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This research aimed to analyze the influence of teacher professional competence on teacher performance, and workplace spirituality. The sample consisted of 182 high school teachers in Malang City, with a standard error of 7%. The analysis tool used was Intelligent PLS. This research shows that professional competence can facilitate teacher mastery of teaching materials and a spiritual attitude that supports the learning process. The results of this research can inform education managers about how to improve teachers' abilities in teaching and learning process activities and mastery of teaching materials. They can also be a policy consideration for the education department to develop teacher performance in Malang City. [ABSTRACT FROM AUTHOR]

This study aims to investigate how tenure, training intensity, and job motivation affect the effectiveness of independent vocational schools instructors in the Magelang area using pedagogic competency. The sample size for the research was 928 teachers. The Slovin formula was used to calculate the sample size, which resulted in an overall sample size of 100 instructors. Data analysis methods make use of modeling structural equations (SEM). The outcome of the investigation demonstrates that training intensity, tenure, and work incentive all have an impact on pedagogical competency, which in turn affects the performance of independent vocational school instructors. Work ethic, training intensity, and working hours also affect the success of independent vocational school instructors in the Magelang Regency. [ABSTRACT FROM AUTHOR]

The exploration of teacher performance for the improvement of educational quality and student achievement is an important subject in Indonesia. Therefore, this research aimed to specifically explore the impact of principal adaptive leadership on teacher performance in the Indonesian educational landscape, with collaborative school culture serving as the mediating variable. To achieve the stated aim, data were collected through the administration of questionnaires from 425 public primary school teachers in West Java, Indonesia. Accordingly, the collected data were then analyzed using structural equation modeling with partial least squares (SEM-PLS). The results showed that adaptive leadership had a significant and positive influence on teacher performance. It was also observed that collaborative school culture acted as an effective mediating variable during the process. This research offers both theoretical and practical implications for the broader implementation of adaptive leadership theory in schools. Additionally, recommendations for future research areas are provided. [ABSTRACT FROM AUTHOR]

In developing countries like Indonesia, responsible agencies have yet to consider in-depth factors in building better teacher performance in secondary education. Contemporary educational research has explored the relationship between motivation and professional development on teacher performance. However, there needs to be more understanding of this relationship with family sociological conditions, levels of managerial support, and different working conditions. This research examines how motivation and professional development can determine teacher performance by involving these three conditions. This research involved 474 secondary education teachers voluntarily and with specific criteria profiles tailored to their needs. Data collection was assisted using a closed questionnaire with a four-point Likert scale, tested for validity and reliability. Structural Equation Modeling was used to analyze data through path analysis and bootstrap methods. The findings prove the importance of motivation and professional development supported by family sociological conditions, managerial support, and proportional workload in determining teacher performance. These results shed light on secondary education providers in strengthening professional development and simultaneously strengthening teacher motivation which has so far often been overlooked. The strategy used is to provide support in the managerial aspect to create work comfort and a proportional workload to make it easier for teachers to carry out technical development. Lastly, support and positive relationships from the family contribute to strengthening the teacher's mentality which leads to strengthening work motivation. In conclusion, teacher performance in secondary education can be optimal by carrying out self-development, strengthening motivation, proportional performance, in addition to managerial and family support in establishing mental health. [ABSTRACT FROM AUTHOR]

Purpose: The integration of digital platforms in education offers new opportunities to enhance pedagogical content knowledge (PCK) among teachers. However, the effectiveness of these platforms in improving teaching performance is limited. This study aims to evaluate the effectiveness of digital platforms in facilitating content delivery and pedagogical strategies, with a focus on their impact on performance in PCK (R-PCK), which offers a more objective measure compared to self-perception-based assessments. Specifically, the study investigates how digital tools influence R-PCK concerning variables such as gender, age, work experience, the origin of the training center, and general skills, including Reading Comprehension and Logical Reasoning. Methods: This research utilized data from the 2022 National Unique Test (PUN) for primary education teachers across all 24 regions of Peru, encompassing a sample size of 94,665 participants, with 67.4% females and 32.6% males. The study employed quantitative methods to analyze the data, focusing on the impact of digital platforms on R-PCK. Statistical analyses were conducted to explore the correlations between R-PCK and various independent variables, including gender, age, work experience, and general skills. The research questions guiding this study were: How do digital platforms impact R-PCK among primary education teachers? Are there significant differences in R-PCK based on gender, age, and work experience when digital platforms are integrated? What role do general skills play in enhancing R-PCK through digital platforms? Results: Preliminary findings indicate significant variations in R-PCK related to gender, the origin of the pedagogical training center, and work experience in both public and private sectors. The study identified negative and statistically significant correlations between R-PCK and age, indicating that younger teachers tend to have higher R-PCK scores. Additionally, there were positive correlations between R-PCK and general skills, suggesting that teachers with better reading comprehension and logical reasoning skills are more likely to perform better in R-PCK assessments. Conclusion: This study hypothesizes that digital platforms can effectively bridge gaps in R-PCK by providing targeted pedagogical support and fostering a more dynamic learning environment. The findings have significant implications for educational policy and practice, emphasizing the need for tailored digital interventions to optimize teaching effectiveness and student outcomes. [ABSTRACT FROM AUTHOR]

