Madrasa teacher professionalism: Effects of gender and teaching experience in learning

Abstract

<span lang="EN-US">Developing professional madrasa teachers are increasingly popular in the classroom, but of these teachers, mixed results (without clear reasons) are reported. This article addresses the impact of gender and teaching experience (duration) on developing professional madrasa teachers, using the two factors as references. Research with a questionnaire was conducted in 75 public and private Aliyah Madrasas, with data collected from 325 teachers. Data analysis is differentiated based on madrasa teachers’ type (public or private), gender, and teaching experience in the competencies assessed. Results showed that developing professional teachers’ proficiency is low and related to gender, that males perceive themselves more highly developed professionally than females, and that even teaching experience does not necessarily ensure development of professional competence and implementation in the classroom. The development of professional madrasa teachers with more than 30 years’ experience is less proficient than that of teachers with experience from 21–30, 10–20, and <10 years. However, the significant relationship between gender and professional development of madrasa teachers who have taught for more than 30 years is revealed: the development of male madrasa teachers who have taught for more than 30 years is less proficient than that of females. Reasons behind this difference must be examined and competencies differentiated to improve development of professional madrasa teachers’ professionalism.</span>

Case-Based Learning Method in Learning: Is it Effective to Improve Teaching Skills of Madrasa Teachers in Indonesia?

“…Various ways of assessing teacher teaching skill have been developed throughout the years (Zee & Koomen, 2016). In its shortened form, Tambak's Madrasa Teacher Teaching Skill Test (TMTT) was used in this study (Tambak et al, 2022). TMTT is made up of a stable factor structure that is broad enough to encompass a wide variety of relevant teacher abilities for instruction.…”

“…So far, the learning practices conducted by madrasa teachers tend to be teacher-centered learning. Their instructional skills tend to be monotonous, using lecture methods and similar approaches (Efendi, 2021;Tambak et al, 2022). Madrasa teachers tend to teach without exploring their own abilities in order to produce excellent learning that is full of scholastic ability and creativity.…”

“…Madrasa teachers tend to retain old learning methods that were learned in lectures long ago. Madrasa teachers seem unwilling to accept modern learner-centered learning methods that ultimately affect the innovation and fairness of madrasa learning (McGarr & McDonagh, 2021;Tambak et al, 2022). The madrasa teachers teach only to carry out their daily tasks, and are not concerned with the quality of the methods and materials, the creativity of the students, the learning for all, while the madrasa institutions pay little attention (Muna, Sunardi, & Widyastono, 2021).…”

Enhancement of Differentiated Learning Efficacy via Academic Supervision in Senior High School Settings: A Comprehensive Optimization Approach

“…Additionally, the study draws attention to the potential influence of teaching experience on teacher competence and its subsequent impact on learning outcomes. Notably, teachers with less than 10 years of experience exhibit a broader spectrum of responses and understanding of the learning process (Tambak et al, 2022). This underscores the need for ongoing academic supervision to continually enhance teacher competence and foster an environment conducive to optimal differentiated learning practices.…”

The Effect of Gender on Fifth-Grade Students’ Computational Thinking Skills

“…The gender issue is not only in CT but also in many aspects of mathematics education studies (Putra, Hermita, Afrillia, et al, 2022;Putra, Hermita, Yuliani et al, 2022;Reilly et al, 2019;Tambak et al, 2022). According to Reilly et al (2019), a large-scale study (TIMSS results from 2011) on the investigation of gender differences in mathematics and sciences found that, while there were no general worldwide gender disparities, female students outperformed male students' mathematics and science proficiency among non-OECD countries.…”