Optimizing Transformational Leadership Strengthening, Self Efficacy, and Job Satisfaction to Increase Teacher Commitment

This study aims to explore the gender roles, social expectations, motivations, career decisions, and sense-making processes of a group of undergraduate female engineering students, particularly in the fields of naval, marine technology, and maritime studies, in the United Kingdom. Based on the Social Cognitive Career and Motivation Theory, two research questions were listed, why do undergraduate female students decide to study engineering, particularly in naval, marine technology, and maritime studies, as their career development? How do undergraduate female engineering students describe and make sense of their academic voyage and experiences as pre-service engineering professionals based on their gender, social expectation, and decision-making process? In line with the qualitative phenomenological approach, interview, focus group activity and member checking interview were employed to collect the stories from 20 female undergraduate engineering students in the United Kingdom. Three main themes were categorised, 1) interest in STEM learning, 2) determination about an engineering career, and 3) the surrounding environment: connection and relationship with the ocean. The results showed the potential managerial developments for gender diversity and constructive gender policies in engineering based on the voices of female engineering professionals. The outcomes of this study will fill the gaps in gender and gender issues in the engineering profession.

Section: Discussionmentioning

confidence: 93%

The Relationships between Gender, Social Expectation, and Decision-Making Processes of Engineering Students

Santos¹

2022

“…Low academic self-efficacy will appear in situations that suppress students' emotional condition (Sudirman et al, 2020). It is vital to provide suitable learning settings to promote self-efficacy to develop career International Journal of Instruction, July 2022 • Vol.15, No.3 orientation in students (Kotova et al, 2021;Sides & Cuevas, 2020) and produce more professional competences (Dos Santos, 2020;Dwiretno & Setyarsih, 2018;Setyaningsih & Sunaryo, 2021). Educators are also required to provide learning resources such as student activity sheets to aid promote thinking orientation (Suhirman et al, 2021).…”

Section: The Practicality Of Rqanimentioning

confidence: 99%

RQANI: A Learning Model that Integrates Science Concepts and Islamic Values in Biology Learning

Amin¹,

Ahmad²,

Zulkarnaim³

et al. 2022

A preliminary study showed that Biology learning in the classroom could not encourage the integration of science concepts and Islamic values. The aims of this study are to (1) develop a new learning model that integrates scientific principles and Islamic values, and (2) characterize the RQANI model's validity, practicability, and effectiveness. This study belonged to the research and development study. The learning model was developed in four stages, including (1) preliminary investigation, (2) design, (3) realization/implementation, and (4) test, evaluation, and revision. The study population included all biology education students at IAIN Ternate, STKIP KIE Raha Ternate, and UIN Alauddin Makassar in Indonesia. The study enrolled 120 fourth semester biology education students from IAIN Ternate, STKIP KIE Raha Ternate, and UIN Alauddin Makassar, Indonesia. The research instruments employed in this study are validation sheets for learning models, observation sheets for learning implementation, learning achievement tests, and response questionnaires for the learning model. The results of this study include: (1) a new learning model, namely RQANI, that consists of five learning stages (Reading, Questioning, Answering, Elaboration, Integration);(2) The validity of the RQANI prototype was very high with an average value of 3.74. The RQANI learning model was considered fairly practical and effective in improving student learning outcomes and positive responses. Therefore, it can be concluded that RQANI has met the requirements for a valid, practical and effective learning model.

“…However as a result, many factors influence teacher commitment such as school leader leadership, school climate, teacher workload, teacher attitude, and student discipline (Kasa et al, 2020;Lela et al, 2020;Mustafa et al, 2019). Successful leaders are usually able to increase teacher engagement in their schools (Don et al, 2021;Setyaningsih & Sunaryo, 2021). This quality of leadership becomes a measure because imperial studies show that wise school leaders are capable of producing committed teachers (Amhag et International Journal of Instruction, July 2022• Vol.15, No.3 al., 2019Raman & Shariff, 2017).…”

Section: Research Backgroundmentioning

confidence: 99%

Validating Suburban Teachers’ Commitments: Let’s Appreciate Their Blood, Sweat, and Tears

Ismail¹,

Yusof²,

Ibrahim³

et al. 2022

The purpose of this study is to create a model for measuring suburban teachers' commitments in Kelantan, Malaysia. In this quantitative analysis, a cross-sectional study design was adopted. A total of 182 teachers from elementary schools in the Pasir Puteh district of Kelantan were selected using a stratified random sample procedure to complete the online questionnaire. The data was gathered and evaluated using SEM AMOS, which revealed that 19 of the 24 indicated behaviours are acceptable. Finally, the study's findings effectively verified and validated three constructs: affective commitment, normative commitment, and continuance commitment, and effectively developed a measurement model of suburban teachers' commitments in Kelantan. The outcomes of this study can be used to assess teachers' commitment to their profession. Following that, the Ministry of Education (MOE) can design relevant courses or workshops to assist instructors in gaining a better knowledge of instructors. dedication Future scholars are also encouraged to do research in other Malaysian states so that the study's findings may be generalised.