scholarly journals MANAGEMENT PANEL, THE QUALITY OF TEACHING AND COMMITMENT TO THE ACHIEVEMENT OF MALAY LANGUAGE IN SABAH STATE

2019 ◽  
pp. 373-383
Author(s):  
Latifah Ayang ◽  
Mohamad Khairuddin Abdullah
Keyword(s):  
Multiple Regression ◽  
Pearson Correlation ◽  
Teaching Experience ◽  
Teaching Profession ◽  
National Language ◽  
Work Commitment ◽  
Management Committee ◽  
Quality Of Teaching ◽  
Positive Significant Correlation

This study was conducted to identify the management panel, the quality of teaching and teachers' commitment to the achievement of the Malay language in Sabah. Management panel is seen in the aspects of the committee’s management principles, self- properties and self-management skills. While the quality of teaching is seen from the dimensions of teaching preparation, a teaching presentation, and behavioral aspects. Other than that, the variable of working commitments is seen in terms of its Willingness to remain in the organization, teaching profession commitment and commitment to the students. In this study, the researcher used the Taylor Scientific Management Theory, Vroom Theory, and Side Bet Theory. The researcher has collected 335 questionnaires that have been answered among teachers who teach Malay Language and representative to all high schools in Sabah by using group sampling, cluster sampling, and simple random sampling. While the data were analyzed using SPSS for Windows version 25.0. One-way ANOVA test, Pearson correlation, and multiple regression analysis were used to analyze the data collected. This study found that there are significant differences in the management committee, the quality of teaching and work commitments based on teaching experience, but there were no significant differences in management committee based on academic qualifications. In terms of connectivity, it is found that there is a positive significant correlation between the management committee and the achievements of Malay Language. While the variable in the quality of teaching was a positive significant correlation with Malay Language achievement. Thus, there was also a significant relationship between work Commitment and the achievement of the Malay language. Multiple regression tests showed that there was a significant influence between the work commitment with the achievement of the Malay Language. The researcher also suggested that the authorities should force together to ensure the achievement of students in the Malay Language is always excellent in line with the Malay language as the National Language.

scholarly journals ¿Qué es ser profesional docente?

10.14201/2812 ◽  
2009 ◽  
Vol 10 ◽  
Author(s):  
Jaime Sarramona López ◽  
Juana Noguera Arrom ◽  
Julio Vera Vila
Keyword(s):  
Personal Development ◽  
Development Process ◽  
Teaching Profession ◽  
Distinctive Features ◽  
Quality Of Teaching ◽  
Professional Quality ◽  
Recent Debate ◽  
Key Issues ◽  
Points Of View

RESUMEN: En este trabajo se pretende repensar algunos puntos claves del debate reciente sobre la profesionalización docente, analizando en concreto las tres cuestiones siguientes: ¿Qué es una profesión? ¿Cuáles son los rasgos diferenciales de la misma? ¿En qué medida podemos afirmar que el profesorado cumple los requisitos convencionales de las profesiones? Aunque hay un acuerdo generalizado acerca de la necesidad de mejorar el status profesional de la enseñanza, no hay coincidencia en la forma de conseguirlo. Para entender las diferentes posiciones, se analizan, además, los conceptos de profesionalismo y profesionalización, y se destaca la importancia de la formación como un proceso de desarrollo personal y profesional. Por último se tratan aspectos relacionados con la salud laboral y las enfermedades profesionales.ABSTRACT: This article proposes to rethink some of the key issues of the recent debate about the teaching profession, through the analysis of three specific aspects: What is a profession? What are its distinctive features? To what extent can we say that teachers are satisfying the demands of the profession? Although there is a general agreement about the need to improve the professional quality of teaching, there doesn't seen to be a way to achieve it. In order to understand the different points of view, there will also be an analysis of the notions of professionalism and professionalization, with an emphasis on the importance of formation as professional and personal development process. To conclude, the issues of laboral health and professional illnesses will be dealt with.

The Impact of Class Size on the Quality of Teaching and Learning — A Review

1973 ◽  
Vol 17 (3) ◽  
pp. 239-250 ◽  
Author(s):  
Leslie R. Eastcott
Keyword(s):  
Class Size ◽  
Teaching And Learning ◽  
Teaching Profession ◽  
Complex Issue ◽  
General Attitude ◽  
The Real ◽  
Quality Of Teaching ◽  
The Impact

This paper reviews some of the salient research into the complex issue of the impact of class size on the quality of teaching and learning. It describes the general attitude of the teaching profession towards class size and discusses some of the claims made regarding the influence of the variable on teaching and learning. Some evidence is presented to illustrate the nature of the profession's stand on the issue. It is acknowledged that the real impact of class size is much less clear than is implied by the normal assertions regarding its importance, and some of the important literature is examined to illustrate this point. From the discussion several suggestions emerge for desirable procedures in the further investigation of this area.

