The Influence of Teachers’ Creativity, Attitude and Commitment on Students’ Proficiency of the English Language

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doi:10.9790/7388-0121219

Cited by 11 publications

(13 citation statements)

References 9 publications

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“…TPACK comprises two items (Barišić, Divjak, & Kirinić, 2017;Castéra et al, 2020;Habibi et al, 2020;Schmid, Brianza, & Petko, 2020). The creativity construct consists of four indicators: creative thinking, creative mindset, creative teaching, and creative learning, each of which has two items (Chao et al, 2010;Karwowski, 2014;Kumar, Kemmler, & Holman, 1997;Vasudevan, 2013). The ICT integration construct is made up of three indicators: learning preparation, learning process, and learning evaluation-based ICT, each of which contains two items (Habibi et al, 2020;Hsu, 2017;Türel, Özdemir, & Varol, 2017).…”

Section: Data Collection Instrumentmentioning

confidence: 99%

TPACK Towards ICT Integration: Does Creativity Have a Moderating Effect?

Sangka

Indriayu

Mackenzie

et al. 2022

International Journal of Pedagogy and Teacher Education

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<span>The purpose of this study was to examine an effect of technological pedagogical and content knowledge (TPACK) on information and communication technology (ICT) integration in Indonesia with moderated by creativity. The data for this study was taken from respondents consisting of 405 Economic Teachers using voluntary sampling techniques. The survey method for this quantitative research was conducted by distributing questionnaire to respondents and were developed according to current condition and have fulfilled the requirements for confirmatory analysis test. Inferential analysis using a structural equation model analysis technique with moderating effect shows that TPACK has a positive and a significant effect on ICT integration (β = 0.143, p = 0.008<0.05). The interaction of creativity with TPACK has no positive and no significant effect on ICT integration (β = -0.037, p = 0.238>0.05). The creativity has a positive effect and significant effect on ICT integration (β = 0.513, p = 0.00<0.05). Based on these study results, variable creativity is not a pure moderator rather moderator predictor which means it acts as a predictor or mediator variable. This study can provide useful information that can be used as a stakeholder in providing teachers with opportunities to increase their creativity or as the foundation for future research into measuring teacher creativity as a predictor or mediator variable.</span>

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Section: Data Collection Instrumentmentioning

confidence: 99%

TPACK Towards ICT Integration: Does Creativity Have a Moderating Effect?

Sangka

Indriayu

Mackenzie

et al. 2022

International Journal of Pedagogy and Teacher Education

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“…Creativity is created when a teacher teaches a subject in a way that leads students to apply their knowledge in problem solving by analyzing the problems and finding solutions to them (Mayer, 1989). Teachers use creative techniques to attract the students in the best interest of the students (Vasudevan, 2013). Creativity arises through students' problem-solving, in innovative ways which is associated with innovative thinking and active learning (Schlee and Harich, 2014).…”

Section: Literature Reviewmentioning

confidence: 99%

Perceptions and Barriers of Active Learning in Business Students: a study done on the Sohar University students, Oman

Zeeshan¹,

Khan²,

Balushi³

et al. 2020

Int. j. res. entrep. bus. stud.

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Purpose of the study: The objective of this study was to find out what are the perceptions of active learning, to rule out the barriers and to see whether it holds any importance in a classroom. Design/Methodology: Data has been collected through a structured questionnaire, from 280 samples, being students of Faculty of Business at Sohar University, Oman. This was a cross-sectional, exploratory study to identify the perceptions and barriers from the student's point of view. Findings: The findings of the study reveal that student-teacher interaction is essential and thereby the students' communication skills and social interactive skills enhances. Students' perception is that they develop more interest in the subjects and that their creative and critical thinking improves. Students consider the lack of student-teacher interaction as a huge barrier followed by the lack of experiential learning. Also, their own lack of communication is a huge obstruction. Implications: With the world becoming more digitalized, we would like to further find out how to implement active learning through the online education system and how to improve it for both teachers and students. We can introduce hands on practice in classrooms. Originality: This research work is an idea taken up from other resources but is one of a kind since it is focused on Business students at Sohar University which have not been done before.

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“…Recognizing differences in definition, it is rather difficult to provide a general definition that is suitable for the general teaching context such as at the elementary, secondary and university levels. However, in general, focusing on from teaching and education, effective teachers can be described as someone who should have accompanied students to higher achievement and long learning processes (Noora, 2009;Vasudevan, 2013). It is naturally that a teacher has characteristics that are unique in his field and in other general fields (Dincer, 2013).…”

Section: Effective English Teachermentioning

confidence: 99%

English Teachers’ Effectiveness and Students’ English Proficiency at Selected Colleges in Dili, East Timor: Input for Enhancement Programs

Lumbanraja¹,

Reynoso²

2019

ELT

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This research is designed to determine the relationship between English teachers’ effectiveness and students’ English proficiency at Selected Colleges in Dili, East Timor, as input for enhancement programs. The English teachers’ effectiveness consist of three aspects namely (1) English Proficiency, (2) Pedagogical Knowledge, and (3) Socio-Affective Skills. Meanwhile, the students’ English proficiency was measured in terms of the following aspects: (1) Listening, (2) Writing, (3) Reading, and (4) Speaking. The collected data is analyzed by using the Statistical Package for Social Sciences whereby charts, figures and tables were used to present the findings. The overall mean for English Teachers’ Effectiveness is 3.64, interpreted as effective. This implies that English Teachers at Selected Colleges demonstrate the effectiveness required of them, but it is in Socio-Affective Skills that they are performing best. The overall mean for Student Respondents’ Level of English Proficiency is 3.85, interpreted as good. Observing closely, the mean score of speaking which is 3.51 is close to “Average” (down) because in the Range of Mean Values of 2.51 - 3.50 is Average. The results of the Pearson Correlation showed that all independent variables on English teachers’ effectiveness are correlated with the dependent variable on students’ English proficiency. The correlation coefficient values are between of ± 0.50 to ± 0.74, which means “High or Strong Relationship”. Based on a reasonable output of this study, the researcher proposed training programs to enhance the English teachers’ effectiveness and students’ English proficiency in Selected Colleges in Dili, East Timor.

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The Influence of Teachers’ Creativity, Attitude and Commitment on Students’ Proficiency of the English Language

Abstract: Abstract:The intensity of teachers ' creativity, attitude and commitment

Cited by 11 publications

References 9 publications

TPACK Towards ICT Integration: Does Creativity Have a Moderating Effect?

TPACK Towards ICT Integration: Does Creativity Have a Moderating Effect?

Perceptions and Barriers of Active Learning in Business Students: a study done on the Sohar University students, Oman

English Teachers’ Effectiveness and Students’ English Proficiency at Selected Colleges in Dili, East Timor: Input for Enhancement Programs

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