Copyright of Educational Academic Research is the property of Ataturk University Coordinatorship of Scientific Journals and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This comprehensive scoping review aimed to identify and synthesize the existing research on professional development (PD) for educators and educational leaders in the United Arab Emirates (UAE) between 2018 and 2023. Fourteen scholarly articles covering a wide range of topics related to education in the UAE were collected and analyzed. The review revealed that PD initiatives in the UAE often focus on enhancing teacher effectiveness and leadership skills, particularly in the context of educational reforms and inclusive education practices. However, significant challenges were identified, including implementation gaps, cultural barriers, and resistance to centrally imposed PD programs. The findings suggest that while PD programs positively impact teacher performance and educational quality, further efforts are needed to address the challenges within the UAE's unique socio-cultural context. [ABSTRACT FROM AUTHOR]

This study aims at examining the multidimensional relationships between teacher performance, organizational loyalty and charismatic leadership based on the opinions of primary teachers who were working in public schools in Ankara. The study utilized a quantitative research methodology with a correlational survey design. We used the stratified sampling method to determine the study sample. Accordingly, the sample consisted of 514 teachers working during the 2020-2021 Academic Year in Ankara. We used descriptive statistics, Pearson correlation and structural equation modelling to analyze the study data. The study findings revealed that charismatic leadership had a statistically significant direct impact on organizational loyalty, whereas organizational loyalty had a statistically significant direct impact on teacher performance. Furthermore, we found out that charismatic leadership indirectly affected teacher performance via the mediation of organizational loyalty. We discussed the study findings based on the related literature and offered some suggestions relying on the findings.

The success of education is largely determined by the performance of quality teachers in planning, implementing, and evaluating learning, maintaining task discipline, and being active in the classroom. This study examined the interrelationships between transformational leadership style, teacher competence, organizational commitment, and teacher performance within educational environments. This quantitative study used the SmartPLS software with the bootstrapping method. A questionnaire was used to collect data from the 75 participants. Transformational leadership has a significant influence on both teacher and organizational commitment. Although competence positively influences organizational commitment, it does not affect teacher performance. Likewise, organizational commitment does not affect teacher performance. Furthermore, Transformational Leadership did not significantly affect Teacher Performance through Organizational Commitment. Similarly, Teacher Competence does not have a significant effect on teacher performance through Organizational Commitment. Understanding these dynamics could enhance strategies for improving teacher effectiveness and organizational outcomes in educational settings. The findings contribute both practically, by informing leadership practices and teacher development programs, and theoretically, by advancing the understanding of the complex relationships among leadership, competence, commitment, and performance in educational contexts.

In recent years, MoEYS has implemented a strategic plan to adhere to SDG 4 in promoting the quality of education. MoEYS also devotes itself to performance appraisals to measure and enhance teacher performance in Cambodian secondary schools. This quantitative study analyses the relationship between performance appraisal and teacher performance. It further examines the factors in current performance appraisal practices that influence teacher performance in public secondary in schools Phnom Penh, Cambodia. This study discovered the performance appraisal processes and methods that influence teacher performance. Our findings indicate a significant relationship between performance appraisal and teacher performance. Additionally, this study provides solutions to improve performance appraisal on target setting and performance rating assessment. It also provides a substantial roadmap for school principals to practice the performance appraisal more effectively to enhance teacher performance. Future research should consider performance appraisal practices that could influence teacher performance in Cambodian primary schools.

In recent years, schools have investigated recruitment and selection practices to contribute to teacher performance, demonstrating that they value them. This quantitative study aimed to examine the impact of recruitment and selection practices on the performance of public secondary teachers in Phnom Penh, Cambodia, and the relationship between recruitment and selection and teacher performance. Our findings indicate that recruitment and selection impact teacher performance through processes and methods. It demonstrates the relationship between recruitment and selection and teacher performance through its critical exploration. The implications for our research contribute to recruitment and recruitment processes and methods that lead to teacher performance and the relationship between recruitment and teacher performance. The findings suggest a policy implication that there needs to be a greater need to improve recruitment and selection policies to enhance teacher performance. This study underlines the importance of recruitment and selection processes and methods as academic sources for researchers.

