The purpose of this paper is to determine the relevance of turning the camera on or off during distance learning as an argument for active or passive student participation. Seventy-five (75) students participated in the study and were divided into five groups (1-5) according to teaching method (i.e., synchronous instruction online with camera (1) and without camera (2), synchronous transmission of the recording online with camera (3) and without camera (4) and received the online instruction (5)) only. In the beginning and at the end, all students were tested with the same adapted test to determine general physical and motor status. All groups had the same training program twice a week for 45 minutes for 7 weeks. The first training of the week was dedicated to strength development, the second to endurance. In the end, all participants completed a questionnaire to determine their additional physical activity and how they felt about using a camera. The camera being turned on was identified as a factor that made participants uncomfortable but contributed significantly to the effectiveness of the course. However, 94.6 % of all participants cited non-camera methods as their favourite.

Despite the ubiquity of professional learning communities (PLCs) among researchers, studies on PLCs have widely differed in terms of dimensions used to conceptualise them. Thus, the study aimed to validate the conceptual model consisting of PLCs practices. The study employed a quantitative method using a survey. Firstly, a pilot test was conducted in which 103 school-teachers were involved in completing a questionnaire. The Exploratory Factor Analysis (EFA) had determined six dimensions and 20 elements of PLCs practices. Then, the field study was conducted using the new questionnaire. The survey involved 386 school-teachers from 25 High Performing Schools (HPS). The result revealed that: I) Based on the Confirmatory Factor Analysis (CFA), multidimensional PLCs practice model is evidence in the Malaysian context. They are operationalised in six dimensions including visions, missions and values, professional leadership, collective and collaborative culture, sharing of best practices, conducive school climate, and strategic alliances among stakeholders and, ii) The level of PLCs implementation in HPS is high for all the dimensions. The practical implications from the study and future research recommendations were also discussed.

Foreign language teaching in the Slovenian educational context begins in the first grade (age 6). Many studies report a lack of qualified teachers at this stage of learning around the world and numerous authors emphasise the misconception that basic linguistic and didactic knowledge of teachers is sufficient for teaching children. All three Slovenian public universities are aware of this problem and offer pre-service and in-service programmes for (student) teachers who want to specialise in teaching English to young learners. In the present article, we focus on the subject-specific teacher competences for teaching English in the first three years of primary education; namely, linguistic, subject didactic and intercultural competences. We explore teachers’ self-assessment of these competences and their perception of certain elements pertaining to them. The study seeks to answer the following research questions: (1) What subject-specific competences do teachers consider essential for teaching English in the first cycle of primary education? (2) To what extent do teachers believe they have developed certain subject-specific competences? (3) What are teachers’ attitudes toward certain subject-specific competences that the teacher needs for teaching English in the first cycle of primary education? The results of the quantitative survey, in which 100 teachers participated, show that teachers perceive their subject didactic competence to be the most developed and their intercultural competence to be the least developed. Moreover, they consider that a basic level of English is not sufficient for teaching English in the first grades.

Shortly after the Coronavirus disease (COVID-19) pandemic began, studies on the challenges faced by tertiary students during Emergency Remote Teaching (ERT) became available. However, the data sets were harvested early, as many countries began implementing ERT in response to the pandemic in March 2020. Many recent studies have failed to distinguish between the challenges faced by students enrolled in the laboratory and non-laboratory courses. There is still a dearth of literature on the difficulties encountered by students enrolled in non-laboratory courses following the first year of ERT implementation. The purpose of this paper was to examine the various challenges faced by tertiary students enrolled in non-laboratory courses following the conclusion of the first year of ERT implementation. Contextualized in two state-owned higher education institutions in northern Luzon, this study employed a fundamental qualitative approach, with focus group discussions (FGDs) serving as the primary data collection technique. Five major themes emerged from the FGDs with 42 purposively selected tertiary students. These themes presented in the spider web illustration include (1) student-focused challenges, (2) instructional material-related challenges, (3) instructor-emanating challenges, (4) technology-related challenges, and (5) student support-related challenges. This article concludes that these issues must be dealt with immediately to facilitate the implementation of ERT in non-laboratory courses. These difficulties may also be dimensions of concerns about distance education, particularly in non-urban areas of the Philippines. The themes also provide some actual pictures of the student challenges in the initial year of ERT in college. This paper highlighted some implications for pedagogy and educational management, as well as future research directions.

