The Effect of Principal Leadership Through Organizational Citizenship Behavior of Teachers on the Quality of Islamic Religious Education Learning

This paper investigates the pivotal role of school principals in shaping and enhancing Organizational Citizenship Behavior (OCB) among teachers to enhance the quality of Islamic Religious Education (IRE) instruction. The research was conducted at SMA Negeri 1 Bumi Raya, located in Morowali Regency, Central Sulawesi Province, Indonesia, employing descriptive-qualitative methodologies. Data analysis was conducted using the N-Vivo software. The findings of this study underscore the multifaceted role of principals in fostering OCB. Principals emerge as both motivators and supervisors within the educational setting. As motivators, they offer support and encouragement to teachers facing challenges, convene regular meetings to address issues, and deliver motivating messages during ceremonial gatherings. As supervisors, they diligently assess and oversee the performance of their teaching staff, ensuring a high standard of educational delivery. Internally, factors influencing OCB include teachers' personality development and perception of organizational support. Externally, the quality of relationships between superiors and subordinates and the length of service significantly impact OCB outcomes. In summary, this research sheds light on the pivotal role of school principals as motivators and supervisors and identifies key internal and external factors that influence the optimization of OCB among teachers. Understanding these dynamics is crucial for improving the management and quality of Islamic Religious Education learning in educational institutions

TEACHERS’ PERCEPTIONS REGARDING THE FLIPPED CLASSROOM METHOD OF USING GOOGLE CLASSROOM DURING THE COVID-19 PANDEMIC

This study focuses on identifying the teachers’ perceptions regarding the flipped classroom method of using Google Classroom during the Covid-19 pandemic at a high school in Jambi city. Since the flipped classroom method utilizes technology to help the material delivery and teaching-learning process, then this study describes teachers' perceptions, experiences, and feelings as a participant and reveal how they apply the flipped classroom method using technology during the pandemic. This study uses qualitative methods because the analysis is in the form of descriptions, not numbers. The data were utterances containing the perception of the English teacher about the flipped classroom method, and the data source was from 2 female teachers who use this method in four classes. Some data were collected through open interviews in an observational study. The study revealed that there were some obstacles and merits to flipped classroom method of using Google classroom. In addition, researchers also suggest additional applications to assist teachers in teaching using Google Classroom to overcome ineffectiveness in providing instant feedback to students

Teachers\u27 perceptions of quality teaching in junior secondary school : Physical education in Lagos State, Nigeria

This study investigates physical education (PE) teachers\u27 perceptions of quality teaching as related to their teaching activities in junior secondary schools in Nigeria. The study also investigated how the perceived teaching quality of the teachers matched their teaching practices and the feasibility of supporting quality teaching in these schools. The research is underpinned by a conceptual framework, which identified quality teaching as an educational process influenced by the curriculum, teacher effectiveness, teacher reflection and belief systems, and teacher development process designed to enhance students\u27 learning. The study incorporated a descriptive survey and interpretive case study for data collection. A pilot study, which involved ten PE teachers (not included in the study) trial tested the research instruments constituted phase one of the study. Initial data collected during phase two of the study, involved surveying all 60 PE teachers in the two Local Education Districts comprising 29 secondary schools. The survey data were analysed with descriptive statistics and some measures of association were applied to give a general picture of the PE teachers’ views about quality teaching. An analysis of curriculum documents complimented phase two of the study. Phase three involved an in-depth case study involving six teachers from six different schools. They were interviewed, observed and engaged in informal discussions that determined their views of quality teaching allowing comparison of their views with their teaching actions. Data collected were inductively analysed employing a thematic cross-case analysis process. Survey results suggested that teachers perceived quality teaching as a multidimensional teaching process that enhanced student learning. The two major themes of their quality teaching descriptions centred on effective teaching incorporating the achievement of lesson objectives, and pedagogical content knowledge (PCK). The teachers rated highly all Organisation for Economic Cooperation and Development\u27s (OECD) dimensions of quality teaching and did not discriminate between the five dimensions. They viewed these dimensions: curriculum knowledge, pedagogic skills, reflection, commitment, and managerial competencies, as important and necessary ingredients for achieving quality teaching. The survey indicated that majority of the teachers considered physical education as a recognised subject and well regarded in their schools. The documents analysis of the study indicated that both the National and State curriculum documents constituted a highly prescriptive form of teacher control in terms of their strict adherence to their uses. A number of problems were identified as impeding the teacher\u27s teaching quality; these were categorised into three areas of self, general resources and workplace conditions. The case study findings indicated that the six teachers\u27 views about quality teaching reflected those of the survey teachers. Messrs Senator and Suru focussed their rhetoric of quality teaching on achievement of lesson objectives through effective teaching, while Ms Toyin, Ms Lilian, Ms Ayodeji and Mr Tony highlighted pedagogical content knowledge, and Ms Lilian combined achievement of lesson objectives with the PCK construct. When the teachers\u27 rhetoric was compared with their teaching practices, a number of inconsistencies were recorded. Findings indicated that most teachers had little sense of transferring their perceptions of quality teaching to their practical PE lessons. The theory lessons observed indicated elements of teaching quality with teachers\u27 rhetoric at times matching their practices. With the exception of two of the six teachers\u27 observed practical lessons that fared better, other teachers suggested to implement quality teaching in their practical classes, which in most cases did not measure up. The study revealed that the teaching context did not support quality teaching. The two major problems impeding quality teaching were inadequate teaching resources and large class sizes. All teachers reported that they achieved quality in their teaching and that the results of their students in the various assessments and examinations, which were mostly knowledge based, reflected the achievement of quality\u27 teaching. The study recommends that teachers should be empowered in the choice of PE content and set expectations realistic to the limiting teaching contexts. Teaching activities that support higher levels of students\u27 involvement are necessary if quality teaching is to be achieved. Considerations to outcomes-based education should be given and the use of student-centred pedagogy by teachers. Further investigations were suggested in the areas of intervention programmes for PE teachers, production of cheap teaching resources and refocussing professional development efforts in both in-service and pre-service programmes