This research addresses the limited deep understanding of the direct impact of the School Movement Management practices on various aspects of teacher performance within the framework of a dynamic organizational culture in the continually transforming educational era. The study aims to examine the influence of school movement management and school culture on the pillars of teacher performance in this era of educational transformation. The research method is quantitative, utilizing a sample of 62 elementary school teachers selected through purposive sampling based on their involvement in the implementation of School Movement Management and their activities within the school's organizational culture. Data was collected through surveys and documentation, including trial testing of the research instruments. Data analysis was conducted using T-test and F-test. The research findings confirmed three points. First, there is an influence of School Movement Management on the performance of elementary school teachers. Second, there is an influence of Organizational Culture on the performance of elementary school teachers. Third, there is a combined influence of School Movement Management and Organizational Culture on the performance of elementary school teachers. This study highlights the importance of collaboration among schools, principals, the community, and supervisors to enhance the competencies of principals in School Movement Management and Organizational Culture. The results provide evidence that both aspects significantly impact teacher performance, supporting more effective human resource management policies in the context of educational transformation

This research is supported by the results of the library study of State Vocational School 4 Kupang City construction on the implementation of the National Assessment in 2021, which has not reached the minimum standard of level 3. Also, the average repeat results at the end of the semester are in the academic year 2021/2022, whose classical intensity has not reached 75%. The data from the UN results in 2019, which are the standard for determining the quality of education in Indonesia, revealed that the State Vocational School 4 Kupang City buildings are in the low category. In addition, the average results of the assessment of teacher performance have not reached the maximum standard (good). Considering this, researchers found that there are problems that need to be addressed, especially teacher performance. This research aims to find out to what extent the performance of teachers influences the quality of education in the State Vocational School 4 Kupang City. The method used in this survey is based on a quantitative approach. Data collection techniques are used through questionnaires/surveys, observations, and documentation to understand the influence of teacher performance on the quality of education. The results of the research are based on a summary model test that obtains a value of R squared (R2), which indicates that the influence of the Teacher Performance variable (X) on the Quality of Education variable (Y) is 0.715 = 71.5%, meaning that the performance of teachers has a very significant contribution to the improvement of the quality of education. Thus, it's concluded that the performance of teachers has a significant influence on the quality of education. [ABSTRACT FROM AUTHOR]

This study aims to descriptively explore the relationships between transformational leadership style, teacher competencies, organizational culture and teacher performance at Al Ibrah Primary School in Gresik district as an educational context. The research design used was descriptive quantitative. Data were collected through a questionnaire using a Likert scale distributed to 85 teachers of Al Ibrah Primary School. Data were analyzed using descriptive statistical techniques to describe the relationship between the variables studied. The results showed that the majority of respondents were female (62.4%) with the majority aged 29-32 years (24.7%) and had a Bachelor's degree (S1) (63.5%). The principal's transformational leadership style was rated high (total mean 4.21), especially in the aspect of performance evaluation (mean 4.28). Teachers' competencies are also high (total mean 4.17), with good implementation of the professional code of ethics and active participation in school activities. The organizational culture shows high support for innovation and risk-taking (total mean 4.08). These findings contribute to the understanding of how leadership and organizational factors impact educational outcomes, providing a basis for future research and practical strategies in educational settings. [ABSTRACT FROM AUTHOR]

The implementation of training and development programs for teachers plays a crucial role in enhancing their skills and capabilities, especially in the context of curriculum change. This study conducts a comprehensive analysis of such programs, focusing on their effectiveness, challenges, and areas for improvement. Through a literature review approach, various scholarly works, empirical studies, and best practices are examined to evaluate the impact of training and development initiatives on teacher performance and student outcomes. The evaluation encompasses aspects such as program design, delivery methods, content relevance, participant engagement, and organizational support. It delves into the strategies employed to address the evolving needs of teachers amid curriculum transformations, considering factors like technological integration, pedagogical innovations, and curriculum alignment. Furthermore, the study explores the role of continuous professional development in sustaining teacher motivation, fostering a culture of lifelong learning, and adapting to dynamic educational landscapes. Based on the analysis, several recommendations are proposed to enhance the efficacy of training and development programs for teachers. These recommendations encompass tailored professional development pathways, collaborative learning communities, mentorship programs, feedback mechanisms, and resource allocation strategies. The findings of this study contribute valuable insights to educational policymakers, administrators, and stakeholders involved in designing and implementing teacher training initiatives within the framework of curriculum change. [ABSTRACT FROM AUTHOR]