This research aims to determine the relationship between school principals' cultural intelligence level and teachers' job satisfaction and intention to leave. The relational survey model was used in this study. The data of the research were collected from 800 teachers working in public middle schools in the central districts of Mersin Province in the 2020-2021 academic year. The data were collected through Personal Information Form, Cultural Intelligence Scale, Job Satisfaction Scale, and Intention to Leave Scale. The data were analyzed through correlation analysis, Structural Equation Modeling and Sobel Test. According to the results of the research, a strong, positive and significant relationship was found between the cultural intelligence level of school principals and the job satisfaction of teachers. A strong, negative, and significant relationship was determined between the cultural intelligence level of school principals and teachers' intention to leave. A strong, negative, and significant relationship was determined between teachers' job satisfaction and their intention to leave. It was found that the cultural intelligence level of school principals negatively predicted teachers' intention to leave. It was also determined that cultural intelligence levels of school principals negatively predicted teachers' intention to leave through job satisfaction, and teachers’ job satisfaction was a partial mediator of the relationship between the cultural intelligence levels of school principals and teachers' intention to leave. It was suggested that candidates with high cultural intelligence levels should be given priority in the appointment process of school principals.

This study aims at identifying the level of psychological and professional stress in light of the Coronavirus disease (COVID-19) pandemic. It adopted descriptive and analytical methodologies. Two scales were prepared: one scale for psychological and professional stress and the other for coping with psychological and professional pressures. The study sample consisted of 608 female teachers at public schools in Al-Kharj province, Kingdom of Saudi Arabia (KSA). The results show a moderate level of psychological and professional stresses. The findings show statistically significant differences in teaching experience variable. The differences were in favour of female teachers with experience of less than 5 years. However, no statistically significant differences were found on the variable of academic qualification. It was found that female teachers had followed strategies to cope with psychological and professional stresses including resorting to faith, connecting with other teachers and students, planning different strategies, seeking help from others and managing time. The study recommends arranging training courses for female teachers to develop remote teaching skills and using various technologies and applications in this field particularly during the ongoing COVID-19 pandemic.

The positive effect of peer assessment and self-assessment strategies on learners' performance has been widely confirmed in experimental or quasi-experimental studies. However, whether peer and self-assessment within everyday mathematics teaching affect student learning and achievement, has rarely been studied. This study aimed to determine with what quality peer and self-assessment occur in everyday mathematics instruction and whether and which students benefit from it in terms of achievement and the learning process. Two lessons on division were video-recorded and rated to determine the quality of peer and self-assessment. Six hundred thirty-four students of fourth-grade primary school classes in German-speaking Switzerland participated in the study and completed a performance test on division. Multilevel analyses showed no general effect of the quality of peer or self-assessment on performance. However, high-quality self-assessment was beneficial for lower-performing students, who used a larger repertoire of calculation strategies, which helped them perform better. In conclusion, peer and self-assessment in real-life settings only have a small effect on the student performance in this Swiss study.

The effects of international phonetic alphabet (IPA) instruction on English as a foreign language (EFL) adult learners’ pronunciation have been well-recognized. However, not many studies on the topic were conducted in the Vietnamese context. Therefore, the current study aims to investigate (1) the impact of IPA learning on Vietnamese EFL adult learners’ pronunciation and (2) adult learners’ perceptions of the effects of learning the IPA system on their pronunciation. The study was designed as an experimental study, following a mixed-methods approach, using the pre-and-post-tests, questionnaires, and interviews to collect quantitative and qualitative data. Thirty-eight adult learners took part in this investigation; they were divided into two groups, nineteen in the control and nineteen in the experimental group. The experimental study lasted ten weeks before the questionnaires and interviews were administered with the participants in the experimental group. The results demonstrated a significant improvement in adult learners’ pronunciation in the experimental group. The participants in the experimental group also highly perceived the positive effects of learning the IPA system on their pronunciation. Pedagogical implications and suggestions were presented at the end of the paper.

