Limited latest studies circulated in the 21st century of world university ranking reveal that well-designed mentoring programs will not increase mentees’ leadership development if mentors have not implemented effective roles in the mentoring programs. Although many studies have been done, the mediating effect of mentors’ roles is little known in the tertiary education mentoring research literature. This study is done to examine the correlation between mentors’ roles, mentees’ self-efficacy, and mentees’ leadership development. This study employed a cross-sectional research design. A purposive sampling plan was employed to collect 761 survey questionnaires from undergraduate students at non-research-based public universities in Sarawak. The survey data were analyzed by the SmartPLS package to determine the validity and reliability of the study instrument, and thus test hypotheses for the direct effects model and mediating model. The outcomes of the SmartPLS path model analysis showed that the majority of participants felt that the levels of information exchange, help, self-efficacy, and leadership development are high. This situation explains that the ability of mentors to appropriately implement information exchange and help in mentoring programs has strongly evoked mentees’ self-efficacy. Consequently, this self-efficacy can lead to higher leadership development. This finding can help practitioners to understand the diverse paradigms of mentees’ self-efficacy concept and plan the integration of academic and social-based approaches in formulating mentoring programs to prepare successful graduates in a time of rapid global change.

Advertising or promotion management analyses, plans, and monitors programs to create target market exchanges and achieve institutional goals. Early childhood education (ECE) is an educational institution needing advertising management. This study examines the implementation of ECE advertising management in terms of challenges, opportunities, and developments. This study showed two major areas: 1) practitioners were more innovative and creative in using technology to develop advertising management, and 2) the educational institution got better recognition from society, especially parents. This study uses the literature study method, assisted by the publish perish application, to find reference sources related to educational advertising management for ECE. The study showed that the ability of schools and teachers to provide services based on consumers’ demands influenced the implementation of organisational advertising management challenges. Meanwhile, advertising management developments were sometimes affected by the actions of the advertising media. Social media informed consumers about the institution without spending more money and effort.

Mathematical confidence and critical thinking are essential in preparing preservice teachers. Thus, this study explored the perceived confidence and critical thinking levels in mathematics of elementary and secondary preservice teachers. A descriptive-correlational-comparative research design was employed, with a sample of 107 randomly selected preservice teachers enrolled in the Bachelor in Elementary and Secondary Education programs of a state university in West Philippines. The study used arithmetic mean, standard deviation, Spearman’s rank-order correlation, and independent samples t-test to analyze and draw conclusions from the data. The findings revealed that the preservice teachers have high confidence and critical thinking skills. Their program significantly correlates with their perceived critical thinking and confidence level. Besides, the preservice teachers’ confidence levels and perceived critical thinking skills significantly correlate. Further analysis found significant confidence and critical thinking differences favoring the secondary over the elementary preservice teachers. These findings provide insights that would benefit mathematics educators in providing priority programs to enhance the preparation of future math teachers.

This study aims to produce a product to evaluate students' critical thinking skills that departs from physics content where students often have misconceptions. This research is a development research with research stages covering a) research and review literature; (b) planning chapter objectives; (c) developing a preliminary form; (d) field-testing the preliminary form; (e) Revise the preliminary form; (f) conducting a main field-test. The Waves Critical Thinking (WCT) test developed consists of 7 questions with 15 specific domains. Total percentage of content validity test was obtained 87.98% with appropriate criteria and based on the construct validity WCT test, the Goodness of Fit criteria were obtained which were classified as fit. The test instrument being tested consists of 15 objective items. The reliability of WCT test results 0.597 as a Cronbach's alpha score with the medium category and all the components have a good level of composite reliability. The outcome of the study was the WCT test with a valid state for measuring students' CT in a specific domain of physics wave material.

The need for early comprehension of scientific concepts in elementary school students is crucial. However, studies have indicated that some students lack a fundamental understanding of such concepts, highlighting the importance of effective teaching methods to improve scientific literacy at an early age. Therefore, this study aimed to determine the ability of Project-Based Learning in Science, Technology, Engineering, Art, and Mathematics (STEAM-PjBL) to improve students' scientific literacy, knowledge, and application of foundational scientific principles. A quasi-experimental methodology was employed, involving 22 female and 26 male fourth-grade elementary school students as participants. The study administered a Scientific Literacy Test (SLT) treatment to the students, followed by unpaired and paired t-tests to examine the impact of the STEAM-PjBL model on their scientific literacy skills. The results showed that STEAM-PjBL improved students' scientific literacy skills significantly more than traditional instruction. The experimental group outperformed the control group in the post-test, indicating the effectiveness of STEAM-PjBL. Therefore, the study recommends the adoption of the STEAM-PjBL model by elementary school teachers to improve students' understanding of fundamental scientific concepts.