Copyright of Environmental & Social Management Journal / Revista de Gestão Social e Ambiental is the property of Environmental & Social Management Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Teacher performance evaluation is essential to a teacher’s primary responsibilities. This study investigates the process of evaluating teachers’ performance to provide a basis for planning an ongoing professional development program. AI-based systems present an opportunity for objective and reliable evaluations, facilitating the identification of areas requiring improvement and contributing to the overall enhancement of educational quality. Consequently, incorporating AI into evaluating teachers has become a research hotspot. This research proposes an analytical comprehensive AI-based system for teacher evaluation. Moreover, we introduce a novel analytical index system derived from the current adopted Key Performance Indicators (KPI) in the Ministry of Education in Saudi Arabia and an overall algorithm. This study is part of an integrated project to evaluate teachers’ performance using AI. To build our model, we are accurately determining the evaluative weights through 13 workshops held with 283 field experts. The main hypothesis is that the weights were evenly distributed. After studying them, we found they were relatively different by 0.1 to 0.3%. By analyzing T-KPI, we believe that our proposed index system could overcome the limitations of human-based assessments as it assigned appropriate AI techniques for each, thus ensuring accurate, reliable, and objective evaluation. This innovation would also economically impact rationalizing spending and reducing costs.Article Highlights: An AI-based teacher evaluation can overcome the subjective, time-consuming, costly, and inefficient limitations. T-KPI's analysis index defines the evaluation elements and potential AI technology. Assigning the actual weight for each element ensures the evaluation's accuracy. [ABSTRACT FROM AUTHOR]

This study aims to determine the relationship between student motivation and teacher performance and student learning performance in adaptive and productive subjects. As a respondent, there were 34 teachers of SMK Putra Pertiwi, South Tangerang, Banten. Data was collected using three sets of closed questionnaires. The results of the data analysis showed that the learning motivation of students was in the sufficient category, the teacher's performance was in the high category and the student's learning performance was in the high category, and a correlation between the student's learning motivation in the high category and the correlation between the teacher's performance and the student's learning performance was in the high category. It was concluded that students and teachers are the main actors in improving student learning performance. It is recommended that school principals and school supervisors routinely carry out classroom supervision so that teachers always improve their teaching performance. Schools are advised that teachers intensify learning assistance and schools increase industrial visits and industrial work practices as a form of extrinsic motivation for students. [ABSTRACT FROM AUTHOR]

This research focuses on the influence of organizational culture, competence and motivation on teacher performance with job satisfaction as an intervening variable with a case study at SMK Muhammadiyah Tangerang. This research uses an associative quantitative method where the researcher uses SmartPLS 3 software. The research results produced in this research emphasize that there is a significant influence of organizational culture on teacher job satisfaction at SMK Muhammadiyah Tangerang. Furthermore, competency has a significant influence which can influence job satisfaction for teachers at SMK Muhammadiyah Tangerang. Furthermore, a positive and significant influence also occurs on motivation which influences the job satisfaction of teachers at SMK Muhammadiyah Tangerang. And finally, there is a significant positive influence on teacher satisfaction at the Tengerang Muhammadiyah Vocational School on job satisfaction. [ABSTRACT FROM AUTHOR]

The specific problem faced in this context is how work culture in public school institutions in East Flores Regency affects teacher performance through the mediating variables of Organizational Citizenship Behavior (OCB) and Work Engagement. This research uses quantitative methods with a survey approach. The research design used was a survey design, where data were collected using questionnaires distributed to the entire population of teachers in public high schools in East Flores Regency totaling 100 teachers. The results showed that work culture has a positive effect on Organizational Citizenship Behavior (OCB) and work engagement which further improves teacher performance, although work engagement has no direct effect on performance. In addition, OCB proved to be a significant mediator in the relationship between work culture and teacher performance. Based on the results of the discussion, it can be concluded that work culture is proven to have a positive influence on Organizational Citizenship Behavior (OCB), work engagement, and teacher performance. SmartPLS analysis shows that OCB work culture has an estimated value of 0.678 and a t-statistic value of 11.923 (p-value 0.000), for work engagement with an estimated value of 0.610 and a t-statistic of 11.186 (p-value 0.000), and for teacher performance with an estimated value of 0.220 and a t-statistic of 1.977 (p-value 0.049). [ABSTRACT FROM AUTHOR]

