Journal for Lesson and Learning Studies,
Journal Year:
2024,
Volume and Issue:
7(3), P. 425 - 433
Published: Oct. 25, 2024
Teacher
performance
is
a
key
factor
in
supporting
the
success
of
learning
process
schools.
However,
lack
attention
to
managerial
skills
school
principals
and
climate
often
hampers
efforts
improve
teacher
performance.
This
study
aims
analyze
influence
principals’
on
A
quantitative
descriptive
approach
was
employed,
involving
80
as
sample.
Data
were
analyzed
using
Chi-Square
test
linearity
examine
linear
relationship
between
independent
variables
(managerial
climate)
dependent
variable
(teacher
performance).
The
results
showed
simultaneous
significance
value
0.000
(probability
<
0.05),
with
an
F-value
2334.4,
exceeding
F-table
3.115.
These
findings
indicate
that
significantly
affect
concludes
strong
conducive
can
enhance
teachers'
motivation
performance,
positively
impacting
quality
teaching
learning.
Zbornik Instituta za pedagoska istrazivanja,
Journal Year:
2024,
Volume and Issue:
56(2), P. 221 - 237
Published: Jan. 1, 2024
Technology-enhanced
teaching
has
the
potential
to
significantly
improve
student
learning
outcomes.
Nevertheless,
question
of
what
factors
predict
teacher
use
technology
in
cognitive
demanding
ways
is
still
open.
Drawing
on
theory
interactive,
constructive,
active,
and
passive
(ICAP)
learning,
this
study
aimed
examine
relationships
between
a
school?s
innovative
climate,
teachers?
behavior,
different
modes
classroom.
The
participants
were
458
teachers
from
Serbian
schools.
Full
structural
equation
modeling
revealed
that
behavior
positively
related
types
integration
activities.
Furthermore,
climate
was
passive,
interactive
via
teachers.
On
other
hand,
an
school
not
directly
dimensions
obtained
findings
have
implications
for
both
practitioners
professional
development
providers.
Journal of Computers in Education,
Journal Year:
2024,
Volume and Issue:
unknown
Published: Dec. 18, 2024
Abstract
Interactive,
constructive,
active
and
passive
technology
scale
(ICAP-TS)
is
a
relatively
new
developed
instrument
representing
an
essential
literature
need.
Through
this
cross-cultural
study,
we
strived
to
accomplish
three-fold
aim.
Firstly,
aspired
verify
the
scale's
construct
validity
reliability
on
large
sample
of
teachers
across
seven
European
countries.
Secondly,
aimed
evaluate
quality
integration
(TI)
heterogeneous
with
ICAP-TS
explore
for
which
learning
activities
use
technologies,
within
ICAP
learning/engaging
modes
how
often.
Thirdly,
examine
relationships
between
different
types
(TT)
TI
in
modes.
The
research
involved
2277
primary
lower
secondary
school
teachers.
Confirmatory
factor
analysis
revealed
that
internal
structure
corresponds
well
overall
sample,
but
some
countries,
model
fit
should
be
further
refined.
Exploratory
extracted
two
basic
components
TT—
.
On
general
level
most
often
integrate
into
mode
usage
TT,
if
these
results
are
observed
each
country
separately,
not
case
everywhere.
Passive
TT
predicts
passive,
active,
constructive
more,
while
interactive,
This
study
has
several
implications.
For
example
future
topics
can
include
reviewing,
revising,
or
adding
items
related
theory
improve
its
validity.
Other
recommendations
stated
discussion.
Journal for Lesson and Learning Studies,
Journal Year:
2024,
Volume and Issue:
7(3), P. 425 - 433
Published: Oct. 25, 2024
Teacher
performance
is
a
key
factor
in
supporting
the
success
of
learning
process
schools.
However,
lack
attention
to
managerial
skills
school
principals
and
climate
often
hampers
efforts
improve
teacher
performance.
This
study
aims
analyze
influence
principals’
on
A
quantitative
descriptive
approach
was
employed,
involving
80
as
sample.
Data
were
analyzed
using
Chi-Square
test
linearity
examine
linear
relationship
between
independent
variables
(managerial
climate)
dependent
variable
(teacher
performance).
The
results
showed
simultaneous
significance
value
0.000
(probability
<
0.05),
with
an
F-value
2334.4,
exceeding
F-table
3.115.
These
findings
indicate
that
significantly
affect
concludes
strong
conducive
can
enhance
teachers'
motivation
performance,
positively
impacting
quality
teaching
learning.
