The Effect of Training and Teaching Experiences on the Performance of  Elementary School Teachers

Rahmawati, Erly; Kholid, Idham; Riyuzen, Riyuzen

doi:10.25217/cie.v1i2.1696

Cited by 2 publications

(1 citation statement)

References 9 publications

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“…The longer is the teaching experience, the higher is the performance, and the more experience the teachers have, the more competence they will have. This teaching experience includes the length of time that a teacher has taught and the participation in the trainings that the teacher has participated in [24]. All these experiences will increase the knowledge and skills of teachers.…”

Section: Teaching Experiencesmentioning

confidence: 99%

The Effect of Gender, Teaching Experience, Educational Background, and the School Type on Teachers’ Mathematical, Didactic, and Technological Competences

Putra¹,

Hermita²,

Afrillia³

et al. 2022

P Sci Edu

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Introduction. Many previous studies are increasingly rising the issue of teacher competences, specifically on content, didactics and technology. Those competences are considered as important aspects for successful teaching process in the classroom. Therefore, this study shed lights the effects of gender, teaching experience, educational background, and school types on teachers’ mathematical, didactic, and technological competences. Material and methods. The research method is an online survey of 145 elementary school teachers in Riau province, Indonesia (March to April 2022). The questionnaire consists of 15 questions in three competences: “mathematics”, “didactics”, and “technology”. To evaluate the effect of gender, teaching experience, educational background, and the school type on teachers’ competences, the researchers used a non-parametric statistical analysis of the Mann-Whitney U test. Results. The findings reveal that there were significant differences of teaching experiences (Asymp. Sig = 0.009, p<0.01) and school types (Asymp. Sig = 0.009, p<0.01) to teachers’ technological competence, also educational background to teachers’ mathematical (Asymp. Sig = 0.035, p<0.05) and didactic competences (Asymp. Sig = 0.012, p<0.05). However, only gender has no effect to any teacher competence. Conclusion. Gender is the only factor that does not affect teacher competences. Meanwhile, other factors, teaching experience, educational background, and school type, affect at least one out of three teacher competences. Therefore, these influencing aspects need to be the attention of policy makers in preparing elementary school teachers.

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Section: Teaching Experiencesmentioning

confidence: 99%

The Effect of Gender, Teaching Experience, Educational Background, and the School Type on Teachers’ Mathematical, Didactic, and Technological Competences

Putra¹,

Hermita²,

Afrillia³

et al. 2022

P Sci Edu

View full text Add to dashboard Cite

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The Effort of Principal Improving Quality Education In Online Learning at SD Muhammadiyah Blimbingrejo Jepara

Wiranata¹,

Khoirunnisa²,

Citraningsih³

2022

Jour. Child. Dev

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This study aims to determine the principal's efforts in improving the quality of education in online learning at SD Muhammadiyah Blimbingrejo Jepara and the supporting and inhibiting factors. This study uses a qualitative approach. The research subjects were principals, vice principals and teachers. Research data obtained through interviews, observation and documentation. Data analysis techniques with data reduction, data presentation and drawing conclusions. Checking the validity of the data obtained through triangulation of sources and triangulation of techniques. The results of this study indicate that the state of education quality before the pandemic was quite good. However, the quality of education began to decline after the pandemic and the implementation of online learning. Efforts made by school principals in improving the quality of education in online learning are carrying out their functions as school principals, implementing curriculum according to needs, optimizing the procurement of online learning support devices, and controlling online learning activities. Improving the quality of education in online learning is supported by adequate school facilities, but also experiences obstacles, including the majority of teachers in schools are dominated by female teachers so that management is needed in assigning tasks and responsibilities to teachers who are able to carry it out and there are teachers who lack the ability to do it. the use of technology or digital literacy, as well as students who are bored in carrying out online learning

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The Effect of Training and Teaching Experiences on the Performance of Elementary School Teachers

Cited by 2 publications

References 9 publications

The Effect of Gender, Teaching Experience, Educational Background, and the School Type on Teachers’ Mathematical, Didactic, and Technological Competences

The Effect of Gender, Teaching Experience, Educational Background, and the School Type on Teachers’ Mathematical, Didactic, and Technological Competences

The Effort of Principal Improving Quality Education In Online Learning at SD Muhammadiyah Blimbingrejo Jepara

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