scholarly journals Amalan Penyeliaan Klinikal Mempengaruhi Tahap Keberkesanan Pengajaran Guru Di Daerah Kuala Kangsar

2018 ◽  
Vol 10 (3-2) ◽  
Author(s):  
Nur Nazurah Mohd Noramin Chang ◽  
Khadijah Daud
Keyword(s):  
Social Sciences ◽  
Clinical Supervision ◽  
Pearson Correlation ◽  
Descriptive Study ◽  
Future Research ◽  
Correlation Test ◽  
Teachers Perceptions ◽  
Quality Of Teaching ◽  
Pearson Correlation Test

This descriptive study was carried out through a questionnaire on ten schools in the Kuala Kangsar Zone of Perak to observe the clinical supervision of principals. The main purpose is to identify teachers' perceptions of clinical supervision that was carried out by the principals and to see the effectiveness of supervision towards the quality of teaching in schools. A total of 175 sets of questionnaires were distributed to teachers in eight selected schools. Pilot study was conducted to determine the reliability of instrument of the study. The data were collected quantitatively and analyzed using the Statistical Package For Social Sciences (SPSS) version 20.0. The Pearson Correlation Test was used to test the hypothesis of this study. In addition, mean, frequency, and percentage are also used in analyzing data. The findings revealed that teachers' perceptions of clinical supervision conducted by principals were high. The efficacy of clinical supervision in study schools was also high. The three main phases of the clinical supervisory approach are clearly carried out by the principles as a supervisor. From the analysis of the correlation test, there is a significant correlation between the perceptions of the teachers towards the quality of teaching. At the end of the study, recommendations on the implementation of clinical supervisory exercises at the school were outlined, along with suggestion of future research.

scholarly journals The effectiveness of Learning Disabilities Programs and Services Among Children with (LD) in Light of Special Education Quality Standards

2015 ◽  
Vol 3 (11) ◽  
pp. 16-24
Author(s):  
Eldood Yousif Eldood Ahmed
Keyword(s):  
Social Sciences ◽  
Learning Disabilities ◽  
Classroom Environment ◽  
Pearson Correlation ◽  
Quality Standards ◽  
T Test ◽  
Education Quality ◽  
Supportive Services ◽  
Quality Of Teaching

This study conducted during (2014-2015) in special educational center, Khartoum state- Sudan. It investigates to quality of (LDPS) among (CLD). The researcher used descriptive methods, applied quality of (LD) programs services questionnaire, designed by researcher used as study tool. The community of this study consisted from teachers in. Sample was chosen randomly included (43) teachers of (LD) and (20) (CLD). Researcher used statistical package for social sciences (SPSS) depends on T-test for one sample, one-way analysis of variance, Pearson correlation coefficient and T-test for independent sample. The results are as following: The quality of learning disabilities programs and services among (CLD) is positive, the quality of the curriculum is significant, the quality of teaching strategies is significant, the level of the quality of classroom environment is significant, and the quality of the supportive services is significant.

scholarly journals Integrated Continuing Professional Teacher Development (CPTD) Model

2021 ◽  
Author(s):  
Nisi Thusi ◽  
King Costa
Keyword(s):  
South Africa ◽  
Personal Development ◽  
Basic Education ◽  
Teaching Profession ◽  
School Level ◽  
South African Council ◽  
Quality Of Teaching ◽  
Educator Development ◽  
District Offices