Učitelj i specifičnosti njegovog rada na izvođenju inkluzivne nastave iz predmeta prirode i društva u redovnim odeljenjima

The main aim of this paper is to point out the specifics of teachers' work in teaching the subject Nature and Society, using different forms of teaching, learning and assessment, which ensure equal access to education for all children in accordance with developmental and personal educational affinities, and age. The paper focuses on a teachers' need for education, expertise, knowledge and the skills necessary for inclusive teaching of the subject Nature and Society in regular classes with students with disabilities. The importance of the teachers' role in the teaching process with students with disabilities has been emphasized, in relation to their integration and inclusion into normal life. The success of an education system is reflected in attracting, and choosing the right candidates, capable people for work in the classroom, which contributes to greater and better student achievement.Cilj rada je da se ukaže na specifičnosti rada učitelja u nastavi prirode i društva, primenom različitih oblika nastave, učenja i ocenjivanja, što obezbeđuje jednako pravo i dostupnost obrazovanju i vaspitanju za svu decu, a u skladu sa razvojnim, ličnim obrazovnim i starosnim afinitetima. Rad se bavi potrebom učitelja za obrazovanjem, stručnošću, posedovanjem znanja i sposobnostima za izvođenje inkluzivne nastave kroz predmet prirode i društva u redovnim odeljenjima sa učenicima sa posebnim potrebama. Istaknut je značaj uloge učitelja u nastavnom procesu sa učenicima sa posebnim potrebama, u odnosu na njihovu integraciju i inkluziju i normalan život. Uspešnost jednog obrazovnog sistema ogleda u privlačenju i u odabiru pravih kandidata, sposobnih ljudi za rad u nastavi, koji će doprineti većim i boljim postignućima učenika

Changes in thinking and pedagogical content knowledge in learning to teach English as a second language

Purpose This study examines how student teachers for whom English is a second language develop their professional knowledge in learning to teach ESL. The focus of the research is on their change in thinking and pedagogical content knowledge (PCK) during teacher education. PCK, as defined here, includes the following four domains: Knowledge of the subject content, knowledge of lesson planning, knowledge of instructional strategies and knowledge of the teaching context. The study also seeks to find out how student teachers' pre-training beliefs and conceptions affect their attitudes towards professional preparation, and to identify the factors which influence their professional development. Procedures The subjects were eight student teachers taking English language teaching as one of their two major elective subjects in the full-time Certificate in Education (Secondary) Course in the Hong Kong Institute of Education. The full period of data collection covered two years - the length of the CE Course during 1996-1998. The methods of data collection included a blend of qualitative techniques: semi-structured interviews, journals, classroom observations, pre-observation interviews, stimulated recall procedures, and field documents such as lesson plans. All together, five sets of data were collected at different stages of the CE Course to plot the changes in the eight student teachers' thinking and PCK. In analysing the data, constant comparisons, coding and conceptual analysis of data were made as the aim of the research is to develop into a grounded theory (Glazer and Strauss, 1967) on the cognitive change of ESL student teachers during training. Major Findings In general, the student teachers' thinking, knowledge and practices did change during the course, and sometimes critically. The findings support the contention that student teachers' instructional actions are closely related to their conceptions of teaching. This study also suggests that, given appropriate contextual conditions, the student teachers who considered themselves linguistically deficient and whose knowledge on entry to the course was far from subject specific could be engaged in pedagogical thinking and learn ideas they did not bring to the teacher education programme. The study further suggests that the development of the student teachers’ thinking and PCK appeared to be integral to their professional development. While such development is influenced by various factors, some are more effective than others in preparing them to be fully-fledged classroom teachers. Seeing it as an initial study along this line of inquiry in Hong Kong, the findings have added to the literature as to how and why the thinking and pedagogical content knowledge of student teachers change during training, and have provided clues to explain discrepancies in teacher behaviour between teacher education and teaching years, from which implications were drawn for teacher education curriculum. Although these findings show possible patterns of ESL student teachers’ development during teacher education, they do not imply any linearity in the nature of the trend. However, they contribute to the ongoing endeavour to construction of a theory of student teachers' development

