Recent changes due to the COVID-19 pandemic have forced higher education institutions worldwide to transition to online courses. The challenges that the pandemic poses for microteaching are very significant, as it is highly application-based and complicates online implementation. The current study aims to examine prospective teachers' experiences with online microteaching. The participants (N = 21) were Greek university undergraduate students. Specifically, their experiences with online microteaching were examined through reflective texts and follow-up interviews. Data were analyzed based on a mixed-methods approach (quantitative and qualitative) by two independent reviewers. The findings showed that the main advantage of the specific process is the collaboration with fellow students, while the main challenges concern technical difficulties and anxiety. Qualitative analysis revealed that anxiety overlapped with collaboration, while more detailed aspects of the process (e.g., video rehearsals and retakes) provided a unique framework.

This paper analyzes the key determinants of the quality of preschool education in Bosnia and Herzegovina. Based on the analysis of recent data, the paper indicates the status and development trends in this regard in the last decade. Although preschool education in Bosnia and Herzegovina has a long tradition, it is facing a number of challenges, mostly arising from the arrangement of the state system and post-war transition processes which have significantly impoverished this level of education. Therefore, the main goal of this paper is to point out the recent public policy efforts made in the attempt to ensure the quality of preschool education in Bosnia and Herzegovina, as well as the effects that are being achieved in this regard. Since quality can be approached from the aspects of structure and process, the elementary structural and process dimensions of preschool education will be taken as units of this analysis. Conceptualizing the results of this analysis, the status and quality of preschool education in Bosnia and Herzegovina will be positioned through an orientation towards the European framework for the quality and development trends of preschool education in Europe.

A socio-scientific issue is one of the learning techniques used today, which uses various scientific sources to make students think scientifically to conduct a dialogue and discuss solving a problem. Various problems in socio-scientific are controversial, requiring reasoning, and ethical evaluation in the decision-making process. A conflict between chemical reason and students' social point of view will cause students' different assessments and attitudes towards the socio-scientific issue. This study is a research and development (R&D) that focuses on the instrument's validity with the factor analysis technique to assess attitudes towards the socio-scientific issue in chemistry learning. CFA and EFA analysis found five factors in the tool: anxiety, interests, likes, benefits, confidence, validity, and reliability. The total reliability coefficient is .853. Of the eight instrument feasibility analysis requirements, seven instruments were declared fit to meet construct validity.

The delivery of science, technology, engineering and mathematics (STEM) learning to improve an individual’s competence and future career interests has become a critical scientific undertaking for teachers and researchers alike. A plethora of research has proposed various hands-on robotics activities built on constructivist theories, thereby facilitating the development of knowledge based on reality for scientific and non-scientific stakeholders. Robotics may become an essential focus point within technology provision, which is an essential underlying characteristic for the seminal development of computational thinking (CT). However, despite the potential benefit of CT in developing an individual’s problem-solving skills, strategies for improving this ability through hands-on robotics activities largely remain underexplored. This paper highlights the constructs drawn from hands-on robotics activities in a STEM workshop designed for pre-service teacher students. The qualitative research design involved eight participants to investigate the responses of pre-service teachers to a hands-on robotics activity intended to provide STEM material. The research findings emphasise the correlations between the CT principles and STEM learning phases and underscore the roles played by educational robotics to enhance previous literature on learning experience.

High school teachers are mentors and facilitators that must be concerned about their students' formal thinking abilities. Students may not take a conservation task seriously because they perform operations without consulting. This necessitates modifying the learning process to increase student motivation. Therefore, this study aimed to examine students' mathematical spatial literacy through project-based blended learning with the cognitive conflict strategy. The study sample comprised 129 students, including 66 and 63 in the experimental and control classes, respectively, divided into the low, medium, and high levels. The findings showed that the experimental class students using project-based blended learning with the cognitive conflict strategy had higher mathematical spatial literacy than those in the control class using problem-based learning. Project-based blended learning with the cognitive conflict strategy and problem-based learning students at the high and moderate levels differed in their ability to increase their mathematical spatial literacy. However, low-level students are comparable in their ability to increase their mathematical spatial literacy.

