scholarly journals SCHOOL LEARNING ACTION CELL AS A REMEDY TO OUT-OF-FIELD TEACHING: A CASE IN ONE RURAL SCHOOL IN SOUTHERN PHILIPPINES

2021 ◽  
Vol 2 (3) ◽  
pp. 249
Author(s):  
Jayson Troy Ferro Bajar ◽  
Mary Ann Ferro Bajar ◽  
Elizabeth P Alarcon
Keyword(s):  
Learning Community ◽  
Professional Learning Community ◽  
Professional Learning ◽  
Educational System ◽  
Well Being ◽  
Rural School ◽  
The Other ◽  
Perceived Effects ◽  
School Learning ◽  
Instructional Mastery

Out-of-field teaching continues to be a persisting problem in the Philippine educational system – similarly evident in the rural school where this study was conducted. As an intervention, the researchers organized a professional learning community in the form of a school learning action cell (SLAC) to provide assistance to the teachers. They were then interviewed to determine the perceived effects of the intervention. Results of the study revealed that SLAC sessions contribute to the general well-being of the teachers in their view of the profession as it ‘reduced their tasks’ and ‘promoted workplace collaboration.’ On the other hand, it also impacted their pedagogy, which was found to have contributed to their ‘instructional mastery’ and ‘teacher efficacy.’ The researchers, however, caution that, though the intervention was found to be successful, it should be taken in its suggestive nature when out-of-field teaching is unavoidable. When feasible, the idyllic educational landscape should assign teachers according to their respective specialized fields.

scholarly journals Authentic Leadership: Strategy of the Implementation of Madrasah Management of Change

2017 ◽  
Vol 6 (2) ◽  
pp. 293
Author(s):  
Aan Komariah ◽  
Dedy Achmad Kurniady
Keyword(s):  
Learning Community ◽  
Professional Learning Community ◽  
Professional Learning ◽  
Educational System ◽  
Authentic Leadership ◽  
Work Orientation ◽  
Management Of Change ◽  
Leadership Strategy ◽  
Strategy Model ◽  
The Future

Implementing the management of madrasah change starts from an authentic leadership. Authentic leadership is the identity of a head of madrasah in developing value-based educational system. His identity is seen from his sincerity in working, his kindness in treating people and the sharpness of his mind in determining the future of the organization. The authentic leadership of madrasah should represent the identity of moslem morality with work orientation on the sincerity of being a STAF+B (Siddiq, Tablig, Amanah, Fathonah + Brave) leader. Leading the madrasah in the context of implementing management of change is not enough to be pious but it requires courage to take strategic and innovative decisions in realizing a qualified madrasah. This research aims to find an authentic leadership strategy model for management of change by head of madrasah. The research was conducted on the head of madrasah in Pangandaran Regency. The results show that the application of authentic leadership can build madrasah changes by empowering the Professional Learning Community (PLC) in which 4CS strategy is implemented in a reciprocal (cumsuis-Casing, Communicating, Competencies, Contribution, Sample). The followers can identify who the authentic leader is by finding the integrity of identity that represents in: his mind is vision; his heart is good and his legs work hard.

Three Innovations: Promises and Perils

2018 ◽  
Vol 19 (3) ◽  
pp. 73-90
Author(s):  
Sam Oh Neill
Keyword(s):  
Longitudinal Study ◽  
Learning Community ◽  
Professional Learning Community ◽  
School Board ◽  
Professional Learning ◽  
Social Emotional Learning ◽  
School Reforms ◽  
Social Emotional ◽  
Purpose Of Education ◽  
Differentiation Of Instruction

In 2003, I began a longitudinal study into the purpose of education. The process of my investigation included getting involved in new innovations as they were introduced to our school board. As I looked deeper into the purpose of schooling I discovered some startling things about how and why systems of education, through the apparatus of schooling, influence who and what, professionally, people become. I also discovered patterns related to the act of becoming that exist in school reforms. This study analyzes three reforms introduced between 2003 and 2017: Professional Learning Community, Differentiation of Instruction, and Social-Emotional Learning. 

scholarly journals The development of professional learning community in primary schools

2015 ◽  
Vol 10 (21) ◽  
pp. 2789-2796 ◽  
Author(s):  
Sompong Samoot ◽  
Erawan Prawit ◽  
Dharm tad sa na non Sudharm
Keyword(s):  
Learning Community ◽  
Professional Learning Community ◽  
Professional Learning ◽  
Primary Schools

scholarly journals CREATION AND DEVELOPMENT OF TEACHER PROFESSIONAL LEARNING COMMUNITY: INSTITUTIONAL FACTORS

2017 ◽  
Vol 2 ◽  
pp. 493
Author(s):  
Justinas Monkevicius ◽  
Renaldas Čiužas
Keyword(s):  
Professional Learning Communities ◽  
Learning Communities ◽  
Learning Community ◽  
Professional Learning Community ◽  
Professional Learning ◽  
Organisational Culture ◽  
Institutional Factors ◽  
Teacher Professional Learning ◽  
Organisational Structure ◽  
Teacher Professional

The article presents a theoretical and empirical analysis of institutional factors of creation and development of successful teacher professional learning communities. On the basis of the conducted theoretical analysis, institutional factors were systemised and divided into four groups:factors related to organisational culture, to processes, to organisational structure, and factors related to financial and material resources.The empirical research reveals the relevance of theoretically distinguished factors to the practical processes of creation and development of successful teacher professional learning communities. It also singles out new factors that have not been investigated by other scholars and highlights the encountered barriers.

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