The Relationship between Blended Mathematics Professional Training and Teachers' Creativity and Effectiveness

Autor/inn/en	Suryanti, Sri; Arifani, Yudhi
Titel	The Relationship between Blended Mathematics Professional Training and Teachers' Creativity and Effectiveness
Quelle	In: International Journal of Instruction, 14 (2021) 2, S.139-154 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1694-609X
Schlagwörter	Correlation; Blended Learning; Electronic Learning; Professional Development; Creativity; Teacher Effectiveness; Program Effectiveness; Secondary School Students; Student Evaluation of Teacher Performance; Emotional Response; Mathematics Teachers; Teaching Styles; Self Efficacy; Foreign Countries; Indonesia + Suchen Sie Ihr Suchwort? Korrelation; Kreativität; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Sekundarschüler; Emotionales Verhalten; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Lehrstil; Unterrichtsstil; Self-efficacy; Selbstwirksamkeit; Ausland; Indonesien
Abstract	This study aimed to examine students' responses towards teachers' creativity. It also evaluates the teaching effectiveness of secondary school mathematics teachers that had attended a year blended professional training program. A sample of 1000 students from various secondary schools was randomly assigned to rate 100 mathematics teachers. This was conducted using mathematics teachers teaching creativity scale (MT-CTS) and mathematics teachers teaching effectiveness scale (MT-TES). Furthermore, this research employed a validated and reliable five-point Likert scale of MT-CTS and MT-TES (1 = totally disagree, 2 = disagree, 3 = partially agree, 4 = agree and 5 = totally agree). After administering the questionnaires, the data were analyzed using structural equation modeling (SEM). The results showed a positive relationship between blended professional training on Mathematics teachers' creativity and their teaching effectiveness. The most dominant indicators of teaching creativity (confidence, teaching style & overcoming barriers) and effectiveness (opportunity for practice, cognitive aspects) were comprehensively elaborated. This study reveals its novelty in terms of students' emotional aspect, which resulted from the intensive cognitive tasks. Furthermore, it did not differentiate teachers' creativity and effectiveness before and after the blended training. Consequently, an experimental study is recommended to address this issue. (As Provided).
Anmerkungen	Gate Association for Teaching and Education. e-mail: iji@ogu.edu.tr; Web site: http://e-iji.net/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01