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 longitudinal changes of the average grades in four study semesters before and during the COVID-19 pandemic and distance learning are presented in the current study. 11th grade students’ (n=586; age M=17.38, SD=0.53) average grades were assessed, as well as their verbal and non-verbal reasoning abilities, and self-evaluations of problem-solving and self-management skills. The main findings of the study are: 1) There is a general pattern for the grades to increase during the four semesters from the autumn 2019 to the spring 2021; 2) The general tendency of changes in the grades is similar to various students’ groups based on their level of skills; 3) Higher level of students’ skills and cognitive abilities determined that students’ grades were higher and were more likely to increase during the “second wave of the pandemic”, compared to the middle and low-level skill groups. Results of the current study show a tendency for the average grades to increase during the pandemic and distance learning, however, there are group differences in the findings, relating the grade level to the individual level of students’ skills and abilities.

Teacher agency is a set of actions that a teacher takes beyond what is generally expected of them. The concept merits examination, as agency can bolster teachers’ ability to set and achieve professional development goals. To better understand how to study, and use, this relatively new concept in the academic literature, a systematic review of 164 publications written by researchers from 41 countries was conducted in order to document the research approaches used to study teacher agency, the participants whose agency was documented in a school setting, the methodology used and the type of analysis performed. The study found that teacher agency has been documented qualitatively in the form of case studies comprising interviews of a small number of individuals, with no consensus in terms of interview protocol. In most cases, the results are analyzed using emergent coding. The way that agency is documented varies but is most often underpinned by an ecological approach.

Guided by the analytical framework in the current literature, whereby ten nature of science (NOS) aspects were targeted, this study aims at assessing the extent to which the three physics textbooks for Cycle 4 of Fundamental Schools in Burundi represent the NOS aspects. The quantitative embedded research design which combines the qualitative and quantitative to both the representations of text and images were applied to collect and analyses data. Three physics textbooks used in this study as textbooks I, II and III (grade 7 textbook, grade 8 textbook and grade 9 textbook) were purposively selected. 65 physics lessons were analyzed in three steps including exploring representations of NOS aspects, representations of NOS teaching approaches and accuracy and completeness of NOS aspects. Data were collected using a guide document analysis and a rubric of NOS scoring and were analysed descriptively. The findings found a considerable deficit of NOS aspects in the physics textbooks. The findings also revealed the critical situation where the few lessons poorly represent the NOS aspects and the majority of them do not include the aspects of NOS. Furthermore, this study suggests the in-charge of quality assurance to evaluate and deliberate on the accuracy and completeness of physics textbooks for Cycle 4 of Fundamental Education in Burundi.

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.

COVID-19 affected all education stakeholders and led to school closures at the beginning of the spread of the pandemic. During the pandemic, principals had to manage their schools and faced many problems during the closure. Although there are numerous studies on school principals' challenges and difficulties during the COVID-19 pandemic, no systematic review study analyzes research about the principals' challenges and problems in the current literature. The purpose of this study is to provide a systematic review of the challenges and problems of principals during the COVID-19 pandemic from 2020 to 2022. The researcher analyzed 395 articles indexed in the ERIC and SCOPUS databases between 2020-2022. The results were analyzed using content analysis. The research results showed that 26 articles were suitable according to the analysis criteria. The results revealed that, in general, researchers focused on understanding principals' experiences regarding their challenges and problems during the pandemic. The results also showed that most articles were published in 2021, and most studies were conducted in The United States of America and Turkey. The results also show that qualitative studies are higher than quantitative. In addition, we found that the biggest challenges are inadequate equipment and lack of access to the internet and online resources during the pandemic. At the same time, the most common problems were identified as the adaptation of online teaching and inadequate infrastructure. The results from this research contribute to the body of the existing literature through a systematic review of the challenges and problems of principals during a pandemic and identifying the research gaps revealed from the analyzed studies.

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.

Development research demands a improvement in the implementation of learning by developing products based on learning needs. The products of this development are teacher book and student book based on the realistic mathematic education (RME) approach for package A in statistics material. Validity testing in this study includes instrument validation, self-evaluation, expert validation, one-to-one evaluation. Aiken's V and Intraclass Correlation Coefficient (ICC) are used to determine the validity and reliability of the product. The result of research shows that the instruments and prototype are valid and feasible. Then, the ICC obtained moderate stability, it also categorize reliable. In terms of context and hypothetical learning trajectory (HLT) developed, the products should be revised to achieve meaningful learning.