COVID-19 pandemic forces training for principals to be conducted online. This study aims to evaluate the context, input, process, response, study, behavior, and outcome to determine the effectiveness and make recommendations for training. The approach used in this study was a mixed method with a concurrent embedded design and a qualitative method as the main method. The subjects of this study were the principals, committees, and instructors. Data were collected through interviews, observations, and questionnaires and analyzed using Miles and Huberman's model, descriptive analysis, and a t-test. The results show that e-training is effective in context, input, and process. Response, learning, and attitude assessments prove that knowledge, skills, and attitude have improved. Participants will be able to implement the experience gained and impact school quality improvement. This study contributes to the combination of the two evaluation models proven to produce a complete result. The study for the e-training recommends needed assessment before the training, the activity before the training to acquire the skills in using the learning management system, and the monitoring and evaluation after the training.

The role of preschool teachers in supporting children’s language development is unquestionably substantial. To ensure the quality of preschool teachers’ performance in this specific task, various assessing instruments have been developed and justified in recent years. This study joins such efforts by investigating a new scale based on the “Framework for assessing preschool teacher competence in promoting children’s language development” proposed by a previous research. The scale’s psychometric properties are examined with a sample of 685 Vietnamese preschool teachers. The results supported the four-factor model suggested by the original authors and confirmed its reliability and validity. Finally, further usages of the scale are discussed.

The present research aimed to test an Amharic version of the multi-dimensional Work Task Motivation Scale for Teachers (WTMST), which measures the five pillars of university instructors’ motivation toward teaching and student evaluation tasks based on self-determination theory (SDT). Therefore, the WTMST offers the first instrument to measure all five motivational elements, and today it is one of the most applicable instruments to assess teachers’ motivation. An Amharic version of the WTMST for teaching and student evaluation tasks was adopted and assessed in large-scale data (N=1,117). Our findings demonstrate excellent reliability and construct validity (convergent, discriminant, divergent and factorial). Besides, the results of the model comparisons provided that out of the four theoretically competing models (single-order factor, correlated factor, higher-order factor and bi-factor models), the bi-factor model was the most-fitted one used for measurement invariance across various groups. Results also suggest that the factor structure of the WTMST for both teaching and student evaluation tasks demonstrate consistency across gender (men, women), university types (research, applied, and general university), age and experience in teaching. Therefore, the WTMST for teaching and student evaluation tasks may be valid in Ethiopian higher education settings.

Multiculturalism in the school environment is challenging for all educational systems. This study examines the effect of multicultural school leadership on multicultural teacher culture and determines mediating effects of multicultural inspiration, personality, and attitude. A quantitative research approach using a cross-sectional survey was used for this study. The population and sample of this study were school principals and high school teachers in Central Java Province, Indonesia. The participants were a total of 357 individuals. Data analysis was done by structural equation modeling (SEM) using the software AMOS 24. The results show that multicultural school leadership directly influences multicultural teacher culture. This study also highlights multicultural inspiration, multicultural personality, and multicultural attitude as factors that mediate the effect of multicultural school leadership on multicultural teacher culture. This study makes a practical and theoretical contribution, especially by providing data to support the improvement of multicultural teacher culture and the importance of multicultural leadership of school leaders in influencing these factors through multicultural inspiration, personality, and attitude.

The study aims to identify how kindergarten teachers perform early literacy assessments in the classroom and the challenges these teachers have in performing such assessments. During the study, the data were gathered through an in-depth interview in the form of a forum group discussion (FGD). Then, the phenomenological data were attained from 30 public and private Kindergarten teachers. The researchers could illustrate how these kindergarten teachers assessed their children's early literacy through these data. Furthermore, the study results show that the teachers' literacy knowledge has been sufficient and that the literacy programs for the children have been variously designed in each school. The teachers' techniques in performing the early literacy assessment are observation and documentation (portfolio), and the measurement of literacy skills itself refers to the scope of literacy. Concerning the findings, numerous obstacles and expectations that kindergarten teachers have are also discussed within the study.

This descriptive research study aimed to assess the management of the existing policies, guidelines, and procedures on the implementation of the interdisciplinary approach in performance-based assessment (IAPA) before and during Coronavirus disease (COVID-19) as a basis for proposing improvements for its implementation in the “new normal”. 30 senior high school science teachers and school leaders from 5 private and 5 public schools in Metro Manila, Philippines, participated in this study. The participants assessed the management of existing policies, guidelines, and procedures on the IAPA’s implementation using a survey questionnaire and identified its strengths and weaknesses using an interview guide. The researchers developed the instruments used for data collection but subjected to experts’ validation and reliability test. Results reveal that the management of IAPA was effective and that it benefits students and teachers in many ways. However, it has also weaknesses, which are associated with the role of school leaders in the implementation of the policies, guidelines, and/or procedures, especially during the new normal education setting. The study provides suggestions for improving IAPA implementation in the new normal covering both the face-to-face and online learning modalities

