CIPP evaluation model - The agreement of the five ministers: Arranging and organizing junior high school teachers

The purpose of this study is to use a descriptive qualitative method to describe the program of the agreement of the five ministers that was implemented in Salatiga. According to the findings, the implementation of the program to organize and arrange Civil Servant teachers in the city of Salatiga is still not going well. This issue prompted additional research into the process of leveling and rearranging teachers. Problems in the implementation of the ongoing program at the Salatiga Education Office were discovered with the assistance of CIPP. In terms of context, the implementation procedures are consistent with the Regional Government’s procedures in terms of vision and mission, objectives, and identification of needs and opportunities. The input is seen to be by the Mayor of Salatiga’s decision, such as aspects of strategy, procedures, and teacher placement. However, the Education, Youth, and Sports Office does not manage funds because there is no allocation. The stages of the process have been running, including readiness identification and monitoring, mutation implementation, and discipline. The result stage demonstrates that while not all of them have achieved their goals, such as equal distribution of teachers in schools, they have done well in terms of benefits, impacts, and sustainability. As a result of the results obtained from the input and output aspects, the Salatiga government must allocate funds for the teacher transfer program for organizing and rearranging middle school teachers in Salatiga to run as expected.

IMPLEMENTASI MANAJEMEN SUMBER DAYA MANUSIA DALAM MENINGKATKAN MUTU PENDIDIKAN DI SEKOLAH MENENGAH KEJURUAN AL-FAQIH SUMBER NYAMPLONG PAMEKASAN

This study aims to determine the implementation of human resource management in improving the quality of education and the factors that support the implementation of human resource management in improving the quality of education. This research was conducted at SMK Al-Faqih Sumber Nyamplong Kowel Pamekasan using a descriptive qualitative approach. The results of this study indicate that the implementation of Human Resource Management to Improve Education Quality has several stages including a) needs and information analysis, b) teacher recruitment, c) induction of new employees, d) teacher placement, e) granting authority and responsibility for staff, f) implementation of supervision, g) fostering teacher welfare, h) career development for employees, i) termination of relations, and j) severance pay. While the Supporting Factors are a) principals have many considerations, b) programs run in schools can bring positive changes and impacts, c) facilities and infrastructure can be utilized optimally, and d) evaluation.

Preparing Future Handicraft Teachers for Inclusive Education in Ukrainian Schools

The paper highlights the results of empirical research regarding the issues undermining the implementation of inclusive education in the context of training handicraft teachers and, consequently, discovers effective ways to eliminate them. It shows that future handicraft teachers are mostly not ready to implement inclusive education. This is due to the lack of adequate knowledge and skills required to work with children with special needs. Besides, the paper indicates students’ unawareness of categories of children with special needs and characteristics of correctional and developmental work in handicraft lessons, including relevant exercises, motor activity. This fact negatively affects future teachers’ emotional readiness to work under such conditions. Working with various tools while processing structural materials requires adherence to safety rules in lessons and appropriate organization of design and technological activities. The paper specifies that teacher placement supervisors do not have the necessary experience of working with children with special needs and thus cannot prepare their students for that. Also, it justifies the need to develop students’ emotional readiness to work with children with special needs, update the content of professional training for future handicraft teachers, taking into account the specifics of inclusive education, develop their ability to employ teaching methods appropriate for inclusive classes in handicraft lessons. Finally, the paper isolates the main areas that can help to increase the effectiveness of professional training of future handicraft teachers in higher education institutions so that they can work with children with special needs.

Teacher industry placement in Australia: Voices from vocational education and training managers

An important aspect of vocational education and training (VET) teaching is education that is strongly linked to current industry practices. While this is a desirable pursuit, there are considerable challenges in it being implemented owing to increasingly changing work environments and the notion of ‘industry currency’. One way for VET teachers to remain up to date with contemporary industrial practices is for VET to pursue teacher placement in industry (TPI) opportunities. TPI is an agreement in terms of which the VET teacher is seconded to a firm for a period of time in order to perform predefined tasks. The resulting benefits include enhanced teaching practices and the development of deeper, long-term links with industry. However, TPI opportunities are not without their challenges. This article reports on an exploratory study of the views of VET education managers of business studies on the value of TPI. Because management support is integral to creating TPI opportunities, we explored the extent to which TPI is desired and supported by education managers. We found that policies supporting TPI initiatives, if they are in place, are not well formulated, and that a lack of resources and difficulties in finding industry partners exist. Despite these problems, education managers believe that these activities are of value to teaching programmes and of benefit to their department. We conclude that TPI should be an integral part of any VET professional development for teachers, but that, in order for TPI to be successful, appropriate resourcing and the development of strong industry networks are paramount.

