Correlating instructional leadership practices of school administrators with teachers competencies

The study correlated the instructional leadership practices of school administrators with teachers’ competencies. Using a sample size of 208 teachers and 22 school administrators chosen as respondents with a descriptive-correlational research design, the study has able to find out that the demographic profile of the respondents were females, with MA units, in the position of teacher II, and were widowed. On the average, the number of years in service, current school and position of the teachers was 5 years and above. It further revealed that the respondents’ evaluation of the instructional leadership practices of School administrators showed an agreed response. It showed that on planning to modify and improve instruction on curriculum improvement was the highest to follow changes like the k to 12 and be able to globally compete to the outside countries. It also showed that the performance teachers perceived impact through instructional leadership practices of their administrators which showed an agreed response. The teacher’s competence on learning environment was the highest to be able to know the dedication of the teachers to teach and make students learned from them. It showed that there is no significant relationship between instructional leadership practices of School Administrators and Teachers’ Performance.

The Relationship between Competence and Job Satisfaction on the Performance of Private Madrasah Tsanawiyah Teachers in the City of Surabaya

This study aims to discuss the relationship between competence and job satisfaction on the performance of private Madrasah Tsanawiyah teachers in the city of Surabaya. The research method used is the type of research used that is explanatory with a quantitative approach with a sample size of 244 of 628 teachers from 44 private Madrasah Tsanawiyah in the city of Surabaya). The results showed that teachers’ competence had an effect on teachers’ job satisfaction with a value of 0.184. Teachers’ competence affected teachers’performance with a value of 0.118. Teachers’ job satisfaction affected teachers’ performance with a value of 0.222. Teachers’ job satisfaction on teachers’ performance showed a high influence with a CR value of 2.772 (greater than 2.00) and a significance level (p-value) of 0.006 (less than 5%). It can be concluded that teachers’ competence affected teachers’ job satisfaction and teachers’ competence affected teachers’ performance. Teachers’ job satisfaction had a strong effect on teachers’ performance.

Graphic Reading Performance of Students with Visual Impairments and Its Implication for Instruction and Assessment

Introduction: The ability of students to engage with graphical materials supports learning in science, technology, engineering, arts, and mathematics areas. For students with visual impairments, understanding the factors that contribute to the effective interpretation of graphics can promote meaningful access to the curricula. Methods: Forty students with visual impairments completed multiple-choice question tasks for five types of graphics presented in their medium of choice and provided difficulty ratings. The teachers of students with visual impairments rated the students on several factors. Statistical analyses investigated the relationship between performance differences and teacher-rated factors. Results: Significant differences in performance between print and tactile graphics users were found for bar graph, map, and total correct responses on all tasks. For some tasks, perceived difficulty by tactile graphic users did not align with actual performance. Teachers’ ratings of students who had Individualized Education Program goals for graphics, independence in using graphics, problem-solving ability, mathematics ability, and frequency of engaging with graphics contributed to significant differences in performance across total correct and most individual graphic results. Discussion: Although medium type was a significant contributor across graphic types, some teacher-rated variables appeared to mitigate the importance of medium on student performance. Depending on the graphic type, experience, content knowledge, skills with graphics, and confidence and motivation can all affect student performance when interpreting graphics. Implications for practitioners: Teachers should provide students with early and frequent opportunities to engage with graphics and support their problem-solving abilities regarding how to engage with different graphic types to enhance their independent use of graphics.

RELATIONSHIP BETWEEN PARENTAL INVOLVEMENT & ACADEMIC ACHIEVEMENT: A CASE FOR SECONDARY SCHOOL STUDENTS IN SOUTHERN PUNJAB, PAKISTAN

The study aims to investigate the impact of involvement by the parents on children’s academic performance. Teachers and parents were requested to respond about effectiveness of activities under different categories of parental involvement i.e. collaborating with community, decision making, learning at home, volunteering, communicating and parenting. The sample of 100 adult students was selected from high schools of District Rahim Yar Khan, Pakistan, to investigate the relationship between parental involvement and students’ academic performance. Parental involvement scale, comprised of 30 items was administered on parents to access their involvement level while academic performance scale, comprised of 19 items was administered on students to access their academic performance. Descriptive statistics and student’s t-test were used to analyze the collected data and findings of analysis revealed that there is significant positive relationship between parental involvement and academic performance of students i.e. students have better academic performance if their parents have more involvement

Pengaruh Supervisi Akademik Pengawas Sekolah Terhadap Kinerja Guru SMP di Kecamatan Tondon Kabupaten Toraja Utara

The purpose of this study was to analyze the effect of academic supervision of school supervisors on the performance teachers of Junior High School (SMP) at Tondon District, North Toraja Regency. The method used a quantitative method with an associative research approach to causal relationships. The results showed that there was an effect of academic supervision of school supervisors on the performance teachers of Junior High School (SMP at Tondon District, North Toraja Regency. It can be seen from the results of data analysis, where tcount> ttable, with t count of 6.250 and ttable of 2.014. The results of simple linear regression analysis of the regression equation are Ŷ = 1.063+0.685X, which shows the positive effect of the school supervisor's academic supervision variable on teacher performance variables. The coefficient of determination is 0.459, which means that 45.9% of the school supervisor's academic supervision variable affects the teacher performance variable. The remaining 54.1% of teacher performance variables from other factors. Keywords: Academic Supervision, School Supervisors, Teacher Performance