The skill to solve mathematical problems facilitates students to develop their basic skills to solve problems in daily life. This study analyzes students' problem-solving process with a reflective cognitive style in constructing probability problems using action, process, object, and schema theory (APOS). The explanatory method was used in this qualitative study. The participants were mathematics students at the Department of Mathematics, Universitas Negeri Semarang. The researchers collected the data with the cognitive style test using the Matching Familiar Figure Test (MFFT), used a valid problem-solving skill test, and the interview questions. The data analysis techniques used were processing and preparing the data for analysis, extensive reading of the data, coding all data, applying the coding process, describing the data, and interpreting the data. The results showed that (1) the problem-solving process of students with symbolic representation was characterized by the use of mathematical symbols to support the problem-solving process in the problem representation phase; (2) the problem-solving process of students with symbolic-visual representation was characterized by the use of symbols, notations, numbers, and visual representation in the form of diagrams in the problem representation phase.

Learning activities are conducted to help students achieve optimal academic achievement. This research aims to optimize student academic achievement through a learning process that integrates comprehensive formative assessments, including formative tests, self-assessment, peer assessment, and the initiator of creating summaries or concept maps that are given to students in a structured manner at the end of every lesson. The research method used was a quasi-experimental method with a 2x2 factorial design. Students enrolled in the biology education program of the basic physics course for the 1st semester of the 2019 academic year participated in this study. The participants were 66 undergraduate students divided into two classes. Thirty-four students in the experimental group were in class A, while 32 students in the control group were in class B. Data were collected using a learning outcome test instrument to measure academic achievement, which was tested at the end of the semester. Data were analyzed using a two-way ANOVA. This study concluded that a learning process that includes comprehensive formative assessment significantly affects students' academic achievement. These findings support the theory that formative assessment provides feedback, correction, and improvement in student learning.

Several supporting factors are alleged to influence the performance of teachers. This study aimed to describe the relationship between each research variable and teachers’ performance, either directly or indirectly. This research was conducted through surveys and quantitative approaches that included correlational research types. The research subjects were Hindu religion teachers in 119 state junior high schools, consisting of 517 teachers. The sample of 256 people was determined using the Krejcie and Morgan formula and the Warwick and Lininger formula. The samples from each sub-population were determined with the proportional random sampling technique, and the personal sampling of sample members was determined with the use of lottery techniques. The data were collected using a five-point Likert scale model questionnaire with high validity and reliability. The data analysis technique used in this study was structural equation modelling. The conceptual model met the standards of comprehensive goodness-of-fit requirements. The results of the study show that the average levels of Hindu principals’ leadership, the emotional intelligence of teachers, supervision of school superintendents, school culture, teachers’ work motivation, and the performance of Hindu religion teachers are in the high category. In addition, the hypothesis testing results show there is a significant direct and indirect relationship between the variables in the state junior high school.

Research is considered a vital component for propelling progress and development. This study aims to investigate the effects of problem-based learning (PBL) in the teaching of research methodology and statistics courses on improving research writing skills and enhancing course achievement. It also projects an action plan model for the effective implementation of PBL in the instructional aspect. The study utilised a positivist research paradigm based on action research design using the technique of content analysis. Employing a universal rubric, 45 proposals of graduate programme students enrolled in the College of Education at Minia University in North Upper Egypt were subjected to content analysis to rate students’ skills in writing research proposals before and after the delivery of the course. The students volunteered to participate in the study after they were given a synopsis of the aims and procedures. Students’ achievement was assessed through a test consisting of 90 items, developed primarily for this purpose at the end of the second semester in the academic year 2018–2019. The post-content analysis revealed a significant improvement in scientific research skills, with a considerable difference between the pre- and post-achievement scores. It is imperative to consider the feasibility of using the PBL approach in teaching research methodology and statistics courses for graduate students. The study recommended the adoption of PBL in undergraduate programmes as well as in high school education.

The vast technological development affects every layer of people’s daily life, including Education. However, Indonesia’s tertiary education status quo has not exhibited any rapid development in information technology-based learning media. This study aimed to develop and identify the effectiveness of Basic Pedagogy Material online learning material in improving students’ outcomes in pedagogy. It applied R & D design with a waterfall development model on second-semester students in Universitas Negeri Semarang, Indonesia, during the educational year of 2020/2021. The data collected through interviews, observation, questionnaire, scale, and test were analyzed using independent t-test and n-gain. The findings indicated a significant difference between the average score before and after students used the Basic Pedagogy Materials mobile learning application during the learning process. Therefore, the mobile learning application developed effectively improves students' learning outcomes in pedagogy subjects effectively.

