In contemporary school systems, the concept of a teacher is defined as a socially and emotionally intelligent, pedagogically, and psychologically competent school leader. This would mean that not only the teacher's subject knowledge is sufficient, but also good knowledge of general pedagogical-psychological skills, knowledge, and management of the didactic approach, etc. Social and emotional skills/intelligence (SEI) restore the value of teachers as creators of learning and connect education to the larger social world in which SEI plays the most important role. This paper highlights the importance of social and Emotional Intelligence (SEI) in teacher education, examining the current state of research and the most important role of SEI in students' personal, social, and academic achievement, as well as teacher effectiveness and personal growth. By presenting the scientific evidence of SEI in teaching and teacher education, this study assesses the SEI level of student teachers at the University of Primorska, Faculty of Education, Slovenia. SEI is examined, through its main components: Self-awareness, Self-management, Social Awareness and Social Skills. In conclusion, this paper aims to show the need to develop SEI in future teacher education in Slovenia.

The formed primary level and dynamic and sustainable development of technological competence provides quality management of teaching activities, increases the efficiency of the educational process, accelerates the achievement of pedagogical goals. Delphi expert assessment technique is increasingly used in the paradigm of pedagogy. Due to the set of advantages and objectivity of assessments, it has become the dominant method of this study. The objective of the study is to determine the current level of manifestation of technological competencies, as well as generalized prospects for development and improvement of the identified level within the selected group of freelance teachers using the technology of independent expert assessments –the Delphi method. In general, the following methods were used in the current study: methods of data collection and coordination, anonymous brainstorming, Delphi expert assessment technique, statistical and mathematical processing of results through Delphi formulas, comparative method, generalisations. The diversified approach to the interpretation of the technological competence of faculty members allowed determining: a) the level of faculty members’ knowledge of modern educational technologies at 89.1%; b) activity-practical aspect of training at 83.0%; c) dissonance between the theoretical and empirical level of teacher training and the algorithm for fulfilling the potential in practice at 21.5%; d) mastery of individual creative technologies for the organisation of an effective educational process at 55.9%; e) forecasted development of technological competencies of faculty members in the 5-year perspective under the condition of application of special control and skill trainings at 50.7%. Conclusion of the study is that according to the arithmetic mean of experts’ assessments of differentiated levels of technological competence, the overall level was 75.1%. The average result of the initial student survey on the estimating of the teachers’ technological competence was 69.7%. The difference of 5.4% between the data allows stating that both methods were relevant in this particular case.

The academic buoyancy scale (ABS) is one of the most widely used instruments for measuring academic buoyancy. To obtain meaningful and valid comparisons across groups using ABS, however, measurement invariance should be ascertained a priori. To that end, we examined its measurement invariance, validity evidence based on relations to other variables, and score reliability using categorical omega across culture and gender among Egyptian and Omani undergraduates. Participants were 345 college students: Egyptian sample (N=191) and Omani sample (N=154). To assess measurement invariance across culture and gender, multiple–group confirmatory factor analysis was performed with four successive invariance models: (a) configural, (b) metric, (c) scalar, and (d) residual. Results revealed that the unidimensional baseline model had adequate fit to the data in the full sample. Moreover, measurement invariance was found to hold across culture but not across gender and consequently the ABS could be used to yield valid cross-cultural comparisons between the Egyptian and Omani students. Conversely, it cannot be used to yield valid inferences related to comparing gender groups within each culture. Validity evidence based on relations to other variables was supported by the significantly moderate correlation between ABS and academic achievement (GPA; r =.435 and r = .457, P < .01) for the Egyptian and Omani samples, respectively. With regard to score reliability, categorical omega coefficients were moderate across both samples. Educational and psychological implications, limitations and suggestions for improving the scale are discussed.