From the perspective of historical institutionalism, based on several critical junctures of the past half‐century in China, this paper divides over 40‐year history of China's teacher certification institution into four stages and elaborates on mechanisms and processes of critical junctures that impact even determine teacher certification institution reforms. The features of China's teacher certification institution are as follows: Its examination system is increasingly perfect; its direct accreditation depends more on graduates' quality rather than major categories; its history is a seesaw effect history between pedagogic and academic orientation of teacher education; teacher certification institution and normal specialty students' quality is the bottom line of teacher workforce performance under the open teacher education system; and the intersection between pedagogic and academic orientation of teacher education leads to the standardization and professionalization of teacher education in all respects. [ABSTRACT FROM AUTHOR]

This study aims to examine how strengthening school principal leadership through morning prayer activities can improve teacher performance and impact the quality of education in schools. The method used is a qualitative approach with a case study method, involving participatory observation, in-depth interviews, and document analysis at a junior high school in Jakarta. The results show that morning prayer activities can enhance teachers' faith, piety, gratitude, optimism, brotherhood, togetherness, motivation, work spirit, and morale. Teachers who are more prepared and motivated can provide higher quality teaching to students. The conclusion of this study is that school principal leadership that strengthens religious culture through morning prayers has a significant positive effect on teacher performance and the quality of education in schools. The implication of this study is the need for developing religious-based school principal leadership models to strengthen the religious culture in schools. [ABSTRACT FROM AUTHOR]

Copyright of Jurnal Manajemen Pendidikan dan Ilmu Sosial (JMPIS) is the property of Dinasti Publisher and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Good teachers are the backbone of a successful education system. Yet, in developing countries, teachers' content knowledge is often inadequate. This study documents that primary school maths teachers in the department of Morazán in El Salvador only master 47 percent of the curriculum they teach. In a randomised controlled trial with 175 teachers, we further evaluate a computer-assisted learning (CAL) approach to address this shortcoming. After a five months in-service training combining CAL-based self-studying with monthly workshops, participating teachers outperformed their peers from the control group by 0.29 $\sigma $ σ , but this effect depreciated by 72 percent within one year. Our simulations show that the program is unlikely to be as cost-effective as CAL interventions directly targeting students. [ABSTRACT FROM AUTHOR]

IntroductionThis study seeks to examine the relationships among principal instructional leadership (PIL), teacher self-efficacy (TSE), and teacher performance (TP) within the Indonesian educational setting, specifically in schools implementing the Merdeka Belajar curriculum.MethodsEmploying a quantitative approach utilizing Partial Least Square Structural Equation Modeling (PLS-SEM), this research involved a sample of 127 productive teachers randomly selected from 247 teachers. Surveys were administered to measure perceptions of PIL, TSE, and TP, and relevant literature was reviewed to provide theoretical frameworks and research hypotheses.ResultsThe findings reveal significant direct relationships between PIL and both TSE (0.721) and TP (0.598), indicating that strong instructional leadership positively influences teachers’ self-efficacy and performance. Moreover, TSE is found to directly impact TP (0.358), suggesting that teachers’ beliefs in their capabilities play a crucial role in their instructional practices and outcomes. TSE is also identified as a significant mediator in the relationship between PIL and TP (0.258), highlighting the importance of fostering teachers’ self-efficacy to enhance their performance indirectly through instructional leadership.DiscussionThis research underscores the crucial significance of instructional leadership in influencing school culture, which ultimately affects teacher confidence and facilitates teacher performance. By understanding the mechanisms through which PIL impacts TSE and TP, educational leaders can implement strategies to foster a supportive environment that empowers teachers.

This study aims to determine the influence of transformational leadership style and compensation on teacher performance with organizational commitment as an intervening variable in the Malik Ibrahim Gresik Islamic Foundation Educational Institution. The quantitative approach uses a saturated sampling method, where the entire population is sampled. Data was collected through a questionnaire given to teachers at the institution and then analyzed using path analysis techniques to test the relationship between variables. The results of the study show that transformational leadership style has a significant influence on teacher performance. The better the transformational leadership style implementation, the higher the teachers' performance. On the other hand, compensation does not significantly influence teacher performance, which means that the increase in compensation does not directly impact improving teacher performance. However, through organizational commitment as an intervening variable, it was found that organizational commitment plays an important role in mediating the influence of transformational leadership style on teacher performance. These results show that teacher performance can be improved through transformational leadership and increased organizational commitment. This research provides practical implications for the management of educational institutions, especially in developing transformational leadership styles and strengthening organizational commitment to improve teacher performance.

