Effectiveness of Teacher Professionalism Development Through Self-Empowerment in Primary Schools

This study explored the impact of the role of teacher-researchers on in-service teachers’ professional development, as well as the reasons behind the lack of a teacher-as-researcher ethos in schools. In the study, teachers from four Hong Kong primary schools participated in a school-university collaborative research project that promotes collaborative inquiry project-based learning (IPjBL), in which they took the dual role of the teacher and researcher. Five focus group interviews were conducted with the teachers to collect in-depth qualitative data on their experiences. The impact of this experience on teacher professionalism was examined from four dimensions: knowledge enrichment, school culture, teaching practice and curriculum design. The study provides evidence for the benefits of teacher research and sheds light on how university-school collaboration could contribute to engaging teachers in action research in their everyday classroom.

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PROFESSIONALISM AND ITS INFLUENCE ON QUALITY TEACHING AMONG MALAY LANGUAGE TEACHER IN RURAL AREA

International Journal of Education, Psychology and Counseling ◽

10.35631//ijepc.5370026 ◽

2020 ◽

Vol 5 (37) ◽

pp. 318-330

Author(s):

Latipah Satangah @ Latifah Salim ◽

Mohd Khairuddin Abdullah

Keyword(s):

Primary Schools ◽

Survey Methods ◽

Teaching Quality ◽

Sample Survey ◽

Teacher Professionalism ◽

Survey Method ◽

Academic Fields ◽

A Value ◽

High Level

This study aims to identify the level and influence of professionalism on the quality of teaching among teachers Malay in primary schools located in PPD Tambunan, Keningau, Tenom, and Nabawan / Pensiangan Sabah. The quantitative study used a sample survey method approach to survey methods through the distribution of questionnaires to collect data on 217 samples. The instruments involved in the study are Teacher Professionalism and Teacher Teaching Quality (PABest). Data were analysed using SPPS version 27. The findings showed the level of both variables at a high level that each recorded mean score with a value of 4.00 (sp = .296) and Teacher Teaching Quality, 4.15 (sp = .322) and there was a strong positive linear relationship between professionalism with teacher’s teaching quality that recorded values of (r = .561) respectively. The findings also showed that professionalism has significantly explained 39.6 % of the variance in teacher quality. Therefore, this study concludes that the aspect of teacher professionalism is one of the important indicators in driving the effectiveness of knowledge delivery and in turn contributes to the quality of teacher teaching. Therefore, this study suggests that the aspect of professionalism should be made one of the priority elements in planning the country’s educational framework so that the teaching quality of teachers can be cultivated and improved to ensure that the students’ academic and non-academic fields can be achieved and more realistic.

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PROFESSIONAL PRACTICE AMONG PRIMARY SCHOOLS’ MALAY LANGUAGE TEACHERS IN TERMS OF VALUE

International Journal of Modern Education ◽

10.35631/ijmoe.380016 ◽

2021 ◽

Vol 3 (8) ◽

pp. 196-210

Author(s):

Zainah Asmawi ◽

Wan Muna Ruzanna Wan Mohammad

Keyword(s):

Professional Practice ◽

Primary Schools ◽

Quantitative Research ◽

Teaching And Learning ◽

Study Data ◽

Language Teachers ◽

Teacher Professionalism ◽

Self Assessment ◽

High Level

The concept of professionalism is closely related to individual job scope in any field of work. Teacher professionalism demands a value to carry out teacher’s responsibilities with full commitment and dedication. As the quality of education is related to the value of teacher professionalism that will determine the effectiveness of teaching and learning. Standard Guru Malaysia (2009) has placed the value of professionalism as the main standard. Therefore, this research is conducted to review teacher’s professionalism among primary schools’ Malay Language teachers of Klang, Selangor in the term of value. The objective of this study is to identify the level of teachers’ professional practice English in terms of value and identify the level of self-assessment of teachers' professional practice in primary schools’ Malay Language teachers. Quantitative Research was used in this study involving 219 teachers. The questionnaire with five Likert scales has been used for the purpose of data collection. The items used are guided by Standard 1: Values of Professionalism in the Malaysian Teacher Standard. Descriptive statistics were used to know the mean, standard deviation, frequency, and percentage to obtain accurate findings in the process of analysis the items of study. Data obtained are analysed using Software Package for Social Science (SPSS) version 25. The result of the analysis shows that the professionalism practice of Malay Language teachers in terms of values at the high level of 4.46. The finding describes the teachers know and practice the value of professionalism well but the value practice among teachers needs to be constantly enhanced because teachers are the transformation agent in the education system. The level of self-assessment among Malay Language teachers is at the high level of 3.68 means. In self-assessment section found that there are a few items that need to be emphasized in future studies because the feedback from this study illustrated that there are some disadvantages inherent in professionalism. And this affects the quality of professionals as Malay Language teachers. In conclusion, the teacher's efforts to complete the responsibilities towards the student, school, and community requires a strong value to produce professional attitudes teachers.