Metacognitive, critical thinking and opinion expression are in high demand. This study aimed to investigate the effects of the blended project- based literacy that integrates school literacy movement strengthening character education (literasi berbasis proyek terintegrasi GLS dan PPK: Li-Pro-GP) learning model on students' metacognitive skills, critical thinking, and opinion expression. A post-test experimental design was used to answer the research question. The study was conducted from August to October 2021 at Government Junior High School 23 Malang. Seventh-grade students were selected as research participants. The participants included 30 students from class VII-2. The research instrument was five essay questions to measure critical thinking skills. Material and assessment experts validated the essay questions developed by the researcher. The items that were declared valid were tested for validity. The result showed five valid items with high reliability of .670. Metacognitive skills were measured using the Metacognition Awareness Instrument (MAI), which consists of 40 items. The questions declared valid were tested for validity with a very high reliability of .953 for 37 items, and only three items were invalid. The ability to express an opinion was measured with an observation questionnaire validated by experts with a valid instrument score. Data analysis was performed by path analysis using the SmartPLS software. The results showed that the Li-Pro-GP blended learning model significantly strengthened students' metacognitive skills, critical thinking, and opinion formation.

Scientific literacy is a critical competency for people to take an essential role in science, technology, and social advancement. It is important to note that this competence is still a problem for most students worldwide. Therefore, this study analysed students' scientific literacy differences between a project-based learning flipped classroom (PjBL-FC) and a project-based learning (PjBL) class assisted by learning resources in wetlands environments. This quasi-experimental study used a non-equivalent control group design involving Class X Senior High School as the sample. The data were inferentially analysed by t-test. The results showed that the scientific literacy of students in the class that applied the PjBL-FC was better than those who applied only PjBL. Furthermore, all the indicators reach the high to very high category except the ability to propose a hypothesis, which is in the medium category. It was concluded that flipped classroom makes the PjBL take place more efficiently and effectively. Further studies can be carried out to determine how students use the learning materials, how teachers design the PjBL strategy in an online platform, their effect on scientific literacy, and how to combine PjBL with other approaches.

The purpose of this study was to explore the factor structure of a measurement and to evaluate its internal reliability. Overall, 525 math-majoring elementary school teachers volunteered to participate in this study by answering online survey questions via Google Form. These samples were randomly partitioned into 262 participants for exploratory factor analysis (EFA) and 263 observations for confirmatory factor analysis (CFA). The EFA tended to largely prefer a four-factor solution, which was proven to explain over 68% of the variation in the data. Awareness, effectiveness, engagement, and opportunity were the provisional labels for these hidden variables. The CFA results verified and validated the four-factor model, with all test measures exceeding the specified thresholds, suggesting an acceptable and excellent fit. The results of this study, on the one hand, provide four key areas for realistic math teachers, educators, and policymakers to discuss as opposed to examining individual indicators, and on the other hand, they serve as a foundation for interested researchers to conduct additional analyses, such as multivariate linear regression or complement for cluster analysis.

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.

Teachers play an important role in helping students improve their learning and achieve the intended curriculum outcomes. Therefore, it is essential to look at teachers’ knowledge, understanding, and perceptions of any educational innovation. The present study aims to examine knowledge, understanding and perceptions of Rwandan science teachers with respect to the competence-based curriculum (CBC) introduced in 2015. The 2015 curriculum framework included features like the rationale for its adoption, the concept of competence, different competences to be developed by learners upon CBC implementation, principles guiding CBC implementation, and cross-cutting issues to be addressed by CBC implementation. This research is a multiple case study that adopted a qualitative approach with interpretivism paradigm. Twelve science teachers from three secondary schools, selected based on their differing teaching experience, participated in the study. Data were collected through semi-structured face-to-face interviews. The data were transcribed and qualitatively analyzed using content analysis. The findings revealed some satisfactory knowledge, understanding and perceptions of science teachers. Further, knowledge and understanding gaps as well as negative perceptions of CBC were identified. Towards the effective and efficient implementation of the CBC, this research suggests appropriate training and establishment of the school community of practices for improving teachers’ experience of the CBC.

Several reforms have been introduced to help enhance Vietnamese people’s English competencies. However, research on what reforms Vietnamese teachers support or resist is limited. Also, the impact of teachers’ demographic information on their responses to reforms is underrepresented. This mixed-methods study used a questionnaire, responded by 102 English as a foreign language (EFL) teachers, and six semi-structured interviews to address the gap. The results revealed that the teachers supported the reforms in their teaching context. They preferred using their self-developed or self-adapted materials to using required materials. On the other hand, using the VSTEP framework for designing tests was not supported. Teachers’ demographic information, especially educational qualification, significantly differed one’s responses to reforms from those of another. Some practical implications were discussed at the end of this paper. Also, some recommendations were presented to be considered for further studies.