This study aims to analyze the impact of leadership behavior and managerial skills of school principals on teacher performance at Sekolah Ekayana Dharma Budhi Bakti Jakarta. In this study, a sample was consisting of all teachers in elementary, junior high, senior high, and vocational schools under the Sekolah Ekayana Dharma Budhi Bakti Jakarta, totaling 44 individuals. The data used in this research consists of primary data obtained through a structured questionnaire and secondary data obtained from relevant documents and academic records. Data were collected through a structured questionnaire designed to assess teachers' perceptions of the principal's leadership behavior, managerial skills, and their own performance. The analysis utilized multiple linear regression, conducted with SPSS version 26. The findings indicate that the principal's leadership behavior significantly influences teacher performance. Principals demonstrating strong leadership behavior enhance teachers' motivation and discipline, which positively impacts their performance. Additionally, the managerial skills of the principal contribute to teacher performance by fostering an effective resource management and problem-solving environment. Collectively, both leadership behavior and managerial skills create a motivating work atmosphere that improves teacher performance and job satisfaction.

Teacher performance is an indicator of the Indonesian Education Report Card. An appropriate leadership model is needed to evaluate teacher performance in schools. Individual characteristics in self-development also play an important role in work productivity. Innovative teachers become examples for students in creative thinking. The research uses quantitative methods. The research population was state elementary school teachers in East Jakarta. The sample selection method was purposive sampling with a total of 210 respondents. Data collection through testing questionnaires using SEM PLS. Test results transformational leadership t value of 5,743, work productivity t value of 2,051, innovative behaviour a t value is 10.813, and individual characteristics as a moderating variable have a t value of 0.771. 1. Transformational leadership has a positive impact on teacher performance. 2. Work productivity has a positive impact on teacher performance. 3. Innovative Behavior has a positive impact on teacher performance. 4. Individual characteristics are not able to strengthen the influence of work productivity variables on performance.

This study aims to explore teacher performance based on the roles of family sociology, managerial support and work conditions, as well as the involvement of teacher motivation and professional development among vocational teachers. Data were collected from 381 vocational teachers, and structural equation modeling was used to test the research hypotheses. Our findings indicate that teacher motivation and professional development play crucial roles in enhancing teacher performance. Specifically, managerial support, work conditions and family sociology significantly influence teacher motivation and professional development, which in turn impact teacher performance. Among the variables studied, professional development and teacher motivation were found to be key mediators in the relationship between these factors and teacher performance. This is critical as it provides new insights into how to improve teacher performance through a comprehensive approach. Therefore, interventions focusing on enhancing teacher motivation and professional development, as well as providing optimal managerial support and work conditions, are needed. Additionally, this study reaffirms the importance of family sociology in supporting the psychological well-being of vocational teachers. Our study contributes to a better understanding of the factors influencing teacher performance and provides a basis for developing policies that support teacher professional development.

AbstractThe study explored the impact of teacher creativity as a mediator between internal strategic communication and feedback seeking behavior on teacher performance. The research employed a quantitative approach using a cross-sectional survey design, with 230 senior high school instructors in the Techiman North district of Ghana participating. Structural equation modelling was used to analyze the data, and the results showed that teacher creativity played a partial mediating role in both relationships. Additionally, the study found that internal strategic communication and feedback seeking behavior had significant direct effects on teacher performance.

AbstractRecent studies have shown numerous models and theories of technology integration among teachers, apart from which, this study intended to take a step forward on how this technology integration has enhanced further in developing teaching practices in the form of teacher learning, pedagogical strategies, teacher performance, and student engagement. The challenge lies in inculcating innovative teaching methods to align with students’ tech-savvy preferences, emphasizing the importance of educators to embrace the technology. This research also explored the role of institutional support in enhancing the outcome variables. The research strategy of this study relies on the quantitative method but also qualitative aspects have been considered to construct the model and hypothesis. The data in the present study has been collected using the structured questionnaire, where 700 samples were collected from faculties working in Higher Educational Institutions in Karnataka, India using stratified and convenient sampling. Moreover, to satisfy the objectives, mediation and moderation analysis has been conducted with SPSS and AMOS. The results revealed that technology integration is significant in Teacher Learning and their pedagogical strategies. Moreover, the influence of technology integration on teacher performance and student engagement is significantly high with the mediation of teacher learning and pedagogical strategies. Interestingly study also proved that higher institutional support contributes to higher teacher performance and students’ engagement through technology integration. This result recommends teachers to incorporate various pedagogical strategies through the use of technology. Overall present study encourages institutional support in putting forth technological development in educational settings for a dynamic e-future.