With Coronavirus disease (COVID-19) impacting the way we learn; information and communication technologies (ICTs) play an ever-increasing role in young children’s learning making it crucial to understand the importance and challenges of using ICTs in kindergartens from teachers’ perspectives. The present study, therefore explored the perspectives of teachers in remote areas of Jordan regarding the degree of ICT use, its importance in kindergartens, and potential challenges. To achieve the objective of the study, a quantitative questionnaire was developed and distributed to 263 female kindergarten teachers in remote areas of Jordan. Results indicated that the degree of use and importance of ICTs from teachers’ perspectives was “average”. Further, the study identified several challenges that appeared to hinder teachers’ use of ICTs in kindergartens. Teachers who held a bachelor degree were significantly more likely to employ ICTs in their teaching than those who did not. Yet, there were no significant differences according to the number of training courses in ICTs and experience teachers had. Recommendations and implications for facilitating the use of ICTs in kindergarten education concluded this paper.

Measuring accounting teachers’ professional identity is significant to do as an alternative to measure the professionalism of accounting teachers in Indonesia based on their professional identity. This research was conducted in two stages of exploratory factor analysis involving 150 accounting teachers as sample in each stage. The data were collected in collaboration with an accounting teacher organization, comprising the Accounting Subject Teacher Deliberation (MGMP) in Central Java through a questionnaire. Data analysis was divided into several steps including face validity and content validity, inter-item correlation matrix, and exploratory factor analysis. The results showed that 23 question items encompassed five components of accounting teacher professional identity; Cultural Knowledge (pedagogical cultural identity), Blending (accommodating students' purposes for school in the learning objectives), Identity Experiencing (by the experience of working life in the past, present, and individual expectations in the future in accounting work setting), Inter-Personal Skill, and Active in Professional Communities. The scale development requires continuous development tailing various new findings in the teacher professional identity and accountant professional identity.

Coronavirus disease (COVID-19) preventive measures influenced teachers directly. The sudden shift to new teaching environment emerged unknown challenges influencing teachers’ work differently. As self-efficacy is a key factor of successful teaching, the goal of our study was to examine the relationship among teachers’ efficacy-related experiences, work satisfaction and workload during the pandemic. 769 teachers (55 men and 677 female, 32 undefined) completed the online version of the Norwegian Teacher Self-Efficacy Scale and the Relative Self-Efficacy Scale. Findings indicated significant positive correlation between job satisfaction and self-efficacy as well as job satisfaction and the sense of competency. Kruskal-Wallis Test proved higher level of self-efficacy among teachers with more experience in online teaching in the past. According to SEM analysis, job satisfaction is predicted by efficacy beliefs concerning the sense of competence, motivation, coping and conflict resolution. Our findings indicate that experience in online teaching methods can enhance self-efficacy, which contributes to higher job satisfaction.

This study was conducted to corroborate in understanding the teachers’ beliefs about assessment practices. The prior studies related to teachers’ assessment beliefs in mathematics have been done to assess teachers’ beliefs in the general context of mathematics teaching. This study developed an instrument to assess teachers’ assessment beliefs of mathematical thinking. The research aimed to develop and validate a scale of assessment beliefs of mathematical thinking by using the confirmatory factor analysis. The first draft of the scale contained 25 items. The sample of the study consisted of 537 mathematics teachers from public schools in Oman. The instrument was a questionnaire with a 5-point Likert scale. The scale was validated by asking a number of experts in mathematics educational measurement and evaluation. Exploratory and confirmatory factor analysis was applied to test the model of assessment beliefs of mathematical thinking scale using AMOS 25.0. All constructs had acceptable reliability. The model had a good model fit for the assessment beliefs of mathematical thinking scale which obtainable from the fit indices tests. The findings revealed that all fit criteria indices were realized. The results also showed acceptable validity and construct reliability for the scale.

This research intended to examine the effect of mindset, democratic parenting, democratic teaching, and school environment on global citizenship among 2,226 ninth-grade students and 80 social studies teachers from 80 classrooms in public schools. The research instruments included a student questionnaire to measure global citizenship, democratic parenting, fixed and growth mindset, and a teacher questionnaire to measure democratic teaching and school environment and to analyze the data based on multilevel structural equation modeling. The significant findings revealed that democratic parenting and school environment positively affected global citizenship, whereas democratic teaching had a negative effect on global citizenship. In addition, the outstanding students with a growth mindset tend to lead to a positive effect and act as a mediating role through global citizenship than those with outstanding fixed mindset clearly. All factors in the model collaboratively explained the variance of global citizenship accounted for 62.8% and 47.5% at student and classroom levels, respectively. Finally, the discussions and suggestions section suggested the recommendations according to the findings of the research.