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Development And Piloting Of Teacher Self-Efficacy Scale

Lifelong Learning ◽

10.11118/lifele2017070226 ◽

2017 ◽

Vol 7 (2) ◽

pp. 26-46

Author(s):

Irena Smetáčková ◽

Petra Topková ◽

Anna Vozková

Keyword(s):

Pilot Study ◽

Self Efficacy ◽

Primary Schools ◽

Teacher Professionalism ◽

Teaching Staff ◽

Special Educational Needs ◽

Scale Reliability ◽

Pedagogical Skills ◽

Quantitative Verification ◽

Teacher Self Efficacy

Teacher self-efficacy is one of the key concepts related to teacher professionalism. It represents the trust of the teacher in his/her pedagogical skills. Research shows that teachers with high teacher self-efficacy are able to better organise teaching, motivate the students, adequately react to special educational needs, cooperate with the teaching staff and communicate with the students' parents. For both research and diagnostic purposes, it is important to have an effective tool to measure teacher self-efficacy. However, translation of foreign questionnaires is not a suitable solution, because teacher self-efficacy structure is derived from the educational system, which is culturally and historically specific. The article, therefore, introduces a newly developed teacher self-efficacy scale for the Czech primary schools. The scale was developed in three stages - qualitative pilot study, quantitative pilot study (N = 108) and quantitative verification study (N = 518). The final version consists of 45 items divided into 7 subscales. All the subscales are practically, theoretically and psychometrically relevant. The whole scale reliability (α = 0,953) and of all the subscales (α = 0,907; 0,892; 0,848; 0,822; 0,824; 0,639; 0,624) is excellent.

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Research on the Application of Educational Incentive Mechanism in Class Management in Primary Schools

Modern Management Forum ◽

10.18686/mmf.v5i1.3291 ◽

2021 ◽

Vol 5 (1) ◽

pp. 243

Author(s):

Linzhi Tao

Keyword(s):

Primary Schools ◽

Basic Education ◽

Incentive Mechanism ◽

Teacher Professionalism ◽

School Class ◽

Teacher Student ◽

Class Management ◽

Teachers And Students ◽

The Incentive Mechanism ◽

Student Relationship

Improving the level of primary school class management can effectively adapt to the development of modern basic education in China; as an efficient means of class management, educational incentives are effective for students’ academic progress, teacher professionalism, class management efficiency, friendly teacher-student relationship, and school innovation and development. There’s important meaning. Through the analysis of the current situation of the application of educational incentive mechanism in elementary school class management, in view of the problems of teachers who have not fully mastered the incentive mechanism, the incentive strategy does not meet the needs of students and the single incentive model, etc. It is proposed that re-education improves teachers’ comprehensive ability in class management, teaching students in accordance with their aptitude to strengthen communication between teachers and students, changing the way of thinking to promote the diversification of incentive methods.

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Características de la expresión emocional en los escolares primarios y su manejo desde la perspectiva del personal docente-educativo

Revista Electrónica Educare ◽

10.15359/ree.21-1.19 ◽

2016 ◽

Vol 21 (1) ◽

pp. 1

Author(s):

María Domingas Cassinda-Vissupe ◽

Lisandra Angulo-Gallo ◽

Vivian Margarita Guerra-Morales

Keyword(s):

