Impact of Teachers' Training on Students' Learning Attitude and Organisational Behavior
DOI:
https://doi.org/10.58444/jcte.v7i1.1409Keywords:
Teachers' Training (TT), Students' Learning Attitude (SL), Organizational Performance (OP)Abstract
Enhancing the performance and productivity of the instructors has always been a focus of Training and development. An institution's Training and development program is a real effort to give instructors the chance to get familiar with a range of abilities, knowledge, attitudes, and behaviors. The education sector needs to become more adept at using technology, being dynamic and up to date to meet the ever-growing demands of the current educational system. To elevate this educational sector to the heights of
worldwide standards, there is always a need for talented and skilled labor. This study examines how instructors' Training affects students' learning and, as a result, organizational performance. The sample was taken from teachers, head teachers, and school heads. This study employs quantitative research methodology. Random techniques were used in the collection of data. For this research, 100 questionnaires were delivered to the teachers and heads of different schools, i.e., the primary, middle, and high groups
of various schools. The data were analyzed in SPSS 19 using multiple descriptive and correlation techniques. This research enables us to conclude that we can shape students' learning abilities and critical thinking skills through teachers' Training. As a result, the whole performance of organizations can be improved. Teacher training should be conducted in keeping with the latest trends so that students and Organizations can
References
Admiraal, W., Huizenga, J., Akkerman, S., & Ten Dam, G. (2011). The concept of flow in collaborative game-based learning. Computers in human behavior, 27(3), 1185-1194.
Avila, C., Baldiris, S., Fabregat, R., & Graf, S. (2016). Cocreation and evaluation of inclusive and accessible open educational resources: A mapping toward the IMS caliper. IEEE Revista Iberoamericana de Tecnologias del Aprendizaje, 11(3), 167-176.
Bando Grana, R., & Li, X. (2014). The effect of in-service teacher training on student learning of English as a second language. Retrieved from
Batte, M. T., Forster, D. L., & Larson, D. W. (2003). An Assessment of Student Acceptance and Performance in Distance Education with Two‐Way Interactive Compressed Video. Applied Economic Perspectives and Policy, 25(2), 524-539.
Biktimirov, E. N., & Armstrong, M. J. (2015). Is the second time the charm for students repeating introductory finance? Journal of Financial Education, 32-49.
Chang, F.-Y. (1994). School teachers’ moral reasoning. Moral development in the professions: Psychology and applied ethics, 71-83.
Clotfelter, C. T., Ladd, H. F., & Vigdor, J. L. (2006). Teacher-student matching and the assessment of teacher effectiveness. Journal of human Resources, 41(4), 778-820.
Connor, C. M., Lara J, J., Crowe, E. C., & Meadows, J. G. (2009). Instruction, student engagement, and reading skill growth in reading first classrooms. The Elementary School Journal, 109(3), 221-250.
Ellström, E., & Ellström, P.-E. (2014). Learning outcomes of a work-based training programme: The significance of managerial support. European journal of training and development, 38(3), 180-197.
Graham, L. J., White, S. L., Cologon, K., & Pianta, R. C. (2020). Do teachers’ years of experience make a difference in the quality of teaching? Teaching and teacher education, 96, 103190.
Harris, D. N., & Sass, T. R. (2011). Teacher training, teacher quality and student achievement. Journal of public economics, 95(7-8), 798-812.
Huang, K.-L., Chen, K.-H., & Ho, C.-H. (2014). Enhancing learning outcomes through new e-textbooks: A desirable combination of presentation methods and concept maps. Australasian Journal of Educational Technology, 30(5).
Huang, Y.-M., Lin, Y.-T., & Cheng, S.-C. (2010). Effectiveness of a mobile plant learning system in a science curriculum in Taiwanese elementary education. Computers & Education, 54(1), 47-58.
Liu, C.-C., Lu, K.-H., Wu, L. Y., & Tsai, C.-C. (2016). The impact of peer review on creative self-efficacy and learning performance in Web 2.0 learning activities. Journal of Educational Technology & Society, 19(2), 286-297.
