Teacher is the most important element in raising students' performance. Considering this notion, many organizations/schools conduct professional development programmes for its teachers within the school context, to change their attitudes and to enhance their capabilities. This study explored how a professional development programme conducted by ABC organization enhanced teacher quality and performance. The findings reveal that in-house professional development has enriched teachers' content knowledge and instructional experiences. Moreover, it has also developed their classroom management skills. Schools should plan and administer professional development programmes for improvement and teaching learning process. Apart from conducting these sessions, schools should also provide opportunities to implement learning from the professional development activities in the actual classroom like this school. The school is providing technical and administrative support in implementing learning from professional development sessions. However, there are also some factors that are deterring the implementation of teachers' learning in actual classroom teaching. For instance, the large class sizes and the intensification of work is a big challenge for teachers. This study recommends that professional development should focus on teachers' and students' needs. It should relate to actual classroom situations. Keywords: Influence, Professional development, In-house professional development.
مولانا اخلاق حسین قاسمی دہلوی؍ حکیم عزیز الرحمان مؤی؍ ڈاکٹر مقتدی حسن ازہری افسوس ہے کہ گذشتہ دنوں ہماری مجلس علم و دانش کو مولانا اخلاق حسین قاسمی دہلوی، حکیم عزیز الرحمان مؤی اور ڈاکٹر مقتدی حسن ازہری جیسی اہم شخصیتوں سے محروم ہونا پڑا، قرآن مجید اور علوم دینیہ کی تبلیغ، تفہیم اور توسیع میں ان کی خدمات لائق تحسین رہیں، دارالمصنفین سے ان حضرات کا تعلق اخلاص و تعاون کا تھا، معارف میں ان تینوں کی نگارشات آتی رہیں، افسوس ہے کہ اب ان کی جگہ لینے والے نظر نہیں آتے، اﷲ تعالیٰ ان تمام مرحومین کے حسنات کو قبول کرے اور جنت الفردوس کی نعمت سے نوازے، معارف میں ان کا ذکر تفصیل سے آنا چاہیے، آئندہ شماروں میں شاید یہ ضرورت پوری کی جاسکے۔ ( عمیر الصدیق دریابادی ندوی ، نومبر ۲۰۰۹ء)
This study aims to (1) examine the learning outcomes of students' reading comprehension in class III SD Inpres Parang Makassar using power point media; (2) assessing the learning outcomes of students' reading comprehension in grade III SD Inpres Parang Makassar without using power point media; (3) examining the effectiveness of power point media to improve learning outcomes for reading comprehension of third grade students of SD Inpres Parang Makassar. This study used an experimental research design with a posttest only control design. The population of this research is the third grade students of SD Inpres Parang Makassar. The data that had been collected were analyzed using descriptive statistical techniques and parametric inferential statistics type T Test that were processed using the SPSS version 20 windows computer program. The results of hypothesis testing show that (1) the value of t-count shows the number -9.708 with sig. (2 tailed) = 0.000. At the 95% significance level with 46 degrees of freedom. Because the significance value or p-value <0.005, then the null hypothesis (H0) is rejected or in other words the alternative hypothesis (H1) is accepted. Thus, it can be concluded that there is a significant difference between the pretest and posttest scores in the experimental class in the learning outcomes of students in class IIIB SD Inpres Parang Makassar. The use of power point media to improve students' reading comprehension learning outcomes of SD Inpres Parang Makassar is more effective using power point media. This can be seen from the t-test calculation of -9.708 with db = 46 at the 5% significance level. These results indicate that the price p = 0.000. The p value is less than 0.05.
The study was carried out with two scales especially constructed and validated on indigenous samples; namely School Children’s Problem Scale (SCPS) and a Self- Esteem Scale for children (SESC). The main study sample comprising 1571 school children (Boys 49% and Girls 51%) between ages 13-17 years were administered SCPS and SESC along with a demographic questionnaire. Factor analysis of SCPS revealed six factors (Anxiousness, Academic Problems, Aggression, Social Withdrawal, Feeling of Rejection and Psychosomatic Problems), and SESC, three positive factors (Academic Self Esteem, Self confidence, Social Confidence) and a negative factors of (Low Self Esteem). Going by the intensity of total scores on the SCPS 31% fell in the “severe” category (1SD above the mean) of these16% fell in the “very severe” category (2SD above the mean). By the frequency count, 21% of the sample scored above the 90th percentile. Five of the six subscales of SCPS were found to belong to the Internalizing category. The most frequently reported problem was Anxiousness, followed by Rejection which was a significant predictor of poor school performance and low self esteem. Results also showed that in line with the existing literature Emotional Behavioural Problems (EBP) were a strong predictor of poor school performance and low self esteem. Results are discussed in terms of global and local manifestation of EBP in school children in a traditional and collectivistic culture and their relationship with gender and socio demographic factors was explored. Clinical use of the scales and profile analysis is also illustrated.