The higher educational institution needs a group of dedicated and committed lecturers to endure the institution during these turbulent times. As the organizational commitment reflects the self-identification of an employee with the organization, it has far-reaching implications on multifarious aspects in the organization. This present study investigated whether job satisfaction could mediate the relationship between learning organization and organizational commitment. A total of 452 lecturers from Heilongjiang province in China participated in this study. Structural equation modelling showed that job satisfaction significantly mediated the relationship between the dimensions of learning organization and organization, specifically on the effect of continuous learning, connection, and strategic leadership. Job satisfaction is also found to be a stronger predictor of organizational commitment than learning organization. These findings are discussed thoroughly and recommended a holistic plan to be devised that could strengthen learning organization and job satisfaction of lecturers in various aspects of the organization.

Reflective learning in community-based education (CBE) activities requires the role of a supervisor. The ‘intensive supervision’ based on Kolb's experiential learning can provide guidance for facilitating reflection on CBE experiences through discussion. Accordingly, supervisors must receive training on providing constructive feedback sessions to assist students in reflecting. This study aimed to determine the effect of training on facilitating reflection using experiential learning methods based on the concept of 'intensive supervision' for CBE supervisors. The study design used a training program evaluation with the Kirkpatrick model of levels 1 and 2. The training on facilitating reflection was divided into workshops and mentoring sessions based on the experiential learning cycle. The questionnaire was developed to assess tutoring performance before and after the training based on the perceptions of supervisors (n=10) and students (n=43) and observers' observations during the supervisor tutoring. Descriptive and comparative data analyses were employed. The trainees showed positive reactions to the training. The students’ and supervisors’ perception questionnaires showed a significant difference in the performance of the supervisors who were assessed before and after training. Our results indicated that most of the supervisors’ ability to facilitate reflection changed following the ‘intensive supervision' method. This training helps supervisors learn how to become facilitators and students to feel more assisted in the learning process.

The study of character becomes a very important discussion in the 21st century. So that the integration of character values is very important both in the process and in educational assessment. The purpose of this study was to test the validity and reliability of the character assessment instrument for 21st-century high school students. The research approach used was quantitative with a sample of 200 high school students. Data analysis carried out includes validity and reliability tests. The test results of the instrument showed that the construct of the student character assessment instrument was declared valid and reliable. The content validity test shows the value of Aiken's > .80 in the high category. In the construct validation test with EFA, all variables have a loading factor > .5. In the CFA test, the model is declared fit with the estimated standard loading value of .40 and the t-count value > 1.96. Meanwhile, while in testing the reliability of the instrument obtained composite > .70 Cronbach's Alpha reliability > .70 which means reliable. So that this instrument is declared valid and reliable to measure the character of students in high school.

Teacher leadership theory has underlined the essence of teacher collaboration (TC) in helping students learn better. Also, many studies and theories have argued that TC can be an effective way to provide learning feedback. Thus, this mixed-method study aimed to experimentally examine the effect of teacher collaborative metacognitive feedback (TCMF) on educational management (EM) students’ metacognition, to see the different effects on EM students’ metacognition as affected by TCMF and by individual teaching metacognitive feedback (ITMF), and to qualitatively probe into students’ perceptions of teacher collaboration. The quantitative study conducted a quasi-experimental method by involving 44 EM students. A valid and reliable scale of metacognition adopted from a previous study was utilized as the instrument of data collection. The qualitative study conducted interviews with 8 students selected purposively, and the data were analyzed interactively to reach credible information. This study revealed that TCMF positively and significantly affected EM students’ metacognition. TCMF contributed to EM students’ metacognition better than ITMF did. The students perceived that TC developed their collaborative skills, continuously supporting their critical thinking skills, intercultural communicative competence, and problem-solving skills. Limitations, implications, and recommendations for further research are discussed.

