International Journal of Theory and Application in Elementary and Secondary School Education (IJTAESE)
International Journal of Theory and Application in Elementary and Secondary School Education (IJTAESE) are research, study, and analysis related to early childhood, including: Child development: The topic covers child development, especially grades 1–9 for school, emotional development, moral development, intelligence, Cognitive psychology: The topic covers, but is not limited to, short-term and long-term memory, perception (visual and auditory), working memory, visual memory, auditory memory, attention, and local reasoning (inductive and deductive). Sociology in School Learning and Teaching: The topic covers, but is not limited to, the social integration of education, socialization, social placement, and social and cultural innovation. Methodologies of teaching and learning: The topic covers, but is not limited to, the teaching method in Digital Revolution 4.0, the metacognitive teaching method, the cooperative teaching method, student-centered learning, and assessment in learning and teaching. Technologies of teaching and learning: The topic covers but not limited to, Teaching technology in Digital revolution 4.0, distance and online learning, evaluation of distance learning, and the effectiveness of distance learning Curriculum review and research: The topic covers, but is not limited to, curriculum and instruction, curriculum development, curriculum evaluation, and the support elements of an effective curriculum. school- and community-based management. The topic covers, but not limited to school-based management, parent participation in School-based management, school-community relations, and community development (economical, social and physical) The topic also opens for high-quality studies of teaching and learning processes, school leadership and policy, instructional methods and programs, assessment practices, and advances in learning technologies, especially in elementary and secondary school education. The Editors encourage the submission of a variety of manuscripts: reports of empirical research, including experiments, quasi-experiments, case studies, ethnographies, design research, and surveys; philosophical or historical analyses; integrative literature reviews; and theoretical analyses.
Articles
15 Documents
Search results for
, issue
"Vol. 5 No. 1 (2023): April"
:
15 Documents
clear
<![CDATA[Nexus between Principals’ Instructional Responsibilities and Secondary School Effectiveness ]]>
<![CDATA[Adeseko Sunday Olaifa]]>;
<![CDATA[Omotayo Adewale Awodiji]]>
<![CDATA[ International Journal of Theory and Application in Elementary and Secondary School Education Vol. 5 No. 1 (2023): April ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Education, Universitas Terbuka ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.31098/ijtaese.v5i1.1186
<![CDATA[Success in school is attributed to regular evaluation of teaching and learning, an emphasis on professional growth, and a positive learning environment. This study investigated the correlation between school effectiveness and principals’ instructional responsibilities. A correlational design of post-positivism was adopted in this study. All 7059 teachers employed by the 347 public senior secondary schools in Kwara State, Nigeria, made up the study's population. A systematic sampling technique was used to select 558 participants. Five hundred and fifty-eight participants were chosen using a systematic sampling method. The findings show a significant nexus between principals’ instructional responsibilities and the effectiveness of secondary schools. Therefore, it recommends that to enhance school effectiveness, principals should be provided with induction courses at their appointment as principals to acquaint them with relevant knowledge on the importance of instructional responsibilities.]]>
<![CDATA[School Principal Administrative-Supervisory Leadership During the Pandemic: A Phenomenological Qualitative Study ]]>
<![CDATA[Francisca T Uy]]>;
<![CDATA[John Michael Sasan]]>;
<![CDATA[Osias Kit Kilag]]>
<![CDATA[ International Journal of Theory and Application in Elementary and Secondary School Education Vol. 5 No. 1 (2023): April ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Education, Universitas Terbuka ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.31098/ijtaese.v5i1.1208
<![CDATA[This qualitative study aims to explore the administrative-supervisory leadership experiences and perspectives of fifteen (15) school principals in the Division of Toledo City, Cebu, DepEd Region VII, during the COVID-19 pandemic crisis. The research utilized a descriptive phenomenological approach, which involved face-to-face semi-structured interviews, observation notes, and documentation. Thematic analysis was employed to analyze the data in six steps, including familiarization, coding, creating themes, reviewing themes, defining and naming themes, and creating a report. The findings of the study revealed that principals faced various challenges during the pandemic crisis, including maintaining the continuity of learning, ensuring the safety of students and teachers, managing resources, and supporting the well-being of school personnel. Despite these challenges, the principals demonstrated strong leadership skills by adapting to the situation, collaborating with stakeholders, and implementing innovative strategies. The study's limitations include a small sample size and a specific geographic location, which limits the generalizability of the findings. This study contributes to the understanding of how school principals experience and navigate leadership during a crisis, particularly in the context of the COVID-19 pandemic. The practical implications of this study suggest that school leaders should prioritize collaboration and adaptability in crisis management, support the well-being of school personnel, and implement innovative strategies to address challenges. The study's novelty lies in its application of a phenomenological approach to explore the subjective experiences of school principals during the COVID-19 pandemic crisis.]]>
