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Basic and Applied Education Research Journal (BAERJ)
Published by Future Science
ISSN : -     EISSN : 2747142X     DOI : http://dx.doi.org/10.11594/baerj
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Mathematics Other
The goal of Basic and Applied Educational Research Journal (BAERJ) is to provide a platform for scientists and academicians all over the world to promote, share, and discuss various new issues and developments in different areas of educational research. Subject areas include, but are not limite to the following fields: Behavior modification, Curriculum, Teaching and Learning, Textbook and Media for Education, Educational Evaluation, Collaborative learning, Comparative education, Compulsory education, Developmental Education, Educational technology, Educational philosophies, Educational psychology, Free education, Glossary of education-related terms, Humanistic education, Language education, Learning community, Life skills, Lifelong education, Medical education, Online learning community, Remedial education.
Arjuna Subject : Umum - Umum
Articles 4 Documents
 1 
Search results for , issue "Vol 4 No 1 (2023): Basic and Applied Education Research Journal" : 4 Documents clear
Quality Performance of Teachers: Work Environment, Work Attitude, and Principal Supervision: Qualitative Investigation Osias Kit T. Kilag; Ma. Felina S. Calledo; Francisca T. Uy; Yolanda T. Dela Cerna; Neil Andrian A. Angtud; Khen M. Villanueva
Basic and Applied Education Research Journal Vol 4 No 1 (2023): Basic and Applied Education Research Journal
Publisher : Future Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11594/baerj.04.01.01

Abstract

One of the most important factors in the face of the educational system is the quality of teachers' performance. The goal of this study is to ascertain whether the teachers' high-quality performance is actually impacted by the work environment, work attitude, and principal supervision. In this qualitative investigation, the Heideggerian Phenomenology design was employed. This study seeks to comprehend the phenomenon from the participant's point of view and through their experiences. In this study, the purposive method was employed, and participants were chosen to expound on their experiences as general education teachers at PAU Excellencia Global Academy Foundation, Inc., teaching in an inclusion classroom. It has been discovered that the key to creating a positive learning environment in the classroom is workgroup encouragement, especially having good relationships with the principal. How frequently teachers must deal with unruly and aggressive students have largely defined teaching obstacles. A teacher's perception of the supportive environment at school improved as he or she gained experience.
Implication of Individual Plan for Professional Development (IPPD) on Teachers’ Professional Development and Career Advancement Osias Kit T. Kilag; Irene A. Bariquit; Cynthia G. Glipa; Renan A. Renan A. Ignacio; Geraldine U. Alvez; Ritchel T. Guilot; John Michael Sasan
Basic and Applied Education Research Journal Vol 4 No 1 (2023): Basic and Applied Education Research Journal
Publisher : Future Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11594/baerj.04.01.02

Abstract

The research was conducted to determine the needs of teachers for their continuous professional development and to create an individual professional development plan for this aim. This study utilized qualitative investigation; the Heideggerian Phenomenology design was employed. This study seeks to comprehend the phenomenon from the participant's point of view and through their experiences. In total, twenty teachers from Philippine schools were interviewed. The interviews were verbatim captured on tape and then transcribed. Three main themes emerged from the analysis of the data: (a) IPPD gives greater insights and improves performance; (b) IPPD allows putting into practice the appropriate trainings and seminars attended; and (c) IPPD impacts students’ learning and behaviour. Based on the findings, professional development can encourage teachers' creativity and help break up the monotony of daily work. Offering regular professional development can also assist individuals in acquiring fresh knowledge and viewpoints that may influence how they approach their work. Furthermore, it is critical to give financial support for teachers' professional growth, as seen by the difficulties they face.
How Does Philippines's Education System Compared to Finland's? Osias Kit T. Kilag; Junrel P. Zarco; Maribel B. Zamora; Jelly D. Caballero; Claudine Acece L. Yntig; Jodhel D. Suba-an; John Michael Sasan
Basic and Applied Education Research Journal Vol 4 No 1 (2023): Basic and Applied Education Research Journal
Publisher : Future Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11594/baerj.04.01.03

Abstract

This study examines the differences between the education systems in Finland and the Philippines. The education systems in both countries have significant differences in terms of policies, teacher qualifications, and curriculum structure. Finland has a highly decentralized curriculum that allows teachers to develop their own curriculum according to the needs and interests of students, while the curriculum in the Philippines is centralized and designed by the central government. The quality and competence of teachers in Finland are also higher compared to those in the Philippines, where a Bachelor's or Diploma Four degree is the minimum requirement for teaching. Finland's success in education can be attributed to the government's persistence and consistency in implementing education policies formulated over the years, and their emphasis on teacher quality and competence. On the other hand, the Philippines has struggled to improve the quality of education, with some policies having little to no positive impact. Given the differences between the two education systems, the study suggests that the Philippines should learn from Finland's education system and adopt some of its policies to improve its own education system. By doing so, the Philippines can improve the quality of education and potentially achieve the same success that Finland has achieved.
Management of Primary Education for Ethnic Chinese Children during the Dutch Colonial Period 1900-1920 Sumardi
Basic and Applied Education Research Journal Vol 4 No 1 (2023): Basic and Applied Education Research Journal
Publisher : Future Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11594/ijmaber.04.01.04

Abstract

The management of primary education for ethnic Chinese children during the Dutch colonial period 1900-1920, to analyze the primary education of ethnic Chinese children (HCS) by the Dutch Colonial Government in 1900-1920. This research method uses five steps: Topic Selection, Heuristics, Verification, Interpretation, and Historiography. The results showed that the establishment of primary education for ethnic Chinese was due to the large number of immigrant children from China who did not get the proper attention to go to school. Then the Chinese community association Tiong Hoa Hwee Koan (THHK) began to think about the education of its descendants and established Primary Education. Apart from this, Chinese children who attended ELS could also not follow the lessons properly. This reason strengthened the colonial government to build a particular school for ethnic Chinese children, namely Hollandsch Chineesche School (HCS).

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