The purpose of the present study is to examine the contribution of professional learning community of pedagogical instructors, training teachers, and teaching students in clinical model for teacher education to their professional development. The prior is carried out through examining a variety of categories: namely, collaborative learning, personal responsibility, collective responsibility, reflective pedagogical discourse and action research, knowledge development and learning processes. Thirty-three members of the learning community constituted the study community. The research tool is a multiple-choice questionnaire that was developed for the requirements of the research and personal feedback on open-ended questions. The quantitative data collected by the questionnaire indicated that the learning community of the clinical model for teacher education contributed greatly to the professional development of all participants regardless of field of knowledge, role in the training process, and the curricular activities offered by colleges and schools. The findings revealed a negative relationship between the field of teacher education among the participants on the one hand, and professional development on the other hand.

Regardless of varied lingua-cultural ideologies enriching the theories of communicative competence (CC), the four CC dimensions (e.g., linguistics, sociolinguistics, discourse, and communication strategies (CSs)) still become the main cores of English speaking (ES) classrooms. Of the four dimensions, CSs seem to be the most technical which deserve to be persistently studied. Hence, this study aimed to probe into ES lecturers’ performances of CSs, their efforts to improve students’ CC, and the impacts of their efforts on students’ learning according to students’ perspectives. Two ES lecturers and 10 students at a university in Indonesia were purposively selected to be the participants. They were observed and interviewed according to the study’s purposes. This study uncovered various CSs performed by ES lecturers according to several contexts, such as to understand spoken texts, to understand spoken recorded texts, and to overcome temporary communication difficulties. Various ES lecturers’ efforts were also revealed according to their functions to improve each dimension of CC. Most students perceived the lecturers’ efforts positively due to the impacts on their motivation, self-efficacy, collaborative skills, and metacognition. However, few students echoed negative perceptions about a lecturer’s native-speakerism-endorsed effort due to lingua-cultural issues. Implication, limitation, and recommendation are discussed.

Lesson planning is considered to be an important and efficient tool for effective teaching and learning process. Preparations of effective lesson plan requires teachers to be competent in the pedagogical content knowledge (PCK). This study investigated how the mathematics teachers’ PCK impact their competences on designing effective lesson plans. Twelve in-service mathematics teachers from public secondary schools in Unguja-Island (Zanzibar) of Tanzania were involved. The data were collected using the reviewing of the teachers’ mathematics lesson plan documents and teachers’ interview. The data were analyzed in both quantitative and qualitative mode based on the lesson plan framework guideline (LPFG) and the criteria for better planning of the sections jointly with PCK abilities indicators. The percentage average of occurrence of the sections in the teachers’ designed lesson plan (DLP) and the percentage of occurrence of different category within the sections of the DLP in relation to the criteria were determined. Also, the challenges faced by the teachers in their DLP were identified. The result of the analysis revealed that the PCK competences of mathematics teachers are not good enough to impact their DLP, as some of their designing lesson plan sections were occurred inconsistently. Also, the implementation of PCK competences for effective mathematics teaching found to be at developing stage, as some criteria related to it were not clearly observed in their DLP. The study recommends the demand of in-service training for mathematics teachers on the implementation of teachers’ competences particularly PCK in the lesson plan designing for effective classroom practices.

The purpose of the study was to determine whether emphasising the managerial domain of the preservice preschool teachers’ curriculum is capable to improve their management and leadership skills. This study used the mixed-method methodology that combined the exploratory design and the experimental design. It included three basic phases such as feasibility assessment of making changes to the curriculum, intervention, and controlled observation, followed by the analytical phase. It was proved that the university curriculum upgraded the training approach by using the guided interim directorship. This change addressed the Professional Standard requirements for the preschool heads as well as job requirements. The intervention produced a positive shift in students’ skills of micromanagement, long-term planning, communicating vision, emotional control, and mentoring. There was a shift from the basic level of management skills before the intervention to the intermediate level of the skills after the intervention. The number of students with a superior level of skills increased by 11.54% as well. The students’ comments concerning the integration of the managerial component into the curriculum were complimentary. The observers’ reports suggested that they appreciated the students' work which was the outcome of the updated curriculum.

