scholarly journals Senior High School Teachers’ Responses Towards the Use of PowerPoint in Developing Teaching Materials in Indonesian Context

2019 ◽  
Author(s):  
Dini Kurnia Irmawati ◽  
Novita Rosyida ◽  
Tri Mega Asri ◽  
Dian Novita Dewi ◽  
Debri Haryndia Putri
Keyword(s):  
High School ◽  
High School Teachers ◽  
Senior High School ◽  
School Teachers ◽  
Teaching Materials

Developmentally appropriate pedagogies and training needs among Senior High School teachers in the new normal: a comparative study

2021 ◽  
Vol 4 (4) ◽  
pp. 181-185
Author(s):  
Ben Fermin Quitorio Abuda ◽  
Kareen Dionesia R Rivera ◽  
Jestoni C Orque
Keyword(s):  
High School ◽  
High School Teachers ◽  
Teaching Methods ◽  
Developmentally Appropriate ◽  
Academic Competence ◽  
Training Needs ◽  
Senior High School ◽  
School Teachers ◽  
Service Training ◽  
And Training

In-service training programs in any organization enable employees to carry out their responsibilities concerning the organizations' standard and effective delivery. In the pandemic, there is an uprising concern among educators on delivering instruction and their readiness to do so. Hence, a descriptive-comparative approach was conducted to investigate senior high school teachers' readiness on developmentally appropriate pedagogies and their training needs. The data was collected using a researcher-developed electronic-based survey instrument thru Google Form among 35 senior high school teachers in Dolores National High School. The data analyses include mean computation in assessing respondents' level of academic competence, the median for readiness on developmentally appropriate pedagogies and training needs, and non-parametric Mann Whitney U-test and Kruskal Wallis H-test on the significant difference of teacher readiness when compared according to their academic competence indicators. Findings revealed that the majority of the senior high school teachers possessed low academic competence, were exposed to developmentally appropriate pedagogies on teaching methods and modes of assessment and needed immediate training in managing learners with multiple intelligences and learning styles and provided instruction via electronic or distance learning mode. Also, results revealed a significant gap in the respondents' exposure to developmentally appropriate teaching methods compared to their training acquired (p = .002). Hence, the researcher recommends reviewing schools' in-service training and directing them in preparing senior high school teachers to deliver new-normal-based education.

The effects of demographic variables on knowledge sharing

2015 ◽  
Vol 64 (3) ◽  
pp. 216-228 ◽  
Author(s):  
Henry Boateng ◽  
Michael Dzigbordi Dzandu ◽  
Franklin Gyamfi Agyemang
Keyword(s):  
High School ◽  
Knowledge Sharing ◽  
High School Teachers ◽  
Sampling Technique ◽  
Demographic Variables ◽  
Senior High School ◽  
School Teachers ◽  
Content Type ◽  
Collection Data ◽  
The Relationship

Purpose – This study aims to find the role of demographic variables in knowledge sharing among teachers in senior high schools. The relationship between demographic variables and knowledge sharing has not been clearly established in the existing literature. Design/methodology/approach – The survey research design was used as a methodology for the study. The participants of the study were senior high school teachers. These participants were selected using convenience sampling technique. Questionnaire was used as instrument for data collection. Data were anaylsed using descriptive statistics and multiple regression. Findings – The study found that male teachers share more of their knowledge than female teachers. Additionally, first degree holders were found to share their knowledge more than Higher National Diploma holders. Originality/value – This study has established the relationship between demographic variables and knowledge sharing among senior high school teachers in Ghana.

Thanks From The Editorial Panel

1982 ◽  
Vol 75 (9) ◽  
pp. 790-794
Keyword(s):  
High School ◽  
High School Teachers ◽  
Mathematics Teacher ◽  
Senior High School ◽  
School Teachers ◽  
Mathematics Educators

The success of the Mathematics Teacher is very much dependent on the volunteer efforts of many mathematics educators. Those who serve as manuscript referees, editors, and reviewers represent junior and senior high school teachers.

