The purpose of this study is to examine the fears of children who are 6-10 years old via drawings. In this study, phenomenology research design which is among qualitative research methods was used. The study group of the study consisted of 314 children aged between 6 and 10 years in three primary schools in Kirsehir city center in 2017-2018 academic year. The data obtained from the participants were analyzed by using the content analysis method. As a result of the research, the drawings were collected under 6 categories according to their similar characteristics .When the drawings obtained from the children were classified, it was seen that the most fear is related to the category of animals, while the least fear is related to the drawings of the category of fears related to medical. In addition, children preferred to use black, red, blue, yellow and green colors in their fear themed drawings.

Conflicts are an inevitable phenomenon within organizations. The organization of interest in this study is the elementary school and the conflicts that may emerge into its context. There are many types of conflicts and their consequences vary; there are positive consequences, but also negatives ones. When teachers are to express their opinions on conflicts, they think that conflicts happen often enough, and they recognize both their negative and positive effects. The present study examined teachers’ perceptions on the frequency of certain types of school conflicts and their consequences. The researchers asked teachers working in public elementary schools in Achaia Prefecture, Greece. Personal characteristics of the study’s participants such as age, gender, years in service and teaching specialization were also taken into consideration. It was found that a small percentage of teachers believed that conflicts happen very often. In general, teachers thought that negative consequences are more frequent than positive ones, even though, they recognized the beneficial aspect of conflicts. Lastly, the teachers’ groups that were formed based on participants’ characteristics showed significant differences. Study’s limitations along with suggestions for future research are also discussed.

This study was conducted to analyze (a) the suitability of National Examination (UN) and national-based school examination (USBN) implementation, which has been running on the current guidelines and efforts to improve students’ achievements, (b) the final examination system that is relevant in measuring student competency achievement based on graduate competence standard. It employed descriptive quantitative evaluation by using CIPP (context, input, process of implementation and product) evaluation model. Participants included the head of the Education and Culture Department, Ministry of Religion, Principals / Madrasas, teachers, and students. To collect the data, questionnaires, interviews, focus group discussions, and documentaries were undertaken. Additionally, the data analysis technique used quantitative and qualitative descriptive statistics. The findings indicate that (1) implementation of the UN and USBN, which has been ongoing, is in accordance with the standard operating procedure (SOP) that has been established by the board of national education standard (BNSP), (2) implementation of UN and USBN can be used to improve performance (3) the final examination system that is able to measure achievement of graduates' competency on certain subjects nationally by referring to the Graduate Competency Standard is computer-based national examination (UNBK). The concluding remarks are an attempt to contribute to the growth of future research in the field of UN and USBN implementation in Indonesia.

The objective of this research is to describe the practice of mindful leadership at the IABS - Plum Village Buddhist Monastery Upper Hamlet, France, looking at the abbot's pattern and role in developing and managing the Institute of Advanced Buddhist Studies and the monastery. This research uses the approach of qualitative research with the method of a single case study. The research data collection uses the techniques of observation, interview, and documentation study. The research procedure used in this research consists of several research steps utilizing the case study method of Robert K. Yin: research planning, research design, research preparation, research data collection, research data analysis, and doing the research report. The research analysis is done by pattern matching. The data validity testing through data source triangulation and technique triangulation. The result of this research shows that mindful leadership can develop the ability to develop compassion and attention without judgment. The study shows that a leader has compassion towards global issues and can accept with openness. A leader who practices mindfulness for a long time can direct towards openness of one’s self to others. The leader can lead with compassion and care and also understand hi members well. The ability to develop this compassion shows the ability to listen without judgment, not blame, and not discriminate.

The amount of empirical research conducted in the area of differentiated instruction (DI) is overwhelming, necessitating