Journal of Advances in Education and Philosophy (JAEP) | Volume-3;-Issue-12
Original Research Article
Dec. 28, 2019
The Effect of Personality Type, School Head Leadership Effectiveness, and Decision Making On Teacher Satisfaction in Teacher's High School of Jambi Province
Warnida, Mukhtar, Risnita, Muhamad Taridi
Page Numbers : 451-455
DOI : 10.36348/jaep.2019.v03i12.005
The purpose of this study was to examine and analyze whether there were significant positive influences between the variables of Personality Type, Effectiveness of Principal Leadership, and Decision Making against Teacher Job Satisfaction in Provincial High Schools. The study has ten problem formulations that analyze the direct effect, indirect effect and simultaneous influence between each variable studied. The research approach used is a quantitative approach with a survey method conducted on selected research samples based on probability sampling with the Slovin method totaling 141 Jambi State High School teachers. Data collection techniques using observation and using a questionnaire (questionnaire) as a primary data collection tool. Data analysis using path analysis (part analysis) with data processing tools manually Microsoft Office Excel program and SPSS version 22. The results of the analysis of the path coefficient and coefficient of determination, there is a direct effect and a significant positive simultaneous effect between variables Personality Type (X1), Leadership Effectiveness (X2) and Decision Making (X3) on Teacher Job Satisfaction (X4). The indirect effect between personality type variables (X1) and Leadership Effectiveness on teacher job satisfaction (X4) through decision-making variables (X3) has no significant effect. The research results imply that efforts to increase teacher job satisfaction in-state high schools in Jambi Province can be done by paying attention to personality types, the effectiveness of school principals' leadership and increasing teacher participation in decision making. Future research to obtain more comprehensive and representative research results in a wider population.
Original Research Article
Dec. 23, 2019
Freewriting Can Offset the EFL Students’ Anxiety of Writing in English
Page Numbers : 445-450
DOI : 10.36348/jaep.2019.v03i12.004
Freewriting is defined as timed writing without stopping and checking grammar, format, and structures, and has not only been used as a powerful tool for developing student writing in educational contexts but also as therapy. However, freewriting is often used in writers’ first language and relatively less used in their second language. This article will, therefore, explore whether the benefits of freewriting will offset the anxiety of writing in a second language in EFL classes. It was conducted in a three-credit writing course designed to help students master effective English writing skills and strategies. Eighteen freshmen of the Department of Foreign Languages and Literatures were required to do freewriting in the first thirty minutes of each week for fifteen weeks and were asked to write a reflection on freewriting in the eighteenth week. Of the eighteen students, seventeen of them positively comment on freewriting practices and revealed some beneficial effect, which shows that freewriting can be a powerful teaching tool in English writing courses for EFL classes.
Dec. 20, 2019
Transition From Teacher To Teacher Educator – Teacher Educator´s Perceptions
Page Numbers : 436-444
DOI : 10.36348/jaep.2019.v03i12.003
The aim of the paper is to increase our knowledge about the transition from being a classroom teacher to becoming a teacher educator in a university-based teacher education program. The data collection consists of interviews with teachers from compulsory school who have some years of experience as teacher educators. In line with earlier results, the teacher educators felt comfortable with their previous teaching experience and sought credibility as teachers. However, in contrast to earlier studies they did not find the transition troublesome in general, even if they suggested improvements to the support offered. They all perceived themselves as engaged in their own learning, mainly through self-study and seminars rather than through research of their own. Their self-understanding is focused on being a teacher, and to a lesser degree is complemented with research interest or activity. The conclusion is that a group of teacher educators may not develop an expanded self-understanding that includes research. Neither this study nor earlier studies show that sufficient time is devoted during the recruitment process or in-service training of teacher educators to discussing the balance between teaching and research.
Dec. 20, 2019
Research on the Teaching Situation of New Mathematics Curriculum in Primary Schools
Yongwei Yang, Xiaoying Xie
Page Numbers : 432-435
DOI : 10.36348/jaep.2019.v03i12.002
Introduction: Under the background of the new curriculum reform in basic education, students and teachers will jointly improve classroom efficiency under the guidance of the new curriculum concept. This article mainly takes the implementation status of the new primary school mathematics curriculum reform in Yucai Experimental School of Shuiye Town as the research object. Some results and existing problems of the new curriculum reform of the elementary school are obtained through the investigation and study, and some suggestions are put forward.
Original Research Article
Dec. 10, 2019
Influence of Appropriate Instructional Resources on Retention of Pupils with Disabilities in Mainstreamed Primary Schools in Bomet County, Kenya
Daniel Kipkirui Ngeno, Prof. Henry K. Kiplangat, Prof. Frederick Ngala
Page Numbers : 425-431
DOI : 10.36348/jaep.2019.v03i12.001
This research sought to find out the influence of appropriate instructional resources on retention of pupils with disabilities in mainstreamed Primary Schools in Bomet County, Kenya. The challenge that this study sought to address was low retention of Pupils with Disabilities (PWDs) in mainstreamed schools. This study was embedded in Systems Theory by Von Bertalanffy . It adopted survey research design. The target population was 840 teachers. Yamane formula was applied to get a sample size of 278 teachers. Multi-stage sampling procedure was applied. The findings of the study revealed that appropriate instructional resources significantly influenced the retention of PWDs by = 42.1% (p<0.05). The study also reports a positive and statistically significant relationship between appropriate instructional and retention of pupils with disabilities (r = 0.842; p<0.05). The study concludes that appropriate instructional resources positively and significantly influence the retention of pupils with disabilities. Therefore, when appropriate instructional resources are provided, retention of pupils with disabilities increase and conversely, in the absence of these resources, retention of pupils with disabilities will be challenging. The study recommended that appropriate instructional resources such as textbooks, supplementary curriculum support materials, learning devices or aiders including braille kits, printouts, pointers, embossers friendly to pupils with disabilities be supplied to improve their retention in mainstreamed primary schools.