The Influence of Principal Leadership and Work Commitment on Professionalism of Primary School Teachers

This study aims to determine the influence of principal leadership and work commitment to the professionalism of primary school teachers. The formulation of the problem in this study, namely (1) how is the influence of the principal leadership on teacher professionalism?, (2) how is the influence of work commitment on teacher professionalism?, (3) how is the influence between principal leadership and teacher work commitment to teacher professionalism. This study uses a quantitative approach with an ex post facto design. This research is looking for systematic empirical data and in this study the researcher can’t directly control the independent variables because the events have occurred and according to their nature can’t be manipulated. This study places the influence of principal leadership and teacher work commitment to the professionalism of primary school teachers in Cokroaminoto cluster, Semidang Aji District, OKU Regency. The results of the descriptive analysis show that the performance of the Cokroaminoto cluster primary school teachers in good category of 65.5%, that’s, the mean or average score is 61.4155 which in 52–63 interval. The results of the descriptive analysis show that the professionalism of teachers in the professional category of teachers in carrying out their duties is 77.5%. However, there are still teachers whose professionalism is in the quite professional category at 12.0% and even there are still teachers who are less professional in carrying out their duties by 2.8%, this is reflected in the indicator that teachers do not master the methods and evaluation of learning outcomes. Based on the results of multiple regression analysis, the regression equation line Y = 18.668 + 0.260X1 + 0.472X2 is obtained. These results indicate that this positive sign is in accordance with the theory and can be interpreted that the principal leadership and teacher professionalism are good, so the teacher's performance will be good too.

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The Attitude of Primary School Teachers towards STEM Education

TEM Journal ◽

10.18421/tem93-53 ◽

2020 ◽

pp. 1243-1251

Author(s):

Wong Kah Wei ◽

Siti Mistima Maat

Keyword(s):

Primary School ◽

Stem Education ◽

Mathematics Teacher ◽

Descriptive Analysis ◽

Female Students ◽

School Mathematics ◽

School Teachers ◽

Primary School Teachers ◽

Primary School Mathematics ◽

Research Questions

The main purpose of this study was to determine the level of teachers' attitude towards STEM education as well as the attitudinal disparity between male and female students. The questionnaire which has 29 items using a 5-point Likert scale was administered to 310 primary school mathematics teachers. Descriptive analysis and independent t-tests were applied to solve the research questions. The results showed that the attitude of the primary school mathematics teacher was moderate and there were no significant differences in the attitude of the primary school mathematics teacher by gender. Overall, the findings of this study are expected to raise awareness among the relevant parties. Efforts from the ministry is a vital need to enhance teachers' attitude towards STEM education and fulfil the national interest in producing a competitive generation.

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Perspectives of Using Interactive Slides in ESL Classroom among Primary School English Language Teachers in Pasir Gudang

International Journal of Engineering and Advanced Technology - Regular Issue ◽

10.35940/ijeat.e1171.0585c19 ◽

2019 ◽

Vol 8 (5C) ◽

pp. 1208-1217

Keyword(s):

Primary School ◽

English Language ◽

Descriptive Analysis ◽

Language Teachers ◽

Analysis Method ◽

Structured Interviews ◽

School Teachers ◽

Primary School Teachers ◽

English Language Teachers ◽

Esl Classroom

In technological society, technology plays a crucial role as an integral part of teaching. This research aimed to know teachers’ perspective of using interactive slides in ESL classroom. The population of this research comprises national primary school teachers from Pasir Gudang district. A total of 179 respondents participated in this research. This calculation on the number of respondents was based on Krejcie and Morgan’s (1970) table. The data were gathered via questionnaires and semi-structure interviews. The gathered data were analysed using descriptive analysis method in terms of frequency, percentage, mean and standard deviation. The researchers conducted saturated semi-structured interviews to support the findings through questionnaires. The findings of the research revealed that Interactive Slide (IS) is effective to use in the ESL classroom. The study also showed the challenges faced by teachers in using IS. The implication of this research suggested that schools should provide adequate facilities in encouraging teachers to use IS in ESL classrooms and organise activities or programs for teachers to enhance their IS skills. In future researches, it is recommended to widen the population of respondents to other districts or states.

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The Effect of Principal Leadership Style to Teacher Job Performance

International Journal of Multicultural and Multireligious Understanding ◽

10.18415/ijmmu.v7i6.1635 ◽

2020 ◽

Vol 7 (6) ◽

pp. 66

Author(s):

Muliati Muliati ◽

Sudirman Sudirman ◽

Fahruddin Fahruddin

Keyword(s):

Data Analysis ◽

Primary School ◽

Leadership Style ◽

Principal Leadership ◽

Positive Influence ◽

Scale Model ◽

School Teachers ◽

Primary School Teachers ◽

Ex Post ◽

Principal Leadership Style

The purpose of this study was to determine the effect of principal leadership style on the performance of primary school teachers in Narmada District, West Lombok Regency. This quantitative study was conducted at the Narmada District Public Elementary School in West Lombok Regency using an ex-post facto approach. The population in this study included all primary school teachers in Narmada District, West Lombok Regency, a total of 340 Government Employees teachers and 50 Regional Permanent Teachers. The survey sample of 79 teachers obtained by proportional random sampling. The research tool used as a measure of research variables was a Likert scale model questionnaire. The data analysis technique used in this study is regression analysis. Before performing the data analysis, the data analysis test is performed, which includes multicollinearity, autocorrelation, homogeneity, and normality data tests and continues with hypothesis tests. The results showed that there was a positive influence on the principal leadership style on the performance of primary school teachers in Narmada District, West Lombok Regency

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Frequency and Risk Factors of Voice Problems among Teachers

QJM ◽

10.1093/qjmed/hcaa045 ◽

2020 ◽

Vol 113 (Supplement_1) ◽

Author(s):

V F Fahmy ◽

E E Elokda ◽

M A Abdelhamid ◽

M Momen

Keyword(s):

Risk Factors ◽

Primary School ◽

Primary Schools ◽

Occupational Safety ◽

Descriptive Analysis ◽

Study Data ◽

School Teachers ◽

Cross Sectional ◽

Primary School Teachers ◽

School Teaching

Abstract Background Voice problems are thought to be one of the major occupational hazards of school teaching; as teachers often use their voice with high-intensity, in noisy classes, for a long time and without suitable breaks. The measurement of vocal demands and risk factors is essential for adjusting occupational safety and health services to this population’s needs. Aim of the Work To estimate the prevalence of voice problems and to identify the possible risk factors for developing voice pathology among primary school teachers. Materials and Methods A cross sectional study was carried out in 10 primary schools in Cairo, Egypt. A total of 225 primary school teachers were invited to participate in the study. Data were collected through an interview questionnaire addressing the prevalence of voice problems and potential risk factors. Descriptive analysis and chi-square test were used to measure the relationship between voice problems and associated risk factors. Results The frequency of voice problems among teachers was 56.4% at any point of time throughout their career. The teachers reporting voice problems were compared with those without problems. Gender was significantly associated with the development of voice problems among teachers. Conclusion A high frequency of self-reported voice problems was found among the studied teachers which indicates that school teaching is a high-risk profession for occurrence of voice problems.

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Students’ Resistance Behaviors: What Do Turkish Primary Teachers Face?

Acta Educationis Generalis ◽

10.2478/atd-2020-0008 ◽

2020 ◽

Vol 10 (2) ◽

pp. 1-25

Author(s):

Mediha Sarı ◽

Ece Yolcu

Keyword(s):

Primary School ◽

Descriptive Analysis ◽

Primary Teachers ◽

Educational Process ◽

Negative Effects ◽

School Teachers ◽

Primary School Teachers ◽

Teacher Interview ◽

Teachers Perceptions ◽

Teacher Authority

AbstractIntroduction:Students could react to the learning activities, teachers, or administrators knowingly and willfully, many times intentionally by resisting in various ways. A detailed analysis of this definition indicates that unlike naughty behaviors, resistance behaviors do not develop suddenly, they are often planned beforehand by the student, and they contain some messages to the person or institution they are directed at. These kinds of behaviors could have negative effects not only on students’ academic, social, and psychological development but also on teachers’ professional satisfaction. Therefore, these issues should be elaborated carefully. However, despite the importance indicated in the literature, students’ resistance behaviors are one of the neglected issues that are not investigated adequately. With reference to this need, the presented study aims to identify perceptions of primary school teachers about students’ resistance behaviors.Methods:The participants were 152 primary school teachers. Data were collected through the Student Resistance Behaviors Scale for Teachers (SRBS-T) and Teacher Interview Form. In addition to descriptive statistics, data were analyzed using t-test and one-way ANOVA. Also, a qualitative descriptive analysis was conducted regarding qualitative data of the study.Results:Results show that the mean scores for SRBS were “medium” on a 5-point Likert scale. While teachers’ perceptions about resistance behaviors showed no significant differences according to gender and the type of school they graduated from, scores showed significant differences in terms of teachers’ years of seniority. According to the teachers, the most encountered resistant behaviors were gathered under the themes of resistance to teacher authority and hostile attitudes towards the teacher/peers.Discussion:Through discussion, the results obtained by the scale and interviews were discussed. All the findings showed that teachers are important receivers of resistance behaviors and they are facing with different types of resistance in the classroom.Limitations:It is obvious that these results were limited to the reached primary school teachers. Another limitation was that the data within the study collected via SRBS-T and interviews.Conclusions:The study showed that teachers and students are the key components of the educational process and students could show resistance to both the process and teachers in different ways. As this study only focused on primary teachers’ experiences, more studies could be organized through understanding the resistance middle and high school teachers face with as well. Further research could be conducted with students to see how they feel and behave when they feel resistance as well as with other teachers working at various levels of education and in various institutions.

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Correlation Between Motivation and Work Environment to Primary School Teachers’ Work Commitment

Proceedings of the 2nd International Conference on Technology and Educational Science (ICTES 2020) ◽

10.2991/assehr.k.210407.274 ◽

2021 ◽

Author(s):

Anak Agung Istri Rahayu Indirayani ◽

Maria Goreti Rini Kristiantari

Keyword(s):

Primary School ◽

Work Environment ◽

Work Commitment ◽

School Teachers ◽

Primary School Teachers

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Elementary Teacher Professionalism and Workload

International Journal of Asian Education ◽

10.46966/ijae.v2i4.248 ◽

2021 ◽

Vol 2 (4) ◽

pp. 581-588

Author(s):

Munir Yusuf ◽

Muhammad Yaumi ◽

Moh. Sain Hanafi

Keyword(s):

Elementary School ◽

Primary School ◽

Teacher Professionalism ◽

Teacher Experiences ◽

School Teachers ◽

Primary School Teachers ◽

Teacher Resources ◽

Study Results ◽

Implementation Time ◽

Document Review

This study describes teacher performance by quantifying every detail of teacher activity. This research results from a case study conducted for eight months in elementary school. The research focuses on the workload of primary school teachers. This research data collection through observation, interviews, and document review. This research was conducted at SD Negeri 18 Maroangin and SD Islam Terpadu Madan Insan Palopo City, South Sulawesi Province. The study results are as follows: (1) Based on the implementation time, to complete all tasks, the workload of elementary school teachers takes 17 hours a day. Therefore, it equates to 102 hours per week. In this case, the teacher experiences an "overload" workload. (2) The professionalism of primary school teachers is a challenge for education in Indonesia. In addition to the limited ability of teacher resources.

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The primary school teachers’ competence in implementing the 2013 curriculum

SHS Web of Conferences ◽

10.1051/shsconf/20184200035 ◽

2018 ◽

Vol 42 ◽

pp. 00035

Author(s):

Wayan Maba ◽

Ida Bagus Nyoman Mantra

Keyword(s):

Primary School ◽

Primary Schools ◽

Lesson Plan ◽

Descriptive Analysis ◽

Group Discussion ◽

School Teachers ◽

Plan Implementation ◽

Primary School Teachers ◽

Intensive Training ◽

Almost All

This study was conducted to analyze the competence of primary school teachers in implementing the 2013 curriculum. The 2013 curriculum has been implemented in almost all schools and there are still many unsuccessful implementations in several Indonesian schools. Therefore it is important to study the teachers’ competence in implementing the 2013 curriculum. A qualitative research design was carried out in this study by utilizing argumentative descriptive analysis. The data was collected by carrying out in depth interviews to the primary schools teachers who were selected by random sampling techniques. The results of this study indicated that primary school teachers have insufficient competence in implementing the 2013 curriculum especially in designing lesson plan, lesson plan implementation and assessment practices. Consequently, it is recommended that further intensive training and focus group discussion should be held to improve the teachers’ competence in implementing the 2013 curriculum.

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