Exploring The Intersection of Education and Business: Integrating Teacher Workload, Student Achievement, and Buddhist Perspectives on Science and Technology
DOI:
https://doi.org/10.54066/jurma.v1i3.1765Keywords:
Education-Business Nexus, Teacher Workload, Student Achievement, Buddhist Perspectives, Science and Technology IntegrationAbstract
This qualitative research aims to explore the interconnectedness of education and business by examining the relationship between teacher workload, student achievement, and integrating Buddhist perspectives on science and technology. Employing a mixed-methods approach, the study utilizes purposive sampling to select participants. Data is gathered through interviews, surveys, and document analysis. Analysis involves thematic coding and triangulation of findings. Initial results indicate a significant correlation between teacher workload, student performance, and the incorporation of Buddhist principles into science and technology education. These findings contribute to understanding how educational practices can be enhanced by bridging academic rigor with holistic philosophies, fostering a more balanced approach to learning and preparing students for the demands of the modern world.
References
Bartholomew, A. (2017). Cultivating compassion: How a secular Buddhist curriculum improves students' holistic development. Journal of Moral Education, 46(1), 1-17.
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative research in psychology, 3(2), 77-101.
Bryman, A. (2016). Social research methods. Oxford University Press.
Creswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed methods approaches. Sage publications.
Dalai Lama. (2001). Ethics for the new millennium. Penguin.
Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students' social and emotional learning: A meta-analysis of school-based universal interventions. Child development, 82(1), 405-432.
Friedman, I. A., & Farber, B. A. (2006). Professional self-concept as a predictor of teacher burnout. Journal of Educational Psychology, 98(3), 567-577.
Guest, G., Namey, E. E., & Mitchell, M. L. (2020). Collecting qualitative data: A field manual for applied research. Sage Publications.
Hanushek, E. A., & Woessmann, L. (2015). The knowledge capital of nations: Education and the economics of growth. MIT press.
Hargreaves, A., & Goodson, I. (2006). Educational change over time? The sustainability and nonsustainability of three decades of secondary school change and continuity. Educational Administration Quarterly, 42(1), 3-41.
Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge.
Kasih, E. (2020). The Conformity Of Science And Technology Development With Buddhism In Civilization Across Time. Available at SSRN 3788104. https://ssrn.com/abstract=3788104 or http://dx.doi.org/10.2139/ssrn.3788104
Kasih, E., & Suganda., A. (1999). Pendidikan Tinggi Era Indonesia Baru. Jakarta:Grasindo.
Kaza, S., & Kraft, K. (2000). Dharma rain: Sources of Buddhist environmentalism. Shambhala Publications.
Klassen, R. M., & Chiu, M. M. (2010). Effects on teachers' self-efficacy and job satisfaction: Teacher gender, years of experience, and job stress. Journal of Educational Psychology, 102(3), 741-756.
Kyriacou, C. (2001). Teacher stress: Directions for future research. Educational Review, 53(1), 27-35.
OECD. (2019). Preparing teachers and developing school leaders for the 21st century: Lessons from around the world. OECD Publishing.
Sugiharti, T., Ruslaini, R., & Kasih, E. (2021). The Influence of Principal Leadership, PE Teacher Professional Competence and Teacher Workload toward Sports Achievement in Dieng. Jurnal Manajemen Bisnis, 8(2), 205–213. https://doi.org/10.33096/jmb.v8i2.87