O pensamento estatístico de futuros docentes em processos investigativos enriquecidos pelo uso de tecnologia no contexto de uma abordagem integrada

The research reported in the present article aims to evaluate the teacher education learning scenarios implemented in two curricular units of the basic education course, discussing, in particular, the role of the integrated curriculum approach and of the used technologies, in the development of statistical thinking of prospective teachers. The study used a methodology within the interpretative paradigm. In order to evaluate the learning scenarios, it was used participant observation, documents' collection and a questionnaire with open-ended items whose responses were subjected to content analysis, and the frequencies of the emergent categories were determined. The results support the validation of the implemented scenarios. The students developed the reasoning about data representation and associations. The meaning of mean was a critical aspect that would deserve further research.O estudo apresentado neste artigo tem como objetivo avaliar cenários de aprendizagem implementados em duas unidades curriculares do Curso de Licenciatura em Educação Básica, discutindo, em particular, o papel da abordagem curricular integrada e das tecnologias no desenvolvimento do pensamento estatístico dos futuros docentes. Foi usada uma metodologia no âmbito do paradigma interpretativo. Para avaliar os cenários de aprendizagem, foi usada a observação participante, a recolha documental e um questionário com itens abertos cujas respostas foram objeto de análise de conteúdo, tendo sido determinadas as frequências das categorias emergentes. Os resultados suportam a validação dos cenários implementados. Os estudantes desenvolveram o raciocínio acerca da representação de dados e das associações. O significado de média constituiu um aspeto crítico que merece mais investigação.info:eu-repo/semantics/publishedVersio

Developing a reading programme through an action research in a secondary school

The purpose of this study is to identify factors that could promote interest and motivation in reading among the non readers as part of Ping Yi Secondary School Media Resource Library's activities. It is an attempt to improve the current practice of reading enrichment programme by conducting a school-based action research, using technology to promote screen and conventional print-based reading. There are three tasks involved in this study. The first task is to investigate the reasons as to why students are not keen to actively read during the library's enrichment reading programme. The second task is to explore the factors and the context that would motivate students to read. This is achieved through the review of literature and interview with students and teachers. Based on the findings of these two tasks, an alternative enrichment reading programme is developed and implemented. The final task is to evaluate and analyse the outcomes of the implementation of alternative reading programme called the Striving for Total Achievement and Responsibility (STAR) and to report the research project. A random sample of 65 students from Secondary two, three and four were selected to participate in the STAR project. The project became the platform for students to hone their reading interests, and acquire and develop multi-literacy skills. Based on the qualitative and quantitative analysis of data, it was found that while participating students began to read more, maintaining the momentum to read remained a real challenge to the teacher librarian. The data gathered showed that there was modest gain in the areas of cognitive, social and technical knowledge among the participants. The research highlights the fact that it is critical for a teacher designing a reading programme to share his or her goals with the participants at the onset; to provide participants with critical support to facilitate the construction of their own learning processes and to relate their learning journey to the demands of the workplace so that they could find relevance and meaning in what they learn and study in school. Although limited in scope and focus, the larger underlying concern of this study is to propel further research on the relationships between reading interests and academic performance among students of different levels, ethnic groups, gender and academic abilities

Blog-assisted language learning for collaborative learning in a second language extensive reading program

Generally, English as a second language (ESL) students avoid using English during face-to-face interaction. In-class discussions often do not provide equal opportunity for them to participate as these discussions are dominated by active and competent students. In extensive reading program, students use journals to write reflection and the audience is merely their teacher. However, the literature shows that there are limited studies on the use of blogs as a group journal in L2 extensive reading program. Thus, this study used blogs as a platform for students to collaborate, discuss and share their knowledge on a given topic. The objectives of this study are to explore the nature of students’ interaction and their interactional patterns in their blogs when they were supervised face-to-face and virtually. The participants consisted of 20 secondary school students from a suburban school in Kelantan, Malaysia. They read the reading materials, held group discussions and posted comments in their respective group blogs. The students chose the reading materials from the library during face-to-face interaction whereas during virtual interaction, they searched for their own materials and from the blogs outside the school. The students’ blog posts were analyzed using Florida State University Online Assessment Tool and Bales Interaction Process Analysis in 2002. A survey and interviews were administered to elicit the students' responses on the use of blogs in an extensive reading program. The findings indicated that the students participated more during virtual supervision compared to face-to-face supervision. However, they easily diverged from the task during virtual supervision. The use of blog encouraged the students to interact in English. The findings also indicated that students’ personalities influenced their participation in blog discussion. This study provided evidence that students’ involvement in choosing their own reading materials and the use of blogs as a platform to learn collaboratively created opportunity for them to share ideas in English freely. These findings have pedagogical implications on the use of blog for teaching and learning English as a second language