Online learning during the Coronavirus disease (COVID-19) pandemic has awakened and affirmed the necessity of learning based on digital technology. The article was aimed to analyze the effectiveness of online learning at bachelor’s, master’s, and doctoral degrees of Islamic Religious Education as a reference to develop a learning pattern post-COVID-19 pandemic. The research employed a mixed-method design with a concurrent triangulation model. The samples were taken using stratified random and purposive sampling. Meanwhile, the data were collected through questionnaires, in-depth interviews, and forum group discussion. A descriptive analysis and one-way analysis of variance were used to analyze the quantitative data, while interpretative descriptive for the qualitative data. The research showed that online learning during the COVID-19 pandemic at the bachelor’s, master’s, and doctoral degrees of Islamic Religious Education have been effective. In detail, online learning at the doctoral degree was the most effective among all. On the other hand, face-to-face learning is still necessary. Therefore, the learning pattern developed post-COVID-19 pandemic combines face-to-face and online learning (hybrid learning). The formulation is adjusted to the characteristics, educational purpose and orientation, level of ability, readiness, and learning autonomy of the students at each educational level.

Traditionally secondary studies on achievement on Programme for International Students Assessment (PISA) tests point to the significant impact of socioeconomic status and cultural backgrounds of families as well as the role of parental involvement, which in some cases has had a negative impact on achievement. For this article, a model of structural regression was tested, with structural modelling software. This model included the following factors: domestic and educational assets, parental support for students, parents’ perceptions about science, and science competencies among 214 high performing Mexican students on PISA tests in 2015. This resulted in a structural regression model with a goodness of fit, where science competencies were a positive significant variable, impacted by domestic and educational assets and parental involvement. An additional restricted model with four variables manifested as mediators, revealed that science competencies were predicted positively and significantly by domestic and educational assets, and by the manifest parental emotional support variable. Variables related to ownership of educational and cultural assets and resources, as well as parental support, particularly emotional parental support, have positive and significant impact on science competencies.

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.

This study is an endeavour to explicate the dissonance of the linguistic quality outcome of study abroad (SA) experiences by exploring the second language (L2) motivation of six academic sojourners in Manchester. A person-in-context approach revealed that developing intimate relationships with ‘native-speakers’, providing L2-mediated interaction opportunities with international students, and social approval were key determinants of the extent to which SA students were invested in social practices. Such social engagements were found to stem from second language motivation that is part of identity construction process. In addition, the thematic analysis of the narrative inquiries suggests that the global status of the English language defies the traditional conceptualisations of L2 motivation as most participants’ motivations were formed despite their negative or neutral attitudes towards the English community. The findings also endorse the role of the other as a robust motivational source by which learners can replenish their motivation stream, leading to social identity investment to construct their ideological selves. The paper concludes with a recommendation to re-interpret the conceptualisation of the Ideal L2 Self system because ‘native-speakers’ are rarely the closest parallels to L2 learners, and it should incorporate explicit intrinsic orientations. Furthermore, language institutions in SA contexts should direct their focus on establishing conversation clubs and hosting social events for SA students to provide a safe space for their identities to be developed, enacted and reconstructed.

Scientific culture has been a concern for decades in the developed world, giving rise to conceptual changes known as paradigms. The first one is the longstanding literacy paradigm, defined by the skills and knowledge acquired at the education institution. It has been followed by the public understanding of science paradigm, related to the scientific understanding and an allegedly subsequent positive attitude towards science. Lastly, the engagement with science paradigm or science and society paradigm involves people's implications about the science-technology controversies with significant social impact. This article reflects how science teaching has evolved along the years in line with the scientific culture's conceptual shifts. It is concluded that this triad of paradigms is thus of a school nature, given that educational fields have suffered from transformation processes under the same vision of the world (world view), which has also changed the concept of scientific culture. Individuals in a research community learn ways of thinking, feeling and acting and therefore cannot help feeling a liking for what is short-lived and has not taken roots, both inside and outside the school in our postmodern age

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.