PENGARUH GAYA KEPEMIMPINAN TRANSACTIONAL, TRANSFORMATIONAL, AUTHENTIC DAN AUTHORITARIAN TERHADAP KINERJA GURU MADRASAH TSANAWIYAH DI KUDUS

This study aims to analyze the effect of transactional, transformational, authentic and authoritarian leadership styles on the performance of Madrasah Tsanawiyah teachers in Kudus, Central Java. Teacher performance can be improved when there is a match between work and their expertise, as well as teacher placement in their assignments. This study uses a quantitative approach with survey. The data collection technique was carried out through the distribution of online electronic questionnaires to Madrasah Tsanawiyah teachers in Kudus, Central Java. Data analysis in this study uses SEM (Structural Equation Model) LISREL program version 8.70. The results of the analysis and processing of research data indicate that; Transactional and authoritarian leadership styles in Madrasah Tsanawiyah in Kudus have a positive and significant effect on improving teacher performance. While the transformational and authentic leadership style does not significantly influence the performance of teachers in the Madrasah Tsanawiyah in Kudus, Central Java.

Liquidity Affects Job Choice: Evidence from Teach for America*

Can access to a few hundred dollars of liquidity affect the career choice of a recent college graduate? In a three-year field experiment with Teach For America (TFA), a prestigious teacher placement program, we randomly increase the financial packages offered to nearly 7,300 potential teachers who requested support for the transition into teaching. The first two years of the experiment reveal that although most applicants do not respond to a marginal $600 of grants or loans, those in the worst financial position respond by joining TFA at higher rates. We continue the experiment into the third year and self-replicate our results. For the highest-need applicants, an extra $600 in loans, $600 in grants, and $1,200 in grants increase the likelihood of joining TFA by 12.2, 11.4, and 17.1 percentage points (or 20.0%, 18.7%, and 28.1%), respectively. Additional grant and loan dollars are equally effective, suggesting a liquidity mechanism. A follow-up survey bolsters the liquidity story and also shows that those drawn into teaching would have otherwise worked in private-sector firms.

Considering Antiracism in Student Teacher Placement

Student teaching represents the culmination of a preservice music educator’s preparation. In student teaching, notions of the transformative potential of music education may be reinforced or subverted. The placement of student teachers, an underresearched process in music teacher education, may be a space where teacher educators can work toward racial justice. In this article, I explore critical antiracist theory in music teacher education in two fictionalized vignettes. I apply an antiracist lens to the process of student teacher placement to suggest ways to interrogate problematic policies and practices. Avenues for antiracist praxis include (a) naming the racialized nature of an institution’s professional network, (b) mapping the racial landscapes of prospective placements, (c) addressing issues of representation in student teacher placement, and (d) becoming race-power conscious. Through this article, I illustrate how antiracist theory might guide music teacher education toward social action by addressing issues related to racism, racial representation, and school segregation.

Work-integrated learning for TVET lecturers: Articulating industry and college practices

South Africa’s policy frameworks for technical and vocational education and training (TVET) and adult and continuing education and training (ACET) lecturers require that the work-integrated learning (WIL) element of programmes include WIL in appropriate ‘industry settings’ to ensure that TVET lecturers develop expertise in both teaching their subjects and preparing their students for the demands of the workplace. Whereas the country’s education faculties have a strongly developed practice of school-based WIL, none currently offers a formal programme that includes WIL in industry. International literature on teacher placement in industry thus largely concerns the in-service placement of practising educators to develop and update their industry knowledge and experience. In South Africa, some institutions have embarked on projects that have developedknowledge of industry WIL for TVET college lecturers, one of these being the SSACI-EDTP SETA WIL for Lecturers Project, through which more than 400 college lecturers have completed a work placement, conducted between 2014 and 2017. It provides a significant amount of information on the possible nature and implementation of the industry-based WIL component of the lecturer qualifications currently being developed. Using the Shulman and Shulman (2004) framework on teacher learning, this article analyses the project. It seeks to deepen the understanding of the nature of lecturer learning through WIL and also to contribute to the national, African and broader international discourse on the placement in industry of vocational educators and articulation between the worlds of work and education.

The Practices of Human Resource Management Among Headmasters in Primary Schools: A Case Study of Selected National and Private Schools in Malaysia

This study focuses on the practices of human resource management among headmasters in primary schools across Malaysia. It concentrates on how headmasters perceive the concept of human resource management and translate it into practice. The qualitative research design is applied on six headmasters, four males and two females who serve in selected national and private primary schools. The qualitative data from the interviews are organized into themes and sub-themes. The major findings of this study reveal that a majority of the headmasters perceive human resource management as a shared responsibility among teachers and school administrators while the headmaster is the key manager. It also reveals that headmasters in national schools believe that human resource management is important to reach the educational goal. In contrast, a majority of headmasters in private schools believe that it is important for sustainability. In addition, this study also reveals that the headmasters of national schools have less autonomy in decision-making process as compared to headmasters of private schools. The results have implications on two major aspects; the leadership in human resource management and the system. The leadership implication will help headmasters identify the best practices of human resource management including support and professional development for the teachers. System refers to teacher placement and other policy implementation. Finally, this study recommends more authority to be given to headmasters in managing human resource in schools, especially in the national schools.