This qualitative study is part of a feasibility study conducted by State University of Malang (SUM), Indonesia, to determine stakeholder needs for a study program specializing in managing bilingual education. The study participants included one SUM lecturer who held a managerial position in the division of SUM laboratory schools and twelve teachers/leaders of bilingual schools in some cities in East Java and South Sulawesi. Data were collected using an online questionnaire and in-depth interviews with two selected participants. The results indicate issues related to teachers' English competencies, materials development, and integrating an internationally-oriented curriculum into the national curriculum. Teachers' low English competencies prevented them from conducting teaching and learning bilingually and developing instructional materials in appropriate English. In addition, the combination of national and international curricula was identified as the biggest challenge for bilingual schools. The teachers/leaders were never trained to manage the bilingual program. They learned based on their experiences, and it took years to figure out how to manage bilingual programs successfully. Therefore, the establishment of a new program of study is needed.

This study is qualitative with descriptive and aims to determine the process of generalizing the pattern image of high performance students based on the action, process, object, and schema (APOS) theory. The participants in this study were high performance eighth-grade Indonesian junior high school. Assignments and examinations to gauge mathematical aptitude and interviews were used to collect data for the study. The stages of qualitative analysis include data reduction, data presentation, and generating conclusions. This study showed that when given a sequence using a pattern drawing, the subjects used a number sequence pattern to calculate the value of the next term. Students in the action stage interiorize and coordinate by collecting prints from each sequence of numbers in the process stage. After that, they do a reversal so that at the object stage, students do encapsulation, then decapsulate by evaluating the patterns observed and validating the number series patterns they find. Students explain the generalization quality of number sequence patterns at the schema stage by connecting activities, processes, and objects from one concept to actions, processes, and things from other ideas. In addition, students carry out thematization at the schematic stage by connecting existing pattern drawing concepts with general sequences. From these results, it is recommended to improve the problem-solving skill in mathematical pattern problems based on problem-solving by high performance students', such as worksheets for students.

This study aims to investigate lecturers' needs for academic writing learning materials and determine their prototypes. This study is qualitative research in the form of an exploratory case study. The research instruments were semi-open-ended questionnaires and unstructured and open-ended interview guides. The data were analyzed using content analysis. The results show that the developed learning material for academic writing skills contains seven needs for lecturers in the Department of Indonesian Language and Literature. Four of them have not been found by previous researchers. The results from this study provide new knowledge and contribution to the literature about the need to prototype the learning materials. The lecturers or other researchers can use these seven needs in prototyping learning materials for academic writing skills, such as the needs of learning materials, their forms, presentation system, language use, evaluation form, main menu design, and the way of creating learning materials.

Numerous events occur in students' educational trajectories that are linked to school success. Some of these events are related to school-related factors. Moreover, these factors alter the quality of students' engagement, generating the risk of dropping out of school. The objective of this research has been to explore, compare and understand the different events that occur in the school trajectories of at-risk youths that are related to the existing dynamics in schools. In order to achieve this objective, a narrative research based on the life stories approach was developed. For the reconstruction of the stories, the technique of in-depth interviews and mixed data analysis was used, by means of different analysis techniques. The main conclusions reached after the research have been highly relevant for studies on educational trajectories of at-risk youth. The different factors associated with schools affect the trajectory and involvement of students. There are certain dynamics that have a greater presence in some stages or others, however, all of them can positively or negatively affect the quality of student engagement. Finally, it is shown that the key lies in the way in which the different dynamics of schools develop, i.e., how the dynamics associated with certain factors develop.

The actions, processes, objects, and schemas (APOS) theory is a constructivist learning theory created by Dubinsky based on Piaget's epistemology and used to teach math worldwide. Especially the application of APOS theory to the curriculum of a mathematics class helps students better understand the concepts being taught, which in turn contributes to the formation and development of mathematical competencies. With the aid of the APOS theory and the activity, classroom discussion, and exercise (ACE) learning cycle, this study sought to ascertain the effect of teaching derivatives in Vietnamese high schools. In this quasi-experimental study at a high school in Vietnam, there were 78 grade 11 students (40 in the experimental and 38 in the control classes). As opposed to the control class, which received traditional instruction, the experimental class's students were taught using the ACE learning cycle based on the APOS theory. The data was collected based on the pre-test, the post-test results and a survey of students' opinions. Also, the data that was gathered, both qualitatively and quantitatively, was examined using IBM SPSS Statistics (Version 26) predictive analytics software. The results showed that students in the experimental class who participated in learning activities based on the APOS theory improved their academic performance and attitudes. Additionally, it promoted the students' abilities to find solutions to problems about derivatives.