The aim of this exploratory case study is to investigate the impact of the pandemic as an unexpected situational variable on university instructors’ perceptions and attitudes towards technology integration, as well as their foresight about the future of education in post Covid-19 era. The data for the study came from autobiographies, narratives, and opinionnaires. The findings revealed that the degree of familiarity with educational technology and eagerness to integrate technology into education made a difference in academicians’ adaptation to the new mode of delivery. As for their predictions for the future, an increase in the use of educational technology not only in teaching, but also in testing and assessment is expected. Participants also emphasized a need to enhance the infrastructure to avoid any further technical issues and offer continuous development opportunities for teachers and students to become familiar with new technologies.

The objective of this study is to create a tool for evaluating teachers’ effectiveness in boarding schools. Planning and preparation stages, instrument testing, and measurements were used in this study to implement research on the creation of the Mardapi model instrument. In order to generate instrument items, the planning and preparation stage tasks included a literature assessment of teacher performance appraisal manuals. Data were gathered utilizing documentation approaches, and descriptive and qualitative analysis was performed. Six specialists validated the built instruments, which were subsequently put through limited testing at two boarding schools and extensive trials at nine boarding schools in Surakarta residency area. The Aiken formula was used to examine the expert’s evaluation data, and confirmatory factor analysis was used to analyze the test results. The results of this study indicate that the instrument for assessing teacher performance in boarding schools meets the validity criteria. This is indicated by the existence of loading factor values ranging from .51 to .72 (>.4) and t-sign values ranging from 4.75 to 9.25 (>1.96) and meeting the requirements of a fit model since Chi-square = 1307.95 < 2524 (2*df), p-value = .17956 (>.05), and RSMEA value = .014 (<.08). The instrument items are reliable assessment packages, and this is shown by the reliability value of omega .967 > .70. Because there is a guarantee of validity and reliability, the test can be used to further assess teacher performance in boarding schools.

Technology integration into learning is essential to supporting educational reform. On the other hand, the relationship between self-regulation (SR), technology integration self-efficacy (TISE), and technological pedagogical content knowledge (TPACK) has yet to be thoroughly studied. This study investigated preservice elementary teachers and the connection between SR, TISE, and TPACK. A quantitative approach and a survey-based approach were both utilized in the research project. The research was carried out at one of Indonesia's universities, and the data collected were from 224 preservice elementary teachers in their fourth year through a questionnaire. According to the findings, preservice elementary teachers' SR, TISE, and TPACK levels were above average. Preservice elementary teachers scored the highest on planning capability (PC), monitoring and controlling skills (MC/CC), and making others use computer technologies self-efficacy (MUCTSE). In contrast, they scored the lowest on information and communication technology (ICT). Besides that, SR and TISE positively and significantly affected pre-service teacher TPACK. In light of the findings, it is of the utmost importance to enhance the competency of preservice elementary teachers in using technology to integrate learning.

The introduction of English language teaching (ELT) at the preschool level has been widely discussed by researchers. While most agree with ELT at preschool level, considerable issues are faced in learning a second, third, or foreign language. Therefore, this systematic review discusses the issues preschool teachers face in implementing ELT and their beliefs on how ELT should be applied to young children. Using three renowned databases, namely Scopus, Web of Science (WoS), and Educational Resources Information Centre (ERIC), 34 articles were extracted out of 85 articles, from 2012 to 2022, with exclusion and inclusion criteria taken into consideration. The findings of this study showcased eight main issues faced by preschool teachers in implementing ELT: English language proficiency, pedagogical skills, teacher perception, curriculum, teaching resources, training, socio-cultural, and classroom environment. In terms of preschool teachers' beliefs about ELT, there are four main issues: Bilingual education, children's characteristics, curriculum alteration, and teachers’ experience. Generally, these findings will guide teachers, responsible authorities, and researchers to acquire an overview of the actual issues that occur in the implementation of ELT in preschools as well as the appropriate measures to overcome them, starting from the preschool teachers' beliefs.

The study aimed to explore the self-directed learning readiness model and its relationship with various factors such as emotional intelligence, transformational parenting, need-supportive teaching style, and self-efficacy as potential mediators. The research was conducted with 415 junior high school students in Surabaya, Indonesia. To ensure the reliability and validity of the instruments used in the study, confirmatory factor analysis was performed. The loading factor values of all the items in the instruments were found to be greater than .50 indicating a satisfactory level of validity. Additionally, the reliability coefficient of all the instruments exceeded .90 demonstrating good internal consistency. Analysis using structural equation modeling (SEM) demonstrated that the theoretical model of self-directed learning readiness was consistent with empirical conditions because it meets the standard value of goodness of fit. Furthermore, through the indirect effect tests, it was discovered that need-supportive teaching style, emotional intelligence, and transformational parenting significantly influenced self-directed learning readiness, with self-efficacy acting as a mediator. Among the factors examined, self-efficacy was found to have the greatest impact in explaining readiness for self-directed learning readiness.