CPTD (Continuing Professional Teacher’s Development) is the method of recording and reporting the skills, qualifications and knowledge acquired by teachers when they work. The purpose of this model is to present a holistic and integrated approach to current initiatives of educator development. This approach connects efforts of the Basic Department of Education, which is the custodian and regulator of educator development in South Africa. The model is made up of 4 Tiers or levels which sequentially feed into each other in a progressive manner. The first Tier represents the fundamental principles of CPTD at the Department of Basic Education. The aim is to constantly improve the quality of teaching and learning by empowering, motivating and training educators using a standardised CPTD programme. The second Tier ensured that the principles set by the Department of Basic Education are advanced through a statutory body within the sector, known as South African Council of Educators (SACE). There is mandate is monitor and manage the CPTD system as the core function to enhance the teaching profession in South Africa. In order to uphold the educator/ teaching profession, SACE prescribes that each educator produce a Personal Development Plan (PDP) file as part of the CPTD system and Portfolio of Evidence (PoE). This PoE provides evidence for the three-year development cycle, with accumulation of required CPTD points. This process of collection and maintenance of professional development points is stored in an Integrated Quality Management System (IQMS), an electronic/computer system managed directly from the SACE offices. The system is access control and login details are provided by SACE to educators who complete. More details about the outcomes of the CPTD programme are discussed under Tier 4. The third Tier represent execution stage which is incumbent on the Education District Offices. The intervention and the role of the Education District Offices (EDS) is to ensure compliance at school level including registration of all educators within the schooling system with SACE. The EDS is also required to keep data of how many educators have gone through CPDT programme in line with PDP so as to meet the mandate of the Department of Basic Education with regard to professionalization of the education system. As such, they role is further to provide coordination of CPTD activities at district level, including enrolments of educators on CPTD programmes, sourcing and organising CPTD events and workshops. The 4th tier in this integrated model culminates in the attainment of the objectives of CPTD programme. At this level, implementation, having been coordinated already at Tier 3, is now “practicalised” through involvement of selected schools, school management teams and targeted beneficiaries – who are the educators. The completion of the level is attained through three important outcomes:1.Improved quality of teaching and learning2.Producing of Personal Development Plans and PDP files for educators3.Improved educator’s Knowledge, Skills and Abilities (KSAs – Competencies)

scholarly journals Peran Supervisi Kepala Sekolah dalam Mengembangkan Profesionalitas Guru Madrasah

MADRASAH ◽  
2016 ◽  
Vol 8 (2) ◽  
pp. 12
Author(s):  
Nurul Lail Rosyidatul Mu'ammaroh
Keyword(s):  
Personal Growth ◽  
Teaching And Learning ◽  
School Curriculum ◽  
Teaching Profession ◽  
Educational Goals ◽  
Learning Situation ◽  
Quality Of Teaching ◽  
Principal Task ◽  
Teaching Situations

<p><em>The supervision essentially contains several main activities, namely the continuous coaching, professional ability development of personnel, improvement of teaching and learning situation with the final target achievement of educational goals and personal growth of students. Supervision done by headmaster as supervisor is to help teachers improve teaching situations in a broad sense. One of the tasks in order to improve the quality of teaching in schools is to develop and analyze the curriculum applied in school. In order to analyze the school curriculum, the principal task is to help teachers improve the teaching profession.</em></p>

scholarly journals ISSUES AND CHALLENGES FACED BY CHINESE TEACHERS IN TEACHING THE MALAY LANGUAGE AT SEKOLAH JENIS KEBANGSAAN CINA

2021 ◽  
Vol 4 (16) ◽  
pp. 01-15
Author(s):  
Mohd Saiful Othman ◽  
Nor Azwahanum Nor Shaid
Keyword(s):  
Language Learning ◽  
Native Speakers ◽  
Chinese Students ◽  
Self Esteem ◽  
The Self ◽  
National Language ◽  
Chinese Teachers ◽  
Quality Of Teaching ◽  
Compulsory Subject

This concept paper discusses the issues and challenges faced by Chinese teachers in teaching the Malay language at Sekolah Jenis Kebangsaan Cina (SJKC). In accordance with the functionality of the Malay language as the national language, the Malay language should not only be mastered by the Malays but for all races in Malaysia. Good command of the Malay language can foster the self-esteem of every citizen in this country. The Malay language is also a compulsory subject that should be studied by every student, including students at SJKC. Teaching the Malay Language by Chinese teachers in SJKC is not an easy job because Chinese students are not native speakers of the Malay language. It is much different from their native language, the Malay language is only used by Chinese students during lessons and they seldom use it in their daily life. Chinese students are lack interest in learning the Malay language because it seems that learning the Malay language is very difficult for them. Therefore, the Chinese students’ achievement in the Malay language is still not satisfactory. Thus, the main focus of this concept paper is to analyse the issues and challenges faced by Chinese teachers in teaching the Malay language. These challenges make it difficult for teachers in ensuring satisfactory achievement among pupils. Various methods should be taken to improve the quality of teaching the Malays language in SJKC and thus to produce Chinese students who are fluent in speaking the Malay language. Therefore, the Chinese teachers who teach the Malay language in SJKC have to bear this responsibility by taking various initiatives to enhance the achievement of Chinese students in Malay language learning. Through this concept paper, it is hoped to reveal the issue of teaching the Malay language by Chinese teachers in SJKC to various parties.

scholarly journals THE RELATIONSHIP BETWEEN SELF-EFFICACY AND TEACHER WORK COMMITMENT IN MODERATE PERFORMING SCHOOL IN KELANTAN

