scholarly journals Teacher Accountability Using Teacher Appraisal: Perceptions of Senior High School Heads in Central Region, Ghana

2021 ◽  
Keyword(s):  
High School ◽  
Central Region ◽  
Senior High School ◽  
Teacher Appraisal ◽  
Teacher Accountability ◽  
School Heads

scholarly journals Perceived Use of Assessment by Beginning and Experienced SHS Mathematics Teachers in Two Districts in the Central Region of Ghana

2021 ◽  
Vol 9 (3) ◽  
pp. 140-156
Author(s):  
Daniel Gbormittah ◽  
Daniel Kofi Nkum ◽  
Japhet Kwesi Osiakwan
Keyword(s):  
High School ◽  
Mathematics Teachers ◽  
Central Region ◽  
Teaching And Learning ◽  
Senior High School ◽  
Integrate Assessment ◽  
Assessment Practices ◽  
High School Mathematics ◽  
Significant Difference ◽  
Use Of Assessment

The role of assessment in the teaching and learning of Mathematics cannot be underestimated. Therefore, efficacious teaching and learning of Mathematics must be driven by effective use of assessment. This study, therefore, sought to investigate the Use of assessment (practices) of Beginning and Experienced SHS Mathematics teachers in two selected districts in the central region of Ghana. In this study, Assessment Practices means what SHS teachers use assessment to do in the teaching and learning of Mathematics under the auspices of a school. A sample of 160 SHS Mathematics teachers was used in this study. These were made up of 92 Beginning and 68 Experienced SHS Mathematics teachers. The instrument used in this study was a questionnaire. The questionnaire was administered to the 92 Beginning and 68 Experienced SHS Mathematics teachers in the two districts in the Central Region of Ghana. The design used in this study was a cross-sectional survey. Data collected from the respondents were analyzed using frequencies, percentages, means, and standard deviations. An independent sample t-test was used to test whether there exists a significant difference in the assessment practices of the Beginning and Experienced SHS Mathematics teachers. It was found out that the majority (87 out of 92) of the Beginning Senior High School Mathematics teachers do not either frequently or always integrate assessment in the teaching and learning of Mathematics. It was also found out that the majority (60 out of 68) of the Experienced Senior High School Mathematics teachers also do not either frequently or always integrate assessment in the teaching and learning of Mathematics. They rather see classroom assessment as an additional activity that mainly comes at the end of the teaching-learning process. The study also revealed a significant difference in the assessment practices of Beginning SHS Mathematics teachers and that the Experienced SHS Mathematics teachers in the two districts. Based on the findings, it was recommended among other things that In-service training should be organized for both the Experienced SHS Mathematics teachers and the Beginning SHS Mathematics teachers to help them bridge the gap that exists between their practices.

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.

scholarly journals Teaching Engagement of Senior High School Teachers in Batangas Province

2021 ◽  
Vol 4 (2) ◽  
pp. 1-8
Author(s):  
Wilson T. Ojales ◽  
Joshua Mark Sandigo D. De Ramos
Keyword(s):  
High School ◽  
School Culture ◽  
Interpersonal Relationships ◽  
Tertiary Education ◽  
Interpersonal Relationship ◽  
Teacher Empowerment ◽  
School Policy ◽  
Teaching Profession ◽  
Senior High School ◽  
School Heads

Senior High School (SHS) teachers are at the forefront of providing quality and innovative education for students who would either enter the world of work or pursue tertiary education. Therefore, their commitment and dedication to their craft should be carefully delved into, and one of the dimensions where they manifest such attributes in the teaching profession is the level of their engagement in the delivery of instruction. Hence, this study was conducted in order to assess the engagement of selected SHS teachers in Batangas Province during the academic year 2019-2020. It specifically covered the extent of teachers’ engagement as characterized by their vigor, dedication and absorption, and explored on the factors that contribute to their engagement as to school policy, school culture, teacher empowerment, and interpersonal relationship. It also analyzed how teaching engagement is manifested in terms of cognitive, physical, and emotional domains and looked into the sources of burnout in teaching, with the end view of proposing effective measures to foster effective teaching engagement. The descriptive method of research was utilized in the study with the use of a questionnaire as the main data gathering instrument. Gathered data were further enriched through the focus group discussion and interviews. Respondents included 85 school heads and 322 SHS teachers in the province of Batangas. The statistical tools utilized were weighted mean, ranking, and t-test. Results from the findings revealed that teachers manifest moderate engagement in vigor, dedication, and absorption. It was also revealed that school policy and administration moderately contribute to teachers’ engagement, while school culture and interpersonal relationships greatly contribute to their engagement. On the other hand, school heads assessed that teacher empowerment greatly contributes to engagement, while teachers claimed that this factor affects their engagement moderately. Comparison on the assessments between the two groups of respondents revealed they concurred in vigor, absorption, teacher empowerment, and interpersonal relationship, but differed in their assessments on dedication and school culture. Moreover, work overload issues, absence of an awards and recognition system, and big class sizes were found to be the primary sources of teachers’ burnout.