Role of Machine Learning in Modern Education and Teaching

Computers are being utilized in field in education for many years. In last few decades, research within the field of artificial intelligence (AI) is positively affecting educational application. Advanced machine learning and deep learning techniques could be used for extracting knowledgeable information from crude information. In this chapter, the authors have analysed the impact of artificial intelligence in the education domain. The authors will discuss how with the development of machine learning techniques in last few decades, machine learning models can anticipate student performance. By learning about every student, models can identify the shortcomings. Then the authors will propose different approaches to improve student performance. Teachers can also use this model to understand student perception levels in a better way so that they can modulate their lectures according to student perception levels.

Writing Process Approach and Its Effect on Students’ Writing Anxiety and Performance

This study aims at investigating the effect of the process approach on student writing anxiety and performance. Teachers should find ways to cope with anxiety as it is known as the negative predictor of students’ writing performance. Fifteen students participated in this study. They were assigned to write an argumentative essay under the topic ‘should national exam be banned?”. The treatment was given following the writing stages, from outlining to publishing. SLWAI questionnaire was distributed before and after the treatment to measure the effectiveness of the process approach on students’ anxiety. The findings indicated that students writing anxiety decreases from 71.27 to 63.20, which means that the anxiety level goes down from high to moderate anxiety. The second findings informed us that there is a significant difference in students writing performance after the treatment with the level of significant .000. It can be said that the writing process approach has a significant effect on students writing anxiety and performance. The pedagogical implication is also discussed.

Madrasah Head of Leadership Style with Performance Teachers

This study aims to determine the relationship between the leadership style of madrasah principals with the performance of teachers in Madrasah Aliyah Negeri (MAN) 1 Bogor City. The population used is all teachers of the Madrasah Aliyah Negeri (MAN) 1 Bogor City, totalling 43 teachers. This study uses quantitative research methods and questionnaires as instruments. It was then analyzed using correlation and regression analysis, data analysis using Pearson correlation statistical analysis. The results of this study indicate that there is a relationship between the leadership style of madrasa principals with teacher performance calculated with Pearson Correlation, the correlation coefficient value obtained between these variables is 0.690. The coefficient of determination in this analysis obtained a value of 0.475, which means 47.5%. The variable of Teacher Performance can be explained by the Leadership Style. The regression line is Ŷ = 5,100 + 0,912 X. There is a positive Madrasah Head Leadership Style with Teacher Performance. Based on the results of the study it can be said that the leadership style of the madrasah head has a sufficient relationship with the performance of teachers in Madrasah Aliyah Negeri 1 Kota Bogor.Penelitian ini bertujuan untuk mengetahui hubungan gaya kepemimpinan kepala madrasah dengan kinerja guru di Madrasah Aliyah Negeri 1 Kota Bogor. Adapun populasi yang digunakan adalah seluruh guru Madrasah Aliyah Negeri 1 Kota Bogor, yang berjumlah 43 guru. Penelitian ini menggunakan metode penelitian kuantitatif dan kuesioner sebagai instrumen. Kemudian dianalisis menggunakan analisis korelasi dan regresi, analisis data menggunakan analisis statistic Pearson correlation. Hasil penelitian ini menunjukkan bahwa terdapat hubungan antara gaya kepemimpinan kepala madrasah dengan kinerja guru dihitung dengan Pearson Correlation, nilai koefisien korelasi yang diperoleh antara variabel tersebut sebesar 0,690. Nilai koefisien determinasi dalam analisis ini diperoleh nilai 0,475 yang berarti 47,5%. Variabel kinerja Guru dapat dijelaskan oleh variabel Gaya Kepemimpinan. Garis regresi Ŷ = 5,100 + 0,912 X. Ada hubungan yang positif antara gaya Kepemimpinan Kepala Madrasah dengan Kinerja Guru. Berdasarkan hasil penelitian dapat dikatakan bahwa gaya kepemimpinan kepala madrasah memiliki hubungan yang cukup dengan kinerja guru di Madrasah Aliyah Negeri 1 Kota Bogor.

ANTHROPOLOGY OF EVALUATION: THE ‘MACABRE CONSTANT’

The author suggests, arguing from the work of Antibi (2003) that there is an inherent bias in assessment, the macabre constant. It is argued that there is a tendency for markers to create categories of assessment and balance the numbers between these irrespective of pupils / students’ actual performance. Teachers know that if all their students have good grades on a regular basis they will be considered too ‘nice’; conversely, if they consistently give marks below average, they will be considered too “strict”. A ‘good’ assessment thus divides the class into three groups: the ‘good’, the ‘average’ and the ‘bad’. Some students will certainly move to an adjacent group, but the ternary structure will remain. About a third of students are thus condemned to failure regardless of educational conditions: whatever the level of the class, the quality of teaching, the subjects taught, failure will happen. No proposal has so far succeeded in really improving the situation: failure remains. The reason is that all evaluations are finally caught up by the macabre constant. For a significant change to really take place, it is argued that the process of assessment must take account of the central role of the macabre constant.