The Covid-19 pandemic and the associated school closures have challenged teachers to quickly develop and implement effective distance learning concepts. This article examines the success of teachers in meeting these challenges by analysing their performance during the pandemic. Using a mixed-method approach, the study conducts a secondary data analysis of 135 questionnaires from a pupil and parent survey conducted by a German elementary school. These surveys are analysed across the three basic dimensions of teaching quality, elucidating the teaching experiences during the pandemic. The results reveal a considerable variation in teacher performance, highlighting instances where some teachers made inadequate decisions regarding the selection of teaching content or supporting strategies, while also displaying limited engagement with their students. Given the identical school conditions across the research setting for all teachers, this article focuses on individual effectiveness and efficiency of teachers during the pandemic, prompting an inquiry into the extent to which the high degree of teacher autonomy may have influenced performance. To address this further, this article introduces a framework based on current interdisciplinary research findings, which predicts a “too-much-of-a-good-thing” effect of teacher autonomy on teacher performance and integrates numerous established research approaches. This article contributes to a better insight into the performance of teachers during the pandemic and the identification of effective distance learning teaching approaches. Simultaneously, this article proposes a theoretically grounded framework for varying teacher performance, the exploration of which provides a compelling avenue for enhancing teacher performance and serves as a well-founded starting point for further research.

This study aims to determine how work discipline and motivation affect teachers' performance. This study used total sampling for data collection, which involved distributing questionnaires and measuring the results with a Likert scale. Work discipline and motivation are the study's independent variables, and Teacher Performance is the study's dependent variable. The outcomes of this study demonstrate that work discipline and motivation positively and significantly affect teachers' performance. Conclusion Teacher performance is significantly impacted by work discipline. This demonstrates that teachers' performance at Bakong Pittaya School in Thailand will improve the more work discipline they possess. With the T-statistic value of 6.947, the influence of work discipline is more significant than motivation. [ABSTRACT FROM AUTHOR]

This study investigated the significant relationship between social-emotional competencies (SEC), teaching efficacy (TE), and self-perceived teaching effectiveness (SPTE) of elementary science teachers in the District of Trece Martires City. A descriptivecorrelational study design was used, and 70 teachers answered a four-part survey questionnaire. In a descriptive correlational design, the study collected data, explained the variables of interest, and figured out their relationship (Bhat, 2018). The results of the study revealed that many of the teachers are female, middle-aged, have a non-science bachelor's degree, have less teaching experience, and are assigned to the Teacher I position. They have shown a high level of SEC in terms of self-awareness, social awareness, and relationship skills. On the other hand, SEC levels in terms of self-management and responsible decision-making are moderately high. Also, teachers have a high level of TE and SPTE, which is an excellent indication that there are numerous opportunities to help students improve their science proficiency, as increased TE and SPTE are associated with improved student learning. Generally, teachers' demographic profiles do not influence their SEC, TE, or SPTE. However, it is most likely that the length of service and teaching position have an impact on the three variables. There is, however, a significant relationship between SEC, TE, and SPTE among teachers. Based on these data, we can conclude that SEC, TE, and SPTE affect the teachers' performance which in turn can affect the students' development and achievement in science. [ABSTRACT FROM AUTHOR]

Copyright of Ciencia y Educación (2707-3378) is the property of Duanys Miguel Pena Lopez and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Jurnal Pendidikan Indonesia is the property of Publikasi Indonesia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

With the incursion of data science into the academic field and the massification of social networks, it is possible to extract information on student satisfaction that contributes to feedback on teacher teaching strategies and methods. This article aims to determine student satisfaction with teaching performance, through sentiment analysis. Methodologically, the research is of a non-experimental longitudinal design, with a quantitative approach. Data collection was carried out through the social network Twitter, and data analysis was carried out through the sentiment analysis technique. As a result, it was identified that in the first week of class, the highest level of satisfaction was obtained, reaching 96.3% of the total number of students. Meanwhile, in the evaluation weeks, the highest level of dissatisfaction was reaching 29.17%. It is concluded that when going from totally virtual learning to hybrid learning, students express a certain level of dissatisfaction typical of a process of progressive adaptation. Therefore, teachers should take advantage of these findings to redesign assessment rubrics in the context of hybrid teaching. Aspects such as collecting opinions through social networks and extracting a degree of satisfaction through them apply in a crossed way to other professional fields. [ABSTRACT FROM AUTHOR]

