Teachers’ Perspective on Student’s Right to Participation in Classroom Management

Thoyibi, M.S M.; Hikmat, Mauly Halwat; Prasetyarini, Aryati

doi:10.24191/ajue.v17i1.12602

Cited by 9 publications

(10 citation statements)

References 26 publications

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“…These include getting to know students' interests, incorporating these interests into teaching and inviting students to give input during classroom activities (Marzano et al, 2005). Studies show that inviting students to participate in discussions about classroom rules (Thornberg, 2009), seating arrangements and conflict resolution (Thoyibi et al, 2021), and not using controlling strategies (Urinboyev et al, 2016), allows for children's voices to be heard, especially when dealing with discipline problems (Hamad & Al-Abri, 2019). On the other hand, teachers with more negative attitudes toward children's rights seem to use more controlling classroom management styles (Penović, 2021).…”

Section: Determinants and Outcomes Of Teachers' Beliefs About Childre...mentioning

confidence: 99%

Children’s participation rights in schools — teachers’ beliefs and practices

Huić

2022

Kriminol. soc. integr. (Online)

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Schools represent an important context for implementing participation rights guaranteed by the United Nations Convention on Rights of the Child into the lives of children in general and into the lives of children from vulnerable groups. Providing opportunities for children to exercise their participation rights has been linked to positive youth development and universal prevention efforts in schools. Available evidence points to the importance of beliefs regarding children’s agency and participation practices. This study extends available research by investigating elementary-, middle- and high-school teachers’ beliefs about children’s participation rights and their link to participation conducive teacher practices in schools. A comprehensive mediational model is tested, which posits that teachers’ image of children as capable, active and agentic is associated with more support for children’s participation rights, which in turn predict student-centered participatory teaching and classroom management behaviors. Teachers’ support for participation rights was measured using contextualized vignettes including both general situations and situations specific to children from vulnerable groups. A total of 519 elementary, middle and high-school teachers completed several online questionnaires. Results showed that teachers have an ambivalent image of children’s capacity and agency for decision- making, and that this view does not depend on the children’s age. Having a more positive image of children and supporting children’s participation rights more predicted student-centered teaching style and less controlling classroom management styles. Support for children’s participation rights was a significant mediator of the relationship between the teachers’ image of the children and their participation-fostering classroom practices. These findings have important practical implications for school climates which promote high-quality teaching, the prevention of problem behaviors and positive youth development.

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Section: Determinants and Outcomes Of Teachers' Beliefs About Childre...mentioning

confidence: 99%

Children’s participation rights in schools — teachers’ beliefs and practices

Huić

2022

Kriminol. soc. integr. (Online)

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“…One of the tasks of MAN 2 Bogor City as a manager is to control and supervise teachers as the leading supporter in the implementation of educational programs. Control and supervision as part of the supervisory area of the madrasah principal, of course, always provide direction, guidance, and even training so that teachers can work professionally (Thoyibi et al, 2021;Miroj et al, 2020). If the principal has managerial competence in managing madrasah educational institutions, he will always foster and develop teacher competence as a supporting resource (Abowitz & Kathleen, 2019).…”

Section: Introductionmentioning

confidence: 99%

SWOT Analysis as a Strategy for Madrasah Principals in Realizing Academic Madrasah

Norman

Paramansyah

Utami

et al. 2022

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This study aims to understand the strategy of madrasah principals in realizing academic madrasah through SWOT analysis at Madrasah Aliyah Negeri 2 Bogor City. This study uses a qualitative case study approach, where the researcher uses interviews, observations, and documentation to collect data. The data analysis was carried out by referring to the Miles and Huberman concept, namely data collection, data reduction, data presentation, and concluding. The results showed that the head of MAN 2 Bogor City had implemented his strategic management very well in realizing Academic Madrasahs. This is indicated by the success of the madrasah target achievement programs made by the madrasah principal. In addition, it can also be seen from the SWOT analysis diagram through internal and external factors described in the IFE and EFE matrices. Through this matrix, it was found that MAN 2 Bogor City is in quadrant I, meaning that the head of MAN 2 Bogor City are advised to use a progressive strategy by utilizing the internal strengths of the madrasa to take advantage of the external opportunities of the madrasa to achieve the goal of becoming an Academic Madrasah.

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“…The principal encouraged teachers to be more active in carrying out teacher performance which includes planning, implementing, and evaluating (Imhangbe et al, 2019;Gian & Bao, 2020;Fathurrochman et al, 2021). Good classroom management, capable of managing good facilities and infrastructure, and relationships between teachers, students, employees, and school principals can make the school atmosphere pleasant (Thoyibi et al, 2021). This can create feelings of pleasure and enthusiasm for teachers carrying out their duties (Hamedoğlu, 2019).…”

Section: Introductionmentioning

confidence: 99%

Leadership and Principal Motivation on Teacher Performance at Madrasah

Jamilus

Murtadlo

Pahmi³

et al. 2022

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This study aims to determine the influence of leadership and principal motivation on teacher performance at Madrasah Tsanawiyah Thawalib, Tanjung Limau Pariangan, West Sumatra. This study uses a quantitative correlational approach that is commonly used to evaluate and detect the extent of a factor's variation on one or more other factors based on the correlation coefficient. This study involved 30 teachers. The results showed that leadership and motivation simultaneously affected teacher performance at Madrasah Tsanawiyah Thawalib with a significance value (sig) of 0.003. The better the leadership and the higher the motivation given by the head of the madrasah, it will improve teachers' performance in the madrasah. This study has implications for the importance of the leadership style displayed by the principal in improving the performance of existing personnel in the organization to achieve the desired goals.

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Teachers’ Perspective on Student’s Right to Participation in Classroom Management

Cited by 9 publications

References 26 publications

Children’s participation rights in schools — teachers’ beliefs and practices

Children’s participation rights in schools — teachers’ beliefs and practices

SWOT Analysis as a Strategy for Madrasah Principals in Realizing Academic Madrasah

Leadership and Principal Motivation on Teacher Performance at Madrasah

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