts including university lecturers and experienced instructors in the field of English teaching were asked to answer open-ended questions regarding important issues in the evaluation of an English teacher. Then, the related themes emerged. Using emerged themes, a questionnaire including 100 questions was designed and measured on a linear scale (1 = not important to 5 = absolutely essential). After calculating the frequency of each item, the results were resent to the panel to rate the questions. In the last phase, three criteria including 1—the mean 4 and more, 2—standard deviation less than 1, 3—less than 10% of the participants do not answer to the item were considered to decide on the final questions and components of the questionnaire. The questionnaire was distributed using Google forms. One hundred and fifty questionnaires were filled correctly and analyzed using SPSS 22. Then, the validity of questionnaire was checked. Overall, it was seen that there was not any significant difference between teachers’ performance based on gender difference and teaching experience. The findings of the present study might have some implications for researchers, instructors, language teachers, school administrators, and the ministry of education.

scholarly journals LEADERSHIP SKILLS AMONG HIGH SCHOOL TEACHERS

2020 ◽  
pp. 1-2
Author(s):  
Dr. M. Suganthi ◽  
C. Muthurasu
Keyword(s):  
High School ◽  
High School Teachers ◽  
Leadership Skills ◽  
Teaching Experience ◽  
Survey Method ◽  
School Teachers ◽  
Years Of Teaching Experience ◽  
The Mean ◽  
Structured Questionnaire

In the present study the investigator has analyzed the Leadership Skills among High School Teachers. This present study adopted a survey method and structured questionnaire was distributed to the respondents. 74 respondents of higher school teachers selected from in and around Karaikudi. The ndings of the study revealed that there is no signicant difference between the mean scores Leadership Skills of High School Teachers with respect to gender. There is a signicant difference between the mean scores of leadership skills of high school teachers. There is no signicant difference among the mean scores of leadership skills for high school teachers with respect to teaching experience. 44.6% of the respondents are having below 5 years of teaching experience, 48.6% of the respondents are having 6-10 years of teaching experience, 4.1% of the respondents are having 11-15 years of teaching experience and 2.7% of the respondents are having 16-20 years of teaching experience.

History Teacher Readiness in Applying Historical Thinking Skills in Secondary School

2017 ◽  
Vol 1 (2) ◽  
pp. 113
Author(s):  
Khairunnajwa Binti Samsudin ◽  
Mohd Mahzan Bin Awang ◽  
Anuar Bin Ahmad
Keyword(s):  
Secondary School ◽  
Quantitative Methods ◽  
Procedural Knowledge ◽  
Teaching Experience ◽  
Historical Thinking ◽  
Thinking Skills ◽  
Pedagogical Knowledge ◽  
History Teachers ◽  
Significant Difference ◽  
Years Of Teaching Experience

This article aims to study on the readiness of history teachers to inculcate historical thinking skills among students. This study focused on four aspects which includes 1) Procedural Knowledge, and 2) Pedagogical Knowledge. Thus, to achieve the purpose of the study, quantitative methods are used. Questionnaires were distributed to 30 history teachers in a secondary school in Batu Pahat district. The results showed that there were no significant differences between teachers who were trained to teach History and those who are not. However, there was a significant difference between teachers with ten years of teaching experience with the readiness of history teachers.

scholarly journals History Teacher Readiness in Applying Historical Thinking Skills in Secondary School

2017 ◽  
Vol 1 (2) ◽  
pp. 113-122
Author(s):  
Khairunnajwa binti Samsudin ◽  
Mohd Mahzan bin Awang ◽  
Anuar bin Ahmad
Keyword(s):  
Secondary School ◽  
Quantitative Methods ◽  
Procedural Knowledge ◽  
Teaching Experience ◽  
Historical Thinking ◽  
Thinking Skills ◽  
Pedagogical Knowledge ◽  
History Teachers ◽  
Significant Difference ◽  
Years Of Teaching Experience

This article aims to study on the readiness of history teachers to inculcate historical thinking skills among students. This study focused on four aspects which includes 1) Procedural Knowledge, and 2) Pedagogical Knowledge. Thus, to achieve the purpose of the study, quantitative methods are used. Questionnaires were distributed to 30 history teachers in a secondary school in Batu Pahat district. The results showed that there were no significant differences between teachers who were trained to teach History and those who are not. However, there was a significant difference between teachers with ten years of teaching experience with the readiness of history teachers.