Primary Schools ◽

School Context ◽

Primary School Children ◽

Teacher Professionalism ◽

Teaching Staff ◽

Emotional Environment ◽

The Family ◽

Probabilistic Sample ◽

Group Acceptance ◽

Academic Demands

The research aimed to characterize the emotional expression of primary school children, events linked to its manifestation and its management from the perspective of the teaching staff. For this descriptive exploratory study, a non-probabilistic sample of 53 teachers from various primary schools was conformed. The study was carried out by using the analysis of documents, interviews and observation, and implementing the content analysis for interpretation. Teachers identified a predominance of pleasant emotions in school, mainly joy. The main unpleasant emotions were anxiety and anger. In the school context, the unpleasant emotions were associated with the activities and the academic demands; in the family, with conflict and little family support, fundamentally. The principal drivers of pleasant emotions in school are the group acceptance, teacher professionalism and recreation; the latter is also present in the family, together with the support, dedication and harmonious coexistence. The professor says not to possess the necessary theoretical and methodological training to direct the emotional education of their students, although they recognize its importance. It is very important to provide a more solid training that allows them to know, understand and regulate their emotions as well as enhance the emotional development of their students, creating an emotional environment which facilitates the process of learning.

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Survey of the Implementation of Professional Learning Community (PLC) Program in Primary Schools

Mimbar Sekolah Dasar ◽

10.17509/mimbar-sd.v6i3.20626 ◽

2019 ◽

Vol 6 (3) ◽

pp. 277-291

Author(s):

Cucun Sunaengsih ◽

Aan Komariah ◽

Isrokatun Isrokatun ◽

Mayang Anggarani ◽

Sindy Silfiani

Keyword(s):

Learning Community ◽

Professional Learning Community ◽

Professional Learning ◽

Primary Schools ◽

Teacher Professionalism ◽

Primary School Teachers ◽

Sustained Improvement ◽

Descriptive Research ◽

Plc Program

This research aims at illustrating the implementation of Professional Learning Community (PLC) programs, which later will be used to be the basic data for the preparation of PLC program design that is applicable and easily implemented by the teachers. The low contribution and discontinuity of teachers in the PLC programs in primary schools have impacted on the lack of optimization of the PLC programs as a support for sustained improvement of teacher professionalism. This research employed a descriptive research design with a survey approach involving 52 primary school teachers in Sumerdang Regency. The research results revealed that even though the teachers’ understanding of the PLC program objectives was very high, the teachers’ understanding of the PLC program mechanism was still low. Thus, this resulted in the low level of the implementation of the PLC program in primary schools, both in programs and regulations. Therefore, further research is expected to produce the operational, structured, and applicable PLC programs in order to increase the teachers’ participation in implementing the PLC programs for improving teacher professionalism, and having a real impact on the improvement of the quality of learning in primary schools.

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Time-Based Prospective Memory in Schoolchildren

Zeitschrift für Psychologie ◽

10.1027/2151-2604/a000053 ◽

2011 ◽

Vol 219 (2) ◽

pp. 92-99 ◽

Cited By ~ 15

Author(s):

Babett Voigt ◽

Ingo Aberle ◽

Judith Schönfeld ◽

Matthias Kliegel

Keyword(s):

Primary School ◽

Prospective Memory ◽

Age Differences ◽

Memory Retrieval ◽

Primary Schools ◽

School Age Children ◽

School Age ◽

Older Children ◽

Strategic Monitoring ◽

Primary School Age

The present study examined age differences in time-based prospective memory (TBPM) in primary school age children and tested the role of self-initiated memory retrieval and strategic time monitoring (TM) as possible developmental mechanisms. Fifty-four children were recruited from local primary schools (27 younger children, mean age = 7.2 ± 0.55 years, and 27 older children, mean age = 9.61 ± 0.71 years). The task was a driving game scenario in which children had to drive a vehicle (ongoing task) and to remember to refuel before the vehicle runs out of gas (TBPM task, i.e., the fuel gauge served as child-appropriate time equivalent). Fuel gauge was either displayed permanently (low level of self-initiation) or could only be viewed on demand by hitting a button (high level of self-initiation). The results revealed age-dependent TBPM differences with better performance in older children. In contrast, level of self-initiated memory retrieval did not affect TBPM performance. However, strategies of TM influenced TBPM, as more frequent time checking was related to better performance. Patterns of time checking frequency differed according to children’s age and course of the game, suggesting difficulties in maintaining initial strategic TM in younger children. Taken together, the study revealed ongoing development of TBPM across primary school age. Observed age differences seemed to be associated with the ability to maintain strategic monitoring.

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