This study investigates the impact of external variables, technological pedagogical and content knowledge (TPACK) self-efficacy, and facilitating conditions on teacher adoption of online teaching technology during the COVID-19 pandemic. It employs explanatory research to characterize the effect of external variables on the variables of the technology acceptance model. 240 high school teachers filled out Google Forms survey questionnaires for six research variables and analyzed by the SmartPLS program. The result indicates that attitude and perceived usefulness significantly and positively influence behavioral intention. Perceived usefulness and ease of use have a strong positive effect on attitude. Furthermore, perceived ease of use has a considerable effect on perceived usefulness. Perceived usefulness and ease of use are not significantly influenced by external variables. Facilitating conditions significantly positively affect behavioral intention, whereas TPACK self-efficacy negatively affects behavioral intention.

Students in mathematics classes do not understand the importance of sociomathematical norms in learning mathematics. This causes sociomathematical norms not to be teachers' focus when learning mathematics. Besides, there is no standardized instrument for assessing this norm, so developing this instrument is necessary to measure socio-mathematical norms in learning mathematics. This study aims to create and verify the psychometric validity of the sociomathematical norm scale. This research used a survey method with 505 senior high school students from Jakarta and West Java as respondents. The results showed that 25 items had convergent validity, with a loading factor value of > 0.700, meaning they could be declared valid. Concurrent validity indicates that each sociomathematical norms indicator is valid as a whole. Discriminant validity shows that the average variance extracted value on the diagonal is higher than the other values, so each item is declared valid. It was concluded that each item of the sociomathematical norms instrument has accuracy in its measurement function. The reliability test shows that each sociomathematical norms item is declared reliable. The reliability value of the sociomathematical norm item is .99, and the person's reliability is .86. Thus, the instruments developed can measure sociomathematical norms in learning mathematics.

This qualitative study examines the experiences of pre-service high school biology teachers in the Mekong Delta, Vietnam, focusing on the challenges and transformative learning experiences encountered during their school-based internship. It aims to explore the dichotomy between specialized biology knowledge and practical applicability in high school teaching and uncover the significance of fostering student engagement through innovative strategies and the role of mentor teachers in guiding pre-service teachers. Semi-structured interviews were used to collect data from pre-service biology teachers who completed a school-based internship in the Mekong Delta. Thematic analysis was employed to analyze the interview data. The study highlights the challenges of bridging the gap between theoretical knowledge and classroom practice, emphasizing the importance of innovative teaching strategies for student engagement. It recognizes the role of mentor teachers in guiding and enhancing the skills of pre-service teachers in creating effective learning environments. Findings suggest the need for curriculum reforms that balance specialized biology knowledge and practical pedagogical skills. The study emphasizes the importance of experiential learning through teaching apprenticeships to better prepare pre-service teachers for their professional journey.

This study investigated the extent to which demographic variables, principal support and teacher self-efficacy contribute to the collective teacher efficacy. In the study, a non-probability purposive sample was used, which included 761 teachers working in compulsory primary schools in all parts of the Republic of Croatia. The first part of the administered online questionnaire provided data on sociodemographic characteristics of the respondents, while in the second part, the following scales were used: The Principal Support Scale, The Teacher Sense of Teacher Efficacy Scale and The Collective Teacher Efficacy Scale. The results of the performed regression analyses show that: 1) the demographic variables - workplace, promotion to a higher rank and principal support have a predictive value in explaining teachers’ self-efficacy; 2) an average number of students per class, promotion to a higher rank, principal support, teacher engagement and teaching strategies have a predictive value in explaining collective teacher efficacy. The findings of this study will be discussed in terms of their potential impact and future research.

Although central governments, particularly in Latin America and the Caribbean, have defined reducing school dropout rates as a priority, and drawn policies accordingly, there are still young people who do not finish secondary education, and numbers are still alarming. Therefore, it is necessary to observe educational communities and analyze how they interpret and implement guidelines issued by the central government. The following study sought to describe the institutional and teaching practices deployed by four high schools in Valparaíso (Chile) in order to achieve student retention. A qualitative approach was employed. The management team, support professionals, teachers, students, and their families were interviewed. The information gathered was analyzed using the Grounded Theory. As a main finding, establishments use practices such as monitoring attendance, providing support to students facing problematic situations, and encouraging them during class, through a series of strategies. It is recommended that researchers implement this type of methodology for other study objectives, and that the central government consider these results to provide feedback on its policies.