scholarly journals A Study on the Optimization of High School Buildings for Evacuation Safety: Classroom Layout and Ramps in Korea

2021 ◽  
Vol 12 (5) ◽  
pp. 358-368
Author(s):  
Chang-Jun Choi, Ha-Sung Kong
Keyword(s):  
High School ◽  
Grade Level ◽  
School Buildings ◽  
Layout Analysis ◽  
The Third ◽  
School Year ◽  
Significant Difference ◽  
Left And Right ◽  
Evacuation Safety ◽  
The Right

This study used the Pathfinder program to evaluate evacuation safety by assuming evacuation training in high school buildings and changing classroom layout. Analysis of the final evacuation requirements for Scenario 2, which currently has a concentration of classrooms on the third floor of the building, showed that Scenario 2 reduced 29.6 seconds to 173.9 seconds compared to Scenario 1's 203.5 seconds. However, the analysis of Scenario 3, in which 10 classrooms and personnel of three grades were placed equally on the left and right sides of the building, showed that the final evacuation requirements were reduced 3.9 seconds to 170.0 seconds compared to Scenario 2, but there was no significant difference. Scenario 3, which has more the efficiency of school year operation by placing classroom layout on the same floor by grade level than Scenario 2, in which more classrooms and students were placed downstairs. In each scenario, an analysis of the final evacuation requirements showed that the evacuation exit T1 on the left side of the building was 28 seconds or more shorter than T3 on the right side of the building. Therefore, it was analyzed that proper classroom layout and ramp facilities in high school buildings ensure evacuation safety

The relationship between teacher efficacy and students' academic achievement: A meta-analysis

2018 ◽  
Vol 46 (4) ◽  
pp. 529-540 ◽  
Author(s):  
Kyung Ryung Kim ◽  
Eun Hee Seo
Keyword(s):  
Academic Achievement ◽  
Teacher Efficacy ◽  
Classroom Management ◽  
Meta Analysis ◽  
Teaching Experience ◽  
Student Academic Achievement ◽  
Years Of Teaching Experience ◽  
Efficacy Measures ◽  
The Mean ◽  
The Relationship

We conducted a meta-analysis by synthesizing the results of 16 studies involving 4,130 teachers to explore whether or not the relationship between teacher efficacy and students' academic achievement was influenced by the scale used to measure teacher efficacy, and/or by the subfactors of teacher efficacy, length of teaching experience, location of the school, or the students' educational level. The results showed that the mean relationship between teacher efficacy and students' academic achievement was significant but the effect size was small. The results also indicated that the relationship was influenced by some teacher efficacy measures and subfactors, and by length of teaching experience. In studies in which the measure used was Gibson and Dembo's scale, in regard to classroom management, and in the case of teachers with fewer than 11 years of teaching experience, the relationship between teacher efficacy and student academic achievement was nonsignificant.

Comparing the Lifestyle of Veteran and Non-Veteran Families

2021 ◽  
Author(s):  
Seyed Alireza Afshani ◽  
Seyed Mojtaba Hosseini-motlagh ◽  
Hamide Shiri-Mohammadabad
Keyword(s):  
Health Literacy ◽  
Employment Status ◽  
Survey Method ◽  
Statistical Population ◽  
Significant Difference ◽  
The Status ◽  
Lifestyle Questionnaire ◽  
Mashhad City ◽  
The Mean

Background: Considering the role of lifestyle in promoting, maintaining, continuity health and the importance of paying attention to the veterans and their families who have suffered a lot in order to sacrifice for the homeland, the present study intends to compare the lifestyle among veterans and non-veterans in Mashhad city. Methods: This study was conducted using a survey method. The statistical population included the veteran and non-veteran families of Mashhad. A total of 360 questionnaires were filled out in this city. The research instruments were Lifestyle Questionnaire (LSQ) and All Aspects of Health Literacy Scale. The data were analyzed by SPSS v.24. Results: There is not a significant difference between the mean scores of lifestyle in the two groups of veteran and non-veteran in Mashhad (p > 0.05). The comparison of mean lifestyle scores also showed that there was no significant difference between the lifestyle scores of men and women in the non-veteran group and the mean scores of the single and married lifestyle in the veteran and non-veteran group (p > 0.05). There is a significant relationship between education level and health literacy of veteran and non-veteran families with their lifestyle, age, and employment status. They are also related to the lifestyle of their life because of the status they provide for the sacrifices. Conclusion: Comparison of the two groups in terms of lifestyle indicates that the veterans are in a less favorable position than non-veterans in terms of some aspects of lifestyle such as physical health, exercise and health, disease prevention and mental health.