Thanks from the Editorial Panel

1976 ◽  
Vol 69 (8) ◽  
pp. 710-712
Keyword(s):  
High School ◽  
High School Teachers ◽  
Teacher Educators ◽  
Senior High School ◽  
Professional Judgment ◽  
National Council ◽  
School Teachers ◽  
College And University

The success of the Mathematics Teacher is very much dependent on the volunteer efforts of many members of the National Council of Teachers of Mathematics. The quality of the journal is significantly related to the professional judgment of our many referees, who include junior and senior high school teachers, curriculum designers, college and university mathematicians, and teacher educators. Listed below are the names of the referees who served during the year ending 1 July 1976.

Thanks from the Editorial Panel

1996 ◽  
Vol 89 (1) ◽  
pp. 78-80
Keyword(s):  
High School ◽  
High School Teachers ◽  
Mathematics Teacher ◽  
Teacher Educators ◽  
Senior High School ◽  
National Council ◽  
School Teachers ◽  
Application Form ◽  
College And University ◽  
Mathematics Educators

The success of the Mathematics Teacher is very much dependent on the volunteer efforts of many mathematics educators. Those who serve as department editors, manuscript referees, and publications and courseware reviewers include junior and senior high school teachers, curriculum designers, college and university mathematicians and teacher educators. The following are the names of those individuals who were active as of 2 Ocober 1995. Their contributions are deeply appreciated. NCTM members who subscribe to this journal and who are interested in serving as a referee of manuscripts should request an application form and guidelines from the National Council of Teachers of Mathematics.

scholarly journals SENIOR HIGH SCHOOL TEACHERS’ MATHEMATICAL QUESTIONING ABILITY AND METAPHORICAL THINKING LEARNING

2017 ◽  
Vol 6 (1) ◽  
pp. 51
Author(s):  
Heris Hendriana
Keyword(s):  
High School ◽  
High School Teachers ◽  
Senior High School ◽  
Control Group ◽  
School Teachers ◽  
Metaphorical Thinking ◽  
Learning Factors ◽  
And Control ◽  
Better Than

This study is designed in the form of experiment with the design of control group and posttest only aimed at investigating the role of learning that teaches metaphorical thinking in improving senior high school teachers’ mathematical questioning ability. The population of this study was senior high school teachers of mathematics in West Java province and the samples were 124 senior high school teachers of mathematics set purposively and randomly to be included into the experimental class and control class. Based on the results and discussion, it is concluded that: (1) mathematical questioning ability of the teachers who received metaphorical thinking learning is better than those who received conventional learning; (2) learning factors and KAM (Kemampuan Awal Matematis = Prior Mathematical Ability) affect the achievement of teachers’ mathematical questioning ability. In addition, there is an interaction effect between the learning and KAM in developing teachers’ mathematical questioning ability; (3) teachers’ mathematical questioning ability has not been achieved optimally on the indicators submitting problems in the form of non-routine questions and open-ended questions.

scholarly journals Senior High School Teachers’ Perceived Level of Communication Skills and Teaching Performance

2019 ◽  
Vol 2 (3) ◽  
pp. p17
Author(s):  
Chelou M. Tizon
Keyword(s):  
High School ◽  
High School Teachers ◽  
Communication Skills ◽  
Communicative Competence ◽  
Senior High School ◽  
Research Approach ◽  
Teaching Performance ◽  
Validity And Reliability ◽  
School Teachers ◽  
School Heads

Teachers handling subjects in English medium can help learners’ develop English communicative competence if they themselves possess a high level of communication skills in the language. In this study, Division of Ozamiz City’s senior high school teachers’ perceived level of communication skills in English, teachers’ teaching performance in developing learners’ communicative competence, and the correlation between the two were explored. The quantitative research approach was utilized by collecting data from 75 senior high school teachers, ten school heads, and 356 learners using researcher-made instruments that passed the validity and reliability tests. Data were analysed through descriptive-correlational research design using mean and standard deviation and Pearson r- Pearson product-moment correlation. In this study, it is found out that teachers perceived themselves to be superior in terms of their English communication skills while school heads and learners perceived them to be outstanding in their teaching performance. Results also revealed that teachers’ communication skills and teaching performance have no significant relationship. It is recommended that teachers be provided by school heads with opportunities to sustain their superior level of communication skills and outstanding teaching performance. More attention should be given to teachers’ writing skills and being initiators of communicative situations as these two constructs received the lowest rating from the respondents.

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