2021 ◽  
Vol 6 (40) ◽  
pp. 264-273
Author(s):  
Musliza Jusoh ◽  
Siti Noor Ismail
Keyword(s):  
Self Efficacy ◽  
School Administrators ◽  
Pearson Correlation ◽  
Teaching Profession ◽  
Teacher Commitment ◽  
Work Commitment ◽  
Cross Sectional Survey ◽  
Teacher Self Efficacy ◽  
High Level ◽  
The Relationship

Teaching and learning (TnL) is an important process that contributes to student academic achievement. While the effectiveness of TnL depends on the effectiveness and commitment of teachers. Thus, this study aims to identify the relationship between self-efficacy and teacher commitment in moderate performing secondary schools in the state of Kelantan. This study uses a quantitative approach in the form of a cross-sectional survey involving 351 respondents of teachers from 18 schools involved. The research instrument consisted of a set of questionnaires consisting of 20 items for teacher self-efficacy and 13 items related to teacher commitment. The study data were analyzed using Statistical Package of Social Science (SPSS) version 25 which involved Pearson correlation analysis. The findings showed that there was a significant strong relationship between teacher self-efficacy and teacher commitment (r = 0. 85, p <0.1). This shows that the level of self-efficacy of a teacher has an effect on teacher commitment. When the teacher has a high level of self-efficacy, then the level of their work commitment will also increase. Therefore, school administrators must ensure that teachers and staff in their schools are always exposed to courses and workshops to strengthen self-efficacy so that their level of self-efficacy is always at a high level. The findings of this study can be used as a guide to school administrators and teachers in organizing continuous teacher professional development strategies towards strengthening the level of self-efficacy of teachers, which in turn high work commitment among teachers can also be produced. The findings of this study also provide a meaningful contribution to educational practitioners in strengthening the ethics of teacher professionalism through the important elements of self-efficacy and teacher commitment towards enabling the teaching profession in schools to realize educational excellence.

scholarly journals Technological Resources for Lifelong Learning of Teachers in the Digital Era: An Analysis from the Learning Ecologies

2019 ◽  
pp. 481-489
Author(s):  
Alba Souto-Seijo ◽  
Iris Estevez ◽  
Mercedes Gonzalez-Sanmamed ◽  
Patricia Romero
Keyword(s):  
New Media ◽  
Teaching Profession ◽  
Pedagogical Practice ◽  
Training And Education ◽  
Digital Era ◽  
Quality Of Teaching ◽  
New Forms Of Work ◽  
The Relationship ◽  
Learning Ecologies

Permanent education has become not only a requirement, but an unavoidable necessity to respond to the requirements of the school, as a precise change for the quality of teaching and teacher training (Imbernón, 2014). The need for a permanent education is driven and/or promoted by the changes that society is generating, simultaneously, in the training and education processes, since the incorporation of ICT in these processes has caused a change in the relationship between the didactic components. Therefore, pedagogical practice must adopt new forms of work that adapt to the new training needs. Consequently, it can be said that education does not remain external to changes and incorporates new media in its didactic relationship, which causes a redefinition of the teacher’s work and, surely of the teaching profession, of its formation and its development professional (Sangrà González Sanmamed, 2011).

scholarly journals Distributive Leadership and Work Commitment among Secondary School Leaders: Initial Evidence from Malaysia

2019 ◽  
pp. 1-11
Author(s):  
Rosliza Husin ◽  
Mua’azam Mohamad
Keyword(s):  
Leadership Practices ◽  
School Leaders ◽  
Teaching Experience ◽  
Survey Method ◽  
Distributive Leadership ◽  
Work Commitment ◽  
Cross Sectional Survey ◽  
Significant Difference ◽  
Assistant Teachers

Ministry of Education Malaysia is improving the quality of education by emphasising on quality of teacher’s leadership and their commitment. The purpose of this study was to identify the relationship between distributive leadership practices and work commitments among the school leaders in Malaysia. In addition, the levels of distributive leadership practices and the level of work commitment among the school leaders was also studied. This study was carried out using a quantitative cross-sectional survey method using questionnaire as a research instrument of data collection. A total of 120 school leaders comprising principals, senior assistant teachers, assistant teachers and committee leaders were involved as respondents of this study. Two types of measuring tools used in this study were the Distributed Leadership Inventory (DLI) and the Teachers' Organizational Commitment Scale. The findings showed that there is a strong positive relationship between distributive leadership practice and work commitment. The findings also showed that the level of leadership of distributive leadership and work commitment are at high level. The findings also showed that there is no significant difference in distributive leadership practices and the level of commitment of school leaders based on gender factors. However there is a significant difference based on age and teaching experience. Thus, distributive leadership is critical to school leadership towards achieving the objectives of the Malaysian education as outlined in the Malaysian Education Blueprint (2013-2025).

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