<![CDATA[Experiences of Teachers in Upland Schools: A Phenomenological Study ]]>
<![CDATA[Myla Isip]]>;
<![CDATA[Jayfee Alcantara]]>;
<![CDATA[Aileen Koh]]>;
<![CDATA[Justin Paul Serrano]]>
<![CDATA[ International Journal of Theory and Application in Elementary and Secondary School Education Vol. 5 No. 1 (2023): April ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Education, Universitas Terbuka ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.31098/ijtaese.v5i1.1300
<![CDATA[This research study used a descriptive qualitative phenomenological research design which provides a narrative context based on personal experiences. The participants of the study were four teachers, teaching in highland elementary campuses for more than a year. The data were contextualized from participants in depth statement according to the open-ended questionnaire that has been provided during the evaluation. Learners were intellectually challenged, needed to be guided by parents or siblings using supplementary activities given in the modules. With a lack of technological intervention professional teachers in upland areas are having difficulty to monitor the improvement of their learners. Most of the learners cannot fully comply on their academic activities. Learners don’t understand the module, they rely on their elder siblings. Moreover, the common struggles of the teachers is the risk in travelling due to the topographical settings. Common disadvantage teaching in upland and remote campuses was the unsuited learning curriculum for the learners. Provided learning guide were not culture based, which means, learners are having difficulty in understanding which translate to haphazard learning development. Participants stated that their students are struggling in self-learning method, considering that most of the parents of these learners are illiterate. Therefore, it suggests developing a mode of learning delivery based on the learner’s capacity to learn and improve. In spite of all the struggles, there was enjoyment. Most of them perceived that the common advantage in upland schools is having a small class size. Thus, teachers can focus in teaching.]]>
<![CDATA[Effectiveness of Counseling Using Motion Graphics Against Changes in Attitudes to Consuming Fast Food in Adolescents 2022 ]]>
<![CDATA[Melly Kristanti]]>;
<![CDATA[Nunuk Nugrohowati]]>;
<![CDATA[Yanti Harjono]]>;
<![CDATA[Vernanda Em Afdhal]]>;
<![CDATA[Raden Roro Maya Dennisa]]>;
<![CDATA[Nabila Fairuz]]>
<![CDATA[ International Journal of Theory and Application in Elementary and Secondary School Education Vol. 5 No. 1 (2023): April ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Education, Universitas Terbuka ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.31098/ijtaese.v5i1.1412
<![CDATA[Media is very useful in increasing knowledge, especially in adolescents. Animated media is one of the ways in which education and information can be conveyed properly to adolescents. Therefore, the researchers wanted to see the effectiveness of motion graphics on the knowledge and attitudes of adolescents regarding fast food. This study used a cross sectional study design with a sample size of 120 samples. The instrument for this study used questionnaire pre-test and post-test. The analysis used in this study is the Wilcoxon test. There is a change in the attitude of adolescents after being given counseling using motion graphics, namely a p-value of 0.000 and knowledge did not experience a significant change p-value 0.165. Based on these results, it is certain that there is a need for changes in healthy living behavior to avoid obesity which has an impact on degenerative diseases. In addition, there is a need for new ways to provide counseling to adolescents, namely using motion graphics which are quite effective in providing information.]]>
<![CDATA[Empowering Class IX Students' Moral Values: The Vital Role of a Catholic Religion Teacher ]]>
<![CDATA[Elisa Br Ginting]]>;
<![CDATA[Suwarjo Suwarjo]]>;
<![CDATA[Johannes Sohirimon Lumbanbatu]]>;
<![CDATA[Din Oloan Sihotang]]>
<![CDATA[ International Journal of Theory and Application in Elementary and Secondary School Education Vol. 5 No. 1 (2023): April ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Education, Universitas Terbuka ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.31098/ijtaese.v5i1.1420
<![CDATA[This study aimed to describe the role of Catholic religious education teachers in increasing the moral values of class IX students at SMP Swasta Katolik 2 Kabanjahe. The problem in this study is that there are still teachers who do not fully understand their role in increasing the moral values of students, so the moral values of students quickly decline due to the times. This study uses a descriptive-qualitative approach. Research data was obtained through observation, interviews, and documentation. The informant determination technique used was snowball sampling. The informants in this study consisted of 1 school principal, 1 Catholic Religious Education teacher, 7 colleagues, and 10 students. The data analysis technique uses technical triangulation: reduction, display, and concluding. The study results show that Catholic religious teachers have carried out their duties as well as possible, namely carrying out their roles as role models, educators, and pastors. Meanwhile, students also have good moral values, namely being religious, honest, responsible, disciplined, and independent. The results of this study can be used in other places if the places have characteristics that are not much different from the ones found in the research that has been done. This research is limited to the role of Catholic religious education teachers and the moral values of students.]]>
