Competency Behaviour and Innovative Teaching in State Religious Secondary School Teachers

Abstract

The study analysed the level of competency behaviour and the level of innovative teaching among state religious high school teachers. It is to overcome the problem of less successful teachers making students interested in subjects and teachers who are less successful at harnessing the potential of students' creativity and problem-solving activities. It uses the study design of the Quantitative Method, in which researchers collect and analysed data, integrate results, and draw conclusions using quantitative approaches. A total of 300 participants from the study responded to questionnaires on teacher competency behaviour and innovative teaching for quantitative studies. Researchers conducted a 16-week study. Researchers analysed quantitative data using SPSS Version 26 software. The study found that teachers have high-level competency behaviours in terms of professional knowledge-specific actions, professional skills, personal characteristics, ethical standards and values, professional development, and lifelong learning. The study found that teachers have high-level competency behaviours in terms of professional knowledge-specific action, professional skills, lifelong learning, ethical standards and values, professional development, and personal    characteristics. They have high-level innovative teaching skills with life and career skills, information skills, media, and    technology, as well as teaching skills. It also has implications for the practice of lecturers, specialist teachers, experienced teachers, trainee teachers, and novice teachers.