scholarly journals The Teacher’ Perception on Leadership Characteristic for MoralSpiritual among Teachers and Headmasters

2017 ◽  
Vol 22 (06) ◽  
pp. 26-29
Author(s):  
Ifit Novita Sari ◽  
Ahmad Sonhadji K.H ◽  
Nurul Ulfatin ◽  
Imron Arifin
Keyword(s):  
Teacher Perception ◽  
Leadership Characteristic

Teacher perception of methodological habits for informal argumentation in text commentary

2018 ◽  
Vol 76 (270) ◽  
Author(s):  
María Teresa CARO VALVERDE ◽  
María Isabel DE VICENTE-YAGÜE JARA ◽  
María Teresa VALVERDE GONZÁLEZ
Keyword(s):  
Teacher Perception ◽  
Informal Argumentation

Professional development for teachers of advanced placement courses

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Rebecca Small ◽  
Rebecca A. Thessin ◽  
William R. Dardick
Keyword(s):  
Professional Development ◽  
Advanced Placement ◽  
Professional Learning ◽  
Repeated Measures ◽  
Teacher Perception ◽  
Content Type ◽  
Teachers Perceptions ◽  
Multidisciplinary Study ◽  
Diverse Student ◽  
Instructional Needs

PurposeThe purpose of this study was to explore how the Advanced Placement Summer Institute (APSI) supported Advanced Placement (AP) teacher's instructional needs considering the expansion of the AP program in recent decades.Design/methodology/approachA survey including Likert-style and open-ended questions was distributed to participants at one East Coast APSI to gather data, which were analyzed quantitatively. An exploratory factor analysis (EFA) was conducted on the Likert items to identify latent constructs, and two logistic regression (LR) models were run to predict what features of the professional development (PD) improved teacher perception of APSI. Open-ended constructs were analyzed by identifying and describing common themes.FindingsThe findings indicated that APSI improved teachers' perceived content knowledge and pedagogy and improved teachers' perceptions of their ability to better support student achievement, but that more focused professional learning was needed in working with academically diverse student learners in AP courses.Research limitations/implicationsThis study was limited to analysis of perception of teachers who attended one APSI training site, making it difficult to generalize without repeated measures.Originality/valueThis is the only multidisciplinary study connecting literature on effective PD to an analysis of the effectiveness of APSI for AP teachers.

scholarly journals SELF-DIRECTED LEARNING IN EFL DURING COVID-19 PANDEMIC: AN ANALYSIS OF TEACHER’S PERCEPTIONS AND STUDENTS’ LEARNING AUTONOMY

2021 ◽  
Vol 5 (2) ◽  
pp. 93
Author(s):  
Gede Setia Wahyudi ◽  
Luh Putu Artini ◽  
Ni Nyoman Padmadewi
Keyword(s):  
Online Learning ◽  
Qualitative Data ◽  
Teacher Perception ◽  
Self Directed Learning ◽  
Tenth Grade ◽  
High Knowledge ◽  
Directed Learning ◽  
The Subject ◽  
Perception Of Self ◽  
Teacher's Perception

The focus of this research was to analyze the teacher's perception of self-directed learning, to observe activities assigned by the teacher in implementing self-directed learning, and to identify self-directed learning components from the activities assigned by the teacher. The embedded mixed-method was used as a design in which the more dominant was qualitative data rather than quantitative data. SMA Negeri 4 Singaraja was chosen as the research setting and one English teacher who teaches in the tenth-grade at this school was chosen as the subject in this study. The researcher, self-rated questionnaire, observation table, and identification table were used as instruments in this research. The self-rated questionnaire showed that the teacher-rated himself to have high knowledge of self-directed learning but in fact, the observation shows that the teacher was not able to implement well that knowledge into online learning. The data showed the mismatch between teacher perception and activities of self-directed learning assigned to students in online learning. 

scholarly journals Exploring Blended Learning in Higher Education: Different Definitions and Teachers’ Perceptions

2020 ◽  
Vol 1 (2) ◽  
pp. 38
Author(s):  
Maslihatul Bisriyah
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Systematic Study ◽  
Teacher Perception ◽  
Inclusion Criteria ◽  
Education Teacher ◽  
Teachers Perceptions ◽  
Blended Courses ◽  
Potential Benefits ◽  
Research Questions

<p>The interest in and research on blended learning have increased and developed in the last two decades. This study addresses the topic of blended learning particularly exploring the different definitions of blended learning and the views of teachers on blended learning courses. By locating papers on blended learning using specific databases, this systematic study appraises peer-reviewed articles published between 2000 and 2019. After examining the full papers, 32 studies are then selected as they meet all inclusion criteria and answer the research questions. The findings of this study indicate that blended learning is not a homogenous concept since it means different thing to different people. Besides, teachers in the blended courses experience several challenges, hence constant supports and persistent effort from all the components including the related institution should be given to achieve the potential benefits of this learning mode.</p><p class="Default">Keywords:</p><p><em>Blended learning, higher education, teacher perception</em></p>

The Correlation Between Participation in Extracurricular Activities and Student Engagement During Distance Learning

2021 ◽  
pp. 121-153
Author(s):  
Samantha Cecile Smith-Snook ◽  
Bonnie A. Plummer
Keyword(s):  
Academic Success ◽  
Distance Learning ◽  
Student Engagement ◽  
Extracurricular Activities ◽  
Teacher Perception ◽  
Significant Loss ◽  
Student Interest ◽  
Legal Guardian ◽  
School Year ◽  
Current Student

The research described in this chapter aimed to find the correlation between participation in virtual extracurricular activities (ECAs) and student engagement during distance learning at a secondary school located in Northern California. Data was gathered on current student engagement through grades, attendance, teacher perception, and student and legal guardian opinion during the first two quarters of the 2020-2021 school year. Furthermore, data was gathered on student, teacher, and legal guardian opinions on the correlation between participation in virtual ECAs and student engagement during distance learning. The data revealed that there is a significant loss of student engagement during distance learning and that students are not participating in virtual ECA's due to a lack of interest. This data can be corroborated by the number of Ds and Fs students are obtaining which indicates a significant loss in student academic success. Looking forward to increase student engagement, the school must focus on creating virtual ECAs that pertain to student interest.

Teacher Perception of the Adoption and Implementation of DGBL in Their Classroom Teaching

2021 ◽  
Vol 11 (1) ◽  
pp. 17-30
Author(s):  
Orit Avidov-Ungar ◽  
Merav Hayak
Keyword(s):  
Elementary School Teachers ◽  
Teacher Perception ◽  
Two Dimensions ◽  
Classroom Teaching ◽  
Development Programs ◽  
Game Based Learning ◽  
Innovative Teaching ◽  
Adoption And Implementation ◽  
Agents Of Change ◽  
Research Findings

This is a case study of innovative teaching that examined how 28 elementary school teachers in Israel perceived their implementation of digital game-based learning (DGBL) in their classrooms. The study involved teachers in Israel, who implement DGBL into their classroom teaching. Qualitative analysis of semistructured in-depth interviews with the participants identified two dimensions in the teachers' narratives: the style of DGBL adoption (traditional/innovative), and the extent of DGBL implementation (high/medium/low). Based on these dimensions, four types of teachers were defined: the innovator and trailblazer, the implementer, the effort maker, and the struggler. The research findings can serve as an essential tool to help managers and decision-makers design professional development programs and tailor DGBL use to the four types of teachers identified in the study. Furthermore, once identified, trailblazer teachers could be recruited to serve as agents of change.

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