This study aims to analyse the relationship between critical thinking and the learning experience provided by instructors through active learning models, specifically Project-based Learning (PjBL) and Simulation-based Learning (SBL), to the potential achievement of academic performance in undergraduate students. The main analysis technique employed in this research was logistic regression, with additional analysis techniques including discriminant validity, EFA, as well as Kendall’s and Spearman’s correlation, serving as a robustness check. The results of this study indicate significant correlations and effects of critical thinking (CT) on academic performance. Higher levels of CT are associated with a greater likelihood of achieving academic excellence, as indicated by the cum laude distinction, compared to not attaining this distinction. Experiences of receiving PjBL (0.025; 6.816) and SBL (0.014; 14.35) predicted the potential for improving academic performance to reach cum laude recognition, relative to not achieving this distinction. Furthermore, other intercept factors need to be considered to achieve cum laude compared to not achieving cum laude. We recommend that policymakers in higher education, instructors, and others focus on enhancing critical thinking and utilizing both Pub and SBL as learning models to improve students’ academic performance.

Situational interest is an important factor that has a great influence on learning success in both in-school and out-of-school learning situations. Although there has been extensive research on interest in its diverse forms for decades, an evaluated measurement instrument for situational interest that covers the three theoretically defined components of interest (emotional, cognitive, value-related) is still missing. Therefore, in this study, based on person-object theory of interest, a short scale was developed that can be used in a variety of learning programs independent of content or methods. In study 1, eight suitable items were selected and their structure was examined using exploratory methods. In study 2, the results of study 1 were verified using confirmatory factor analyses. Study 3 shows an example of a practical application of the newly developed scale in two different learning settings. The findings provide evidence that the scale developed here is a practical instrument to measure situational interest taking into account all its components. On the one hand, the scale can help teachers evaluate their educational programs; on the other hand, it can be used by researchers to empirically investigate the construct of interest. Thus, the scale makes an important contribution to research and practice.

Our research aim is to describe how Preservice Teachers (PSTs) can rehearse and prepare for leading productive talks in mathematics and other subjects. Based on literature and previous research on what constitutes productive talks, we focus on questions and talk moves in this case study, where we follow three groups of PSTs during their practicum, practicing conducting productive talks in mathematics. Our research questions are: What kinds of questions do PSTs ask? What kinds of talk moves do they use? How do these questions and talk moves contribute to the PSTs breaking the IRE (Initiation–Response–Evaluation) pattern and moving towards more productive mathematics talks with complex exchanges of questions and responses? And furthermore: How can we use these findings to improve teacher education in this field? We find that leading productive talks in the mathematics classroom is a challenging task, but there is variation between our three groups in what they struggle with. In accordance with previous research, we also find that the third turn in the exchange, following up after a question and a response is a crucial point in the conversation. One recommendation for teacher education is that video filming and analysing classroom talks might help PSTs to become conscious of and improve on this point. Further research is needed both on long term effect of such practice and focus, and on other ways to improve classroom talks in mathematics and other subjects.

STEM education is an irreplaceable movement of educational systems across the globe in the 21st century. Both Pre-K, K-12, and higher education institutions consider STEM as an innovative approach to integrate and reform the teaching and learning processes. The purpose of this paper is to examine the development of studies on STEM in the Early Childhood Education context from 1992 to 2022. We investigated a dataset of 308 scholarly works from the Clarivate Web of Science database and figured a diversified collection of research focuses on topics such as children’s readiness, outcomes, teachers’ competency in designing and implementing STEM activities, and the role of computational thinking and robotics. The findings of this paper revealed the dominant contribution of researchers from the USA regarding research quantity and impact, as well as their collaborations with researchers from Western countries. In addition, we also figured out the top influencing authors, documents, and journals as a suggestion for scholars who are new to this topic. However, we would like to note that our findings depended on the quality of the imported database from the WoS system, which covers top-tier journals only.

In this article, we present the results of empirical research using a combination of quantitative and qualitative methodology, in which we examined the achievements and difficulties of sixth-grade Slovenian primary school students in decimal numbers at the conceptual and procedural knowledge level. The achievements of the students (N = 100) showed that they statistically significantly (z = -7,53, p < .001) better mastered procedural knowledge (M = 0.60, SD = 0.22) than conceptual knowledge (M = 0.37, SD = 0.17) of decimal numbers. Difficulties are related to both procedural and conceptual knowledge, but significantly more students have difficulties at the level of conceptual knowledge. At the level of procedural knowledge, or in the execution of arithmetic operations with decimal numbers, we observed difficulties in transforming text notation into numerical expressions, difficulties in placing the decimal point in multiplication and division, and insufficient automation of mathematical operations with decimal numbers. At the level of conceptual knowledge of decimal numbers, the results indicate difficulties for students in understanding the place values of decimal numbers, in estimating the sum, product and quotient of decimals with reflection and in mathematical justification. In relation to difficulties in justification, we observed an insufficient understanding of the size relationship between decimal numbers and difficulties in expressing them in mathematical language. The results indicate that to overcome such difficulties in the learning and teaching of mathematics, more balance between procedural and conceptual knowledge is needed.