Moeini, H. (2008). Identifying needs: A missing part in teacher training programs. Paper presented at the Seminar. net.
Muralidharan, K., & Sundararaman, V. (2010). The impact of diagnostic feedback to teachers on student learning: Experimental evidence from India. The Economic Journal, 120(546), F187-F203.
Navarro, S., Zervas, P., Gesa, R., & Sampson, D. (2016). Developing teachers' competences for designing inclusive learning experiences. Educational Technology and Society, 19(1), 17-27.
Ödalen, J., Brommesson, D., Erlingsson, G. Ó., Schaffer, J. K., & Fogelgren, M. (2019). Teaching university teachers to become better teachers: the effects of pedagogical training courses at six Swedish universities. Higher Education Research & Development, 38(2), 339-353.
Risko, V. J., Vukelich, C., & Roskos, K. (2009). Detailing reflection instruction: The efficacy of a guided instructional procedure on prospective teachers' pedagogical reasoning. Action in Teacher Education, 31(2), 47-60.
Rusilowati, U., & Wahyudi, W. (2020). The significance of educator certification in developing pedagogy, personality, social and professional competencies. Paper presented at the 2nd Social and Humaniora Research Symposium (SoRes 2019).
Rutledge, S. A., Harris, D. N., Thompson, C. T., & Ingle, W. K. (2008). Certify, blink, hire: An examination of the process and tools of teacher screening and selection. Leadership and Policy in Schools, 7(3), 237-263.
Saloviita, T. (2020). Teacher attitudes towards the inclusion of students with support needs. Journal of Research in Special Educational Needs, 20(1), 64-73.
Schroeder, N. L., & Adesope, O. O. (2015). Impacts of pedagogical agent gender in an accessible learning environment. Educational Technology & Society, 18(4), 401-411.
Shaymaa Najm, A., ALI, S. A. A., & DIAB, S. S. E. M. (2020). STUDENTS'EXPERIENCE REGARDING E-LEARNING DURING THE COVID-19 PANDEMIC AT JOUF UNIVERSITY, SAUDI ARABIA KINGDOM. PalArch's Journal of Archaeology of Egypt/Egyptology, 17(6), 1386-1394.
Sorour, S. E., Goda, K., & Mine, T. (2017). Comment data mining to estimate student performance considering consecutive lessons. Journal of Educational Technology & Society, 20(1), 73-86.
Tate, T. L., Thompson, R. H., & McKerchar, P. M. (2005). Training teachers in an infant classroom to use embedded teaching strategies. Education and treatment of children, 206-221.
Vygotsky, L. (2011). Interaction between learning and development: Linköpings universitet.
Walker, Z., Vasquez, E., & Wienke, W. (2016). The impact of simulated interviews for individuals with intellectual disability. Journal of Educational Technology & Society, 19(1), 76-88.
Webster-Stratton, C., Reinke, W. M., Herman, K. C., & Newcomer, L. L. (2011). The incredible years teacher classroom management training: The methods and principles that support fidelity of training delivery. School Psychology Review, 40(4), 509-529.
Wehmeyer, M. L., Palmer, S. B., Shogren, K., Williams-Diehm, K., & Soukup, J. H. (2013). Establishing a causal relationship between intervention to promote self-determination and enhanced student self-determination. The Journal of special education, 46(4), 195-210.
Whitby, K. (2010). School inspection: Recent experiences in high performing education systems. Reading: CfBT Education Trust.
Wrenn, J., & Wrenn, B. (2009). Enhancing learning by integrating theory and practice. International Journal of Teaching and learning in higher education, 21(2), 258-265.
Yunus, M. M., Osman, W. S. W., & Ishak, N. M. (2011). Teacher-student relationship factor affecting motivation and academic achievement in ESL classroom. Procedia-Social and Behavioral Sciences, 15, 2637-2641.