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This research aims to evaluate the role of principal supervision in improving teacher performance, identify obstacles related to academic supervision analysis, and design strategies to overcome these obstacles. This research was conducted at a public elementary school in Blora Regency. Qualitative data analysis techniques were used in this research. Sampling used purposive sampling technique. Data collection through observation and in-depth interviews. The informants taken included the Principal, Teachers, Supervisors, Chair of the School Committee, and Students. The results of the study show that academic supervision is carried out by the principles of academic supervision by going through the stages of planning, implementing, evaluating, and following up. The techniques and models of academic supervision that are applied vary according to the situation and condition of the school, as well as the principles of academic supervision that are applied. The obstacles found include the role of the principal as a supervisor who is often given additional tasks by the department, teachers as the party being supervised have various activities and competencies, as well as a lack of facilities and infrastructure. Another obstacle is the limited study time and the limited communication skills of students. Efforts have been made, among others, by rearranging schedules, involving teachers in training, allocating budgets for new facilities and infrastructure through the School Operational Assistance program, and building good cooperation with school committees. [ABSTRACT FROM AUTHOR]

The study evaluated the quality of graduates of Philippine Teacher Education Institutions (TEIs) through the performance of the graduates in the Board Licensure Examination for Professional Teachers (BLEPT) and the teaching performance of the beginning teachers in their first three years of teaching. A nationwide survey study employing a descriptive cross-sectional design was conducted to 2,680 respondents from 16 regions in the country, selected using a multi-stage approach. Results revealed an increasing trend in the beginning teachers' performance in the licensure examinations from 2017 to 2019. These teachers were also consistently averaging a rating of Very Satisfactory from 2019 to 2021 in their teaching performance. Furthermore, socio-economic status, grade point average in college, and grade level taught were other factors found to be significant in relation to teaching performance. As a result, a graduate's score on the teacher licensure exam has an impact on their success during their first three years of teaching. The dimensions of teacher quality in the country are anchored on the alignment of the outcomes and competencies in the written and tested curricula, effective program delivery, and qualified faculty which contribute to the high probability of passing the BLEPT that ultimately results in better teaching performance of beginning teachers. By focusing on these aspects, institutions can play a pivotal role in nurturing highly competent educators who make a lasting impact on the education system. The findings of this study serve as a valuable guide for educational policymakers and institutions striving to elevate the standard of teacher education across the country. [ABSTRACT FROM AUTHOR]

This research is based on the observations of the researcher at the Public Elementary Schools in Lubuk Basung Subdistrict, Agam Regency, which showed the low performance of teachers. There are many factors influencing teacher performance, including school leadership and school climate. The objectives of this research are to examine: (1) the contribution of school principal leadership to the performance of teachers in Public Elementary Schools in Lubuk Basung Subdistrict, Agam Regency, (2) the contribution of Academic Supervision to the performance of teachers in Public Elementary Schools in Lubuk Basung Subdistrict, Agam Regency, and (3) the contribution of school principal leadership and Supervision to the performance of teachers in Public Elementary Schools in Lubuk Basung Subdistrict, Agam Regency. This research uses a quantitative research method with a population of 292 teachers. The sample was taken using proportional stratified random sampling method, totaling 67 teachers. The instrument in this research uses a questionnaire. The results of data analysis show that: (1) school principal leadership significantly contributes to the performance of teachers in Public Elementary Schools in Lubuk Basung Subdistrict, Agam Regency, by 93.2%. (2) Academic Supervision significantly contributes to the performance of teachers in Public Elementary Schools in Lubuk Basung Subdistrict, Agam Regency, by 50%. (3) School principal leadership and Academic Supervision significantly contribute to the performance of teachers in Public Elementary Schools in Lubuk Basung Subdistrict, Agam Regency, by 5%. From these findings, it can be concluded that the hypothesis can be empirically accepted, and the variables of school principal leadership and Academic Supervision are two factors that contribute to the performance of teachers in Public Elementary Schools in Lubuk Basung Subdistrict, Agam Regency, while the remaining 50% is influenced by other variables. [ABSTRACT FROM AUTHOR]

This research aims to examine the influence of self-efficacy and achievement motivation on teacher performance moderated by academic supervision. This type of research is explanatory research. The research population was State Vocational School teachers with the Business Management Skills Program in Semarang. The data analysis technique uses multiple linear regression. The research results show that self-efficacy and achievement motivation do not have a positive effect on teacher performance, academic supervision has a positive effect on teacher performance, academic supervision moderates the effect of selfefficacy on teacher performance, and academic supervision does not moderate the effect of achievement motivation on teacher performance. [ABSTRACT FROM AUTHOR]