Relative Importance of Indicators of Teachers’ Professional Skills as Perceived by Senior High School Economics Teachers in Ghana

2017 ◽  
Vol 7 (3) ◽  
pp. 79-93
Author(s):  
Mumuni Baba Yidana
Keyword(s):  
High School ◽  
Teaching Experience ◽  
Senior High School ◽  
Survey Method ◽  
Instructional Planning ◽  
Relative Importance ◽  
Professional Skills ◽  
Instructional Assessment ◽  
Significant Difference ◽  
Descriptive Survey

AbstractThe study examined differences in perception among Senior High School Economics teachers on the relative importance of indicators of teachers’ professional skills, based on teaching experience. The study employed the descriptive survey method and comprised a sample of 115 professional Economics teachers drawn from the Central Region of Ghana. A self-designed questionnaire was administered on the respondents. The data were analysed using the t-test. The findings of the study showed that highly experienced Economics teachers perceive indicators of teachers’ skills of instructional planning as more important, relative to the experienced Economics teachers. Again, the finding showed a significant difference in perception between the highly experienced and experienced Economics teachers about the relative importance of the skills of instructional assessment. The study recommends the organisation of in-service workshops for sensitisation as well as the creation of a community of learners among SHS Economics teachers for the sharing of knowledge and experiences.

scholarly journals An Exploration of Teaching Practices of Private, Public, and Public-Private EFL Teachers in Iran

2016 ◽  
Vol 18 (1) ◽  
pp. 16-33 ◽  
Author(s):  
Javad Gholami ◽  
Mehdi Sarkhosh ◽  
Heidar Abdi
Keyword(s):  
High School ◽  
Public Schools ◽  
High Schools ◽  
Language Teaching ◽  
Corrective Feedback ◽  
Teaching Experience ◽  
Public High School ◽  
Private Language ◽  
Significant Difference ◽  
Efl Teachers

Abstract This study investigates the practices of public (high) school, private language institute, and public-private teachers. In particular, it aims at addressing the role of contextual factors, the variations teachers introduce to cope with them, and the degree of sustainable behaviour among these three groups of teachers. High school teachers consisted of those who taught only in high schools and the ones teaching both in high schools and private language institutes. For this purpose, classroom practices of 60 EFL teachers (N=20 per group) with 3 to 6 years of teaching experience and BA degree in TEF) were compared in terms of group/pair work, teacher talking time, L1 use, questioning, corrective feedback, and coverage of language skills. The findings of the study indicate that a significant difference exists among these three groups of teachers in terms of their practices. It is noteworthy that in the same teaching context of high school, the practices of teachers with and without private language teaching experience are significantly dissimilar except in the duration of pair/group work activities and the rates of repetition and explicit correction. This study suggests that high school EFL teachers with teaching experience in private language institutes subscribe more closely to the tenets of communicative language teaching and thus can act as powerful agents of sustainable language teaching in Iranian public schools.

Sight-Singing Scores of High School Choristers with Extensive Training in Movable Solfège Syllables and Curwen Hand Signs

2008 ◽  
Vol 56 (3) ◽  
pp. 255-266 ◽  
Author(s):  
Alan C. McClung
Keyword(s):  
High School ◽  
Knowledge Base ◽  
Repeated Measures ◽  
The Other ◽  
Sight Singing ◽  
Repeated Measures Anova ◽  
Pedagogical Strategy ◽  
Extensive Training ◽  
Significant Difference ◽  
The Mean

Randomly chosen high school choristers with extensive training in solfège syllables and Curwen hand signs ( N = 38) are asked to sight-sing two melodies, one while using Curwen hand signs and the other without. Out of a perfect score of 16, the mean score with hand signs was 10.37 ( SD = 4.23), and without hand signs, 10.84 ( SD = 3.96). A repeated-measures ANOVA revealed no statistically significant difference, F(1, 37) = .573, p = .454. These findings support the results of five earlier studies; however, because earlier studies were limited to students who were minimally trained in movable solfège syllables and Curwen hand signs, this study expands the knowledge base. Relationships between performance scores and instrumental experience, class grade, sight-singing experience, and hand sign experience were also examined. A pedagogical strategy for linking Curwen hand signs with students' preferred modes of learning (especially the kinesthetic mode) is recommended.

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