scholarly journals Innovative Leadership of Principals in the Implementation of Senior High School Program in Philippines

2021 ◽  
pp. 48-59
Author(s):  
Elpidio Mabali Ortega ◽  
Novie John B. Palarisan
Keyword(s):  
High School ◽  
Leadership Practices ◽  
School Teacher ◽  
Senior High School ◽  
Psychological Climate ◽  
Survey Questionnaire ◽  
School Program ◽  
Innovative Leadership ◽  
School Heads ◽  
High School Program

This sequential explanatory mixed methods research design aimed to explore the innovative leadership practices of principals in the implementation of Senior High School Program in the Division of Davao del Sur. Using purposive sampling, ten (10) secondary school heads answered the validated and tried interview guide which results were coded, interpreted, and clustered into leadership, individual attributes, psychological climate for innovation and influence to the stakeholders based on the theory, Determining Individual Innovative Behavior: A Hypothetical Model by Scot and Bruce (1994). Thereafter, an eighty-one (81) item initial survey questionnaire was developed and by complete enumeration, it was administered to two hundred (200) Senior High School teacher-respondents. Using Exploratory Factor Analysis, seventy (70) item survey questionnaire on principals’ innovative leadership practices was developed and generated three (3) components which included leadership, individual attributes, and psychological climate for innovation. The developed survey questionnaire was subjected to internal consistency reliability test in which the computed Cronbach’s Alpha value was 0.989 which means that the over-all reliability of it was excellent. Based on the findings, it was recommended that school heads need tos focus on setting goals and plans, equip themselves with the basic skills, plan and develop effective strategies, coordinate, communicate and empower stakeholders, analyze the educational pattern and meet, cope up and sustain the needs of the school in all aspects.

The Taxonomy of Thinking in Reading Questions in “Look Ahead an English Course for Senior High School Level 1, 2, & 3”

2017 ◽  
Vol 6 (2) ◽  
Author(s):  
Beny Septian Panjaitan And Rahmad Husein
Keyword(s):  
High School ◽  
Quantitative Research ◽  
Sampling Technique ◽  
Senior High School ◽  
School Level ◽  
High School Level ◽  
Cognitive Dimension ◽  
Look Ahead ◽  
Table Analysis ◽  
Level 1

This study aimed at analyzing the cognitive dimension based on Revised BloomTaxonomy in reading questions in Look Ahead an English Course for Senior HighSchool Level 1, 2, & 3. This study used quantitative research design. The sampleswere 141 reading questions which taken by using random sampling technique byusing Statistical Program for Social Science (SPSS) version 20.0. in Look Aheadan English Course for Senior High School Level 1, 2, & 3. The data were analyzedby using Table analysis of cognitive dimension of Revised Bloom Taxonomy. Theanalysis showed that the most dominant cognitive dimension of Revised BloomTaxonomy in remembering dimension (57.45%). The second dominant cognitivedimension is understanding dimension (26.24%). The third dominant cognitivedimension is evaluating dimension (10.64%). The fourth dominant cognitivedimension is creating dimension (3.55%). The fifth dominant cognitive dimension isanalyzing dimension (2.13%). There was no cognitive dimension of applyingdimension that applied in reading question of the textbooks.

THE EFFECT OF APPLYING THINK-TALK-WRITE STRATEGY ON STUDENTS’ ACHIEVEMENT IN WRITING DESCRIPTIVE TEXT

2015 ◽  
Vol 4 (1) ◽  
Author(s):  
Indah Pratiwi And Lince Sihombing
Keyword(s):  
High School ◽  
Experimental Research ◽  
Alternative Hypothesis ◽  
Senior High School ◽  
T Test ◽  
Degree Of Freedom ◽  
Control Group ◽  
English Teacher ◽  
Written Test ◽  
Experimental Group

This study is an attempt to discover the effect of applying Think-Talk-Write strategy on students’ achievement in writing descriptive text. The objective of this study were to find out whether applying Think-Talk-Write strategy affect the students’ achievement in writing descriptive text. This study was an experimental research. In conducting the research, the writer used 60 students of Al-Fattah Senior High School Medan as the sample. The 60 students were taken from two classes and they were divided into two groups namely the experimental group who was taught by using Think-Talk-Write strategy and the control group who was taught without Think-Talk-Write strategy. The data of the test were collected by administering written test. The data were analyzed by using t-test formula. The result of the analysis shows that the value of t-observed is higher than the value of t-table (2,3> 2,00 (α = 0.05)) with the degree of freedom (df) = N-2 = 58. It means that there is significant effect of applying Think-Talk-Write strategy on students’ achievement in writing descriptive text. So the alternative hypothesis (Ha) is accepted. The conclusion is that applying Think-Talk-Write strategy can encourage and increase the students’ achievement in writing descriptive text. Therefore, it is suggested that English teacher should try to apply this strategy.

Sign in / Sign up

Export Citation Format

Share Document