This study aimed to determine the effect of cognitive and affective factors on the performance of prospective mathematics teachers. Cognitive factors include cognitive independence level and working memory capacity, while affective factor include math anxiety. Mathematical performance was then assessed as basic math skills, advanced math skills and problem-solving ability. This research combined quantitative and qualitative research methods. In order to determine the effects of cognitive independence, working memory capacity, and math anxiety on math performance, multiple regression tests were used. To then see the effects of these three factors on problem-solving ability, a qualitative approach was used. Eighty-seven prospective math teachers participated in this study. Based on the results of the multiple regression, it was found that the level of cognitive independence affects basic math skills but has no effect on advanced math skills. Working memory capacity was seen to positively affect math performance (basic and advanced math skills, problem-solving skills), while mathematics anxiety demonstrated negative effects on advanced math skills and problem-solving skills.

This study investigates the contribution of teachers’ willingness to their professional competence in adapting to digital learning transformation during the Coronavirus disease (COVID-19) pandemic and its relationship to instructional leadership and self-efficacy. Data were collected by distributing online questionnaires consisting of 4 constructs, namely instructional leadership, self-efficacy, teacher’s willingness to change, and professional competence, and distributed to 221 Indonesian High School teachers. Structural Equation Model (SEM) was used for analysis using Analysis of Moment Structure (AMOS) version 23.0 to examine the hypotheses. The results showed that instructional leadership significantly influences teachers’ willingness to change with a positive impact on their professional competence. Furthermore, there is a significant effect on teachers’ willingness to change their professional competence, insignificant on self-efficacy with substantial impacts on their willingness to change. The analysis results through the Sobel test showed that the teachers’ willingness to change is an excellent mediating variable for self-efficacy in influencing professional competence. Conversely, it is not an excellent mediating variable for instructional leadership towards professional competence. The importance of teachers’ willingness to improve their professional competence is a new finding that significantly contributes to their professional development.

Prospective teachers facing the 21st century are expected to have the ability to solve problems with a computer mindset. Problems in learning mathematics also require the concept of computational thinking (CT). However, many still find it challenging to solve this problem. The subjects in this study were twenty-one prospective mathematics teachers who took number theory courses, and then two research samples were selected using the purposive sampling technique. This study uses a qualitative descriptive method to describe the thinking process of prospective teachers in solving Diophantine linear equation problems. The results showed that the first subject's thought process was started by turning the problem into a mathematical symbol, looking for the Largest Common Factor (LCF) with the Euclidean algorithm, decomposition process, and evaluation. The second subject does not turn the problem into symbols and does not step back in the algorithm. The researcher found that teacher candidates who found solutions correctly in their thinking process solved mathematical problem used CT components, including reflective abstraction thinking, algorithmic thinking, decomposition, and evaluation. Further research is needed to develop the CT components from the findings of this study on other materials through learning with a CT approach.

Competent instructors need to have the skills, abilities, and competencies to perform tasks effectively, which will affect student learning achievement. This study is guided by the theory of Boyatzis developed by Spencer and Spencer. The Iceberg Competency Model was used as a guideline to identify the competency elements of educators from the agricultural stream in vocational colleges (KV). This research study aims to explore and identify the existing competency elements of agricultural educators in KV. This study used a study population comprising 243 respondents of agricultural educators in KV. To answer the research question, the data analysis was done by Partial Least Squares - Structural Equation Modeling (PLS-SEM). This study is a study built to observe the relationship between the latent constructs studied. These constructs consisted of exogenous and endogenous constructs. In this study, exogenous constructs comprised value constructs, social roles, self-image, motives, traits and constraints. At the same time, endogenous constructs involved constructs of skills and knowledge. To ensure that the construct of this study gives meaning to the reflective measurement model, it was evaluated based on internal consistency reliability and validity. Regarding the framework, some indicators that did not qualify were dropped based on factor loading and average variance extracted (AVE). From the analysis conducted, 16 indicators were dropped since they did not meet PLS-SEM requirements. The total number of items retained was 71 indicators. At the final stage of this study, the evaluation model was implemented to form a framework involving the evaluation of the constructs linked to each other.