This study aims to analyze the impact of Bandura’s observational learning model based on performance assessment learning models and general motor skills on athletic skills learning outcomes. This study used an experimental design treatment by level 2x2. A simple random sampling technique was used with a total of 88 people. The data collection method used consisted of tests and documentation. A two-way analysis of variance was used to analyze the data. The results showed that the students’ athletic skills learning outcomes that followed the Bandura observational learning model based on performance assessment were higher than students’ conventional learning model. There was an interaction effect between the learning model and general motor skills on the student's athletic skills learning outcomes. The students’ athletic skills learning outcomes who follow the Bandura observational learning model based on performance assessment were higher than the conventional learning model. The students with low general motor skills and the students’ athletic skills learning outcomes that followed the Bandura observational learning model based on performance assessment were lower than the conventional learning model. Based on the research findings, it is recommended to improve the athletic skills learning outcomes with Bandura's observational learning model based on performance assessments appropriately and correctly.

This study explored the effects of collaborative writing strategies on students' writing skills and self-efficacy. The study used a mixed methods design combining quantitative and qualitative approaches. Several instruments were used in data collection, including questionnaires, writing tests, writing assessment rubrics, and semi-structured interviews. The participants were randomly divided into two groups: the experimental group and the control group, which comprised 62 students. Data from the questionnaire and writing tests were analyzed using one-way MANOVA and MANCOVA tests, while interview data were explored using thematic analysis techniques. Participants were randomly divided into two groups: the experimental group and the control group. The results showed that collaborative writing strategies could improve students' writing skills and self-efficacy. Moreover, the qualitative results showed that most students responded positively to using these strategies to improve their writing skills and self-efficacy.

Crises like COVID-19 affect organizations as well as employees' well-being. Leaders, in this sense, have a critical role to play in reducing the challenges and promoting a healthy workplace. With employees feeling overwhelmed and anxious to cope, leaders should provide the appropriate support and guidance. This quantitative study examined the relationship between different leadership styles, which are participative, directive, supportive, and Laissez-Faire, and teachers' well-being in the United Arab Emirates (UAE). The study adds insights into the UAE's public school context, where 101 teachers were surveyed following a snowball sampling technique. Findings revealed that Laissez-Faire and directive styles were the most dominant among the four leadership styles examined. In terms of the relationships between leadership styles and well-being, correlation and regression analyses were done through SPSS, and findings from the Generalized Linear Model analysis revealed that although the four styles correlated positively with well-being, the participative leadership style had the most decisive influence. The results showed that none of the demographics had any significant influence on well-being, and no differences in well-being in terms of demographics were reported.

Diagnostic tests are generally two or three-tier and based on classical test theory. In this research, the Four-Tier Diagnostic Test (FTDT) was developed based on modern test theory to determine understanding of physics levels: scientific conception (SC), lack of knowledge (LK), misconception (MSC), false negatives (FN), and false positives (FP). The goals of the FTDT are to (a) find FTDT constructs, (b) test the quality of the FTDT, and (c) describe students' conceptual understanding of physics. The development process was conducted in the planning, testing, and measurement phases. The FTDT consists of four-layer multiple-choice with 100 items tested on 700 high school students in Yogyakarta. According to the partial credit models (PCM), the student's responses are in the form of eight categories of polytomous data. The results of the study show that (a) FTDT is built on the aspects of translation, interpretation, extrapolation, and explanation, with each aspect consisting of 25 items with five anchor items; (b) FTDT is valid with an Aiken's V value in the range of 0.85-0.94, and the items fit PCM with Infit Mean Square (INFIT MNSQ) of 0.77-1.30, item difficulty index of 0.12-0.38, and the reliability coefficient of Cronbach's alpha FTDT is 0.9; (c) the percentage of conceptual understanding of physics from large to small is LK type 2 (LK2), FP, LK type 1 (LK1), FN, LK type 3 (LK3), SC, LK type 4 (LK4), and MSC. The percentage sequence of MSC based on the successive material is momentum, Newton's law, particle dynamics, harmonic motion, work, and energy. In addition, failure to understand the concept sequentially is due to Newton's law, particle dynamics, work and energy, momentum, and harmonic motion.