Realistic Mathematics Education (RME) has gained popularity worldwide to teach mathematics using real-world problems. This study investigates the effectiveness of elliptic topics taught to 10th graders in a Vietnamese high school and students' attitudes toward learning. The RME model was used to guide 45 students in an experimental class, while the conventional model was applied to instruct 42 students in the control class. Data collection methods included observation, pre-test, post-test, and a student opinion survey. The experimental results confirm the test results, and the experimental class's learning outcomes were significantly higher than that of the control class's students. Besides, student participation in learning activities and attitudes toward learning were significantly higher in the RME model class than in the control class. Students will construct their mathematical knowledge based on real-life situations. The organization of teaching according to RME is not only a new method of teaching but innovation in thinking about teaching mathematics.

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.

The following article is a qualitative study that analyses the perception of parents and high school students regarding teaching in times of Coronavirus disease COVID-19, with the idea of recognizing the facilitators and barriers for the teaching-learning process in the pandemic. The above, in the understanding that due to the sudden appearance of SARS-CoV-2, educational systems around the world had to adapt to virtual teaching, as a result of the confinement to which the population has been subjected during the year 2020 and a good part of the year 2021. The research is based on the interpretative-comprehensive paradigm, with a qualitative methodology, which considered the realization of four focus groups with students and four focus groups with secondary school parents, from two public high schools located in the province of Talca, Maule region, Chile. The findings of the study are related to the adverse effects of the pandemic on student learning, as a result of connectivity difficulties, and the emotional impact on the quality of life of young people and their families. On the other hand, learning at home is related to limited pedagogical strategies and evaluative aspects that do not allow verifying the real learning of the students.

Students drop out of schools for many reasons, and it has negative effects on the individual and society. This paper reports a study using data published in 2015 from the Educational Longitudinal Study conducted by the National Center for Education Statistics to analyze the influence of parental involvement on low-achieving U.S. students’ graduation rates from high school. Findings indicate that both students and parents share the same perspective on the need for parental involvement in their academic progress. For low-achieving high school students, parental involvement in academic work is a positive factor influencing students’ graduation from high school.

The worldwide pandemic Coronavirus disease, affected every aspect of people’s lives due to being locked at their homes, therefore many difficulties began to appear, especially in education. Scholars were the leading group that has been affected the most due to the online lessons that began from one day to another, without any kind of previous training specifically in these types of contexts at home. According to some national diagnostical studies, most of the students could not achieve the minimum educational objectives in mathematics and language, which are the essential subjects in Chilean education. In this study, in which qualitative phenomenology analysis was used, the aim was to reveal the current state of students after a whole year of online lessons in terms of personal technological use and personal perceptions about e-learning. In this study, in which the criterion sampling was used, semi-structured interviews were conducted with 10 adolescents from different sorts of schools who experienced online lessons using their previous personal knowledge in Information and Communication Technologies. The data were analyzed in Nvivo node tree, which revealed six main themes that define the experience and personal perception of the participants: adaptation to the new order, learning by their own, how to use better the technology, use of social media, new ways of personal knowledge sharing, importance of classmates. It is believed that the results obtained from this study will contribute to schools’ view of learning and teaching education in the 21st century and to improve students’ experiences in online lessons.

Writing is very important for learners; it is a dynamic and creative skill. Although studies on students’ problems when writing a dissertation among Native Speakers (NS) are widely done, studies on English as a Foreign Language (EFL) are limited, especially those which examine problems faced while writing dissertations among Ph.D. EFL learners, in particular, Jordanian Ph.D. candidates. Studies on the supervisors' perspectives of writing a dissertation are scarce among EFL learners, particularly Arab learners. This study aims at focusing on supervisors' perspectives of writing dissertations among Jordanian Ph.D. students who are studying abroad. This study is a qualitative case study. The researchers interviewed nine Malaysian supervisors who supervised 21 Jordanian Ph.D. candidates. The results show that six main themes emerged from the supervisors' perspectives, and they are grammatical mistakes, lack of vocabulary and verbs reporting, personal effects, lack of motivation, writing apprehension, and the problem with generic thesis structure. This paper contributes with a comprehensive analysis of the theoretical perspectives on problems Ph.D. students face when writing a dissertation. The study also fills in the gap in the field of supervisors' perspectives of writing a dissertation. Based on the results found, the researchers suggest a number of recommendations and further research that might help supervisors understand the reasons behind such difficulties.