scholarly journals The Impact of Supervision, Motivation and Work Ethic on Teachers’ Professional Competence: A Case Study of Private Islamic High School Teachers

2016 ◽  
Vol 6 (1) ◽  
pp. 147 ◽  
Author(s):  
Muhammad Idris
Keyword(s):  
High School ◽  
High School Teachers ◽  
Work Ethic ◽  
Professional Competence ◽  
Education Institution ◽  
Least Square ◽  
School Teachers ◽  
Ordinary Least Square ◽  
The Impact

This study aims to investigate the impact of supervision, motivation and work ethic on teachers’ professional competence. Using a sample of 131 respondents, and all respondents are teachers of SMA Muhammadiyah in East OKU, South Sumatera, Indonesia; and this study employs an Ordinary Least Square (OLS) method. All variables, apart from motivation exhibit a positive and significant impact on teachers’ professional competence. Meanwhile, motivation has no impact on teachers’ professional competence. It can be concluded that an education institution who have more strict supervision will have higher teachers’ professional competence and teachers who have higher work ethic will improve teachers’ professional competence

scholarly journals The impact of savings on capital mobilization: A case study of selected primary and junior high school teachers in Ho municipality

2016 ◽  
Vol 10 (2) ◽  
pp. 33-43
Author(s):  
Agbemava Edinam ◽  
Kofi Nyarko Israel ◽  
Asimah Vincent ◽  
Sedzro Edward ◽  
Kudzo Antor Gordon
Keyword(s):  
High School ◽  
High School Teachers ◽  
Junior High School ◽  
Junior High ◽  
School Teachers ◽  
Junior High School Teachers ◽  
The Impact

scholarly journals What Teachers learned from STEM Education Project: Case Study of High School Teachers

2019 ◽  
Vol 1340 ◽  
pp. 012072
Author(s):  
Wisanugorn Nammungkhun ◽  
Napaporn Yutthaisong ◽  
Wanphakorn Jumphonnoi
Keyword(s):  
High School ◽  
High School Teachers ◽  
Stem Education ◽  
School Teachers ◽  
Education Project

Implementing Experiential Learning in High School Agriculture and Forestry Curriculum: A Case Study in Guatemala

2020 ◽  
Vol 43 (4) ◽  
pp. 381-397
Author(s):  
Henry Quesada ◽  
Julieta Mazzola ◽  
Daniel Sherrard
Keyword(s):  
High School ◽  
Experiential Learning ◽  
High School Teachers ◽  
School Curriculum ◽  
Current Status ◽  
Training Methods ◽  
School Teachers ◽  
Case Study Methodology ◽  
Professional Development Training

Background: Design and training methods for instructors on integrating experiential learning continues to be a challenge in high school education. Purpose: This work reports on research concerning the current status, available resources, limitations, and capabilities of high school teachers implementing experiential learning in a technical and vocational high school curriculum in Guatemala. Methodology/Approach: Case study methodology was used to examine professional development training involving the implementation of experiential learning into an agriculture and forestry curriculum. The design of the training included a series of hands-on activities to enable teachers to identify barriers and drivers influencing experiential learning and the redesign of a course program. Findings/Conclusions: Teachers were able to identify resources and limitations affecting the implementation of experiential learning in their teaching program. The guidance and examples provided by the instructors were fundamental for the teachers to modify a standard course program that included significant experiential learning methodologies. Implications: Many high school teachers lack the training and knowledge necessary for integrating experiential learning. Furthermore, in many cases, they are required to follow a structured curriculum that at allows for minimal modifications. Teachers also recognize that courses that only include classroom activities are the most challenging for including experiential learning activities.

scholarly journals Investigating the Impact of COVID-19 toward Depression Rate of Indonesian Senior High Schools Teachers

2021 ◽  
Vol 3 (3) ◽  
pp. 167-175
Author(s):  
Helma Malini
Keyword(s):  
High School ◽  
Role Conflict ◽  
High School Teachers ◽  
School Teacher ◽  
High School Teacher ◽  
School Teachers ◽  
Personal Lives ◽  
The Impact ◽  
To Receive ◽  
Teaching Situations

The COVID -19 pandemic, which has been ongoing for over a year, has become a burden to the world, causing anxiety and depression. The purpose of this study is to investigate the depression and stress levels of senior high school teachers in Indonesia during the COVID-19 outbreak since they have experienced substantial teaching situations change as a result of it. In particular, the changes in their professional, as well as personal lives, pose challenges during the pandemic. This quantitative study distributing questionnaires to 50 high school teachers in Indonesia. The findings indicate that social support is the most significant factor (0,46%) needed to prevent depression and stress among the teachers. Meanwhile, workload and role conflict cover 0,74% and 0,84% respectively of variables that teachers can change with the assumption that both variables exist even before a pandemic arises. This study also reveals that teachers continue to receive less attention and support, especially in terms of their stress and depression coverage. It is because the prevailing perception is that teachers should be the ones giving attention, not the ones receiving it. The study is that to withstand the Pandemic's uncertainty where high school teacher able to minimize and overcome their depressions.

Sign in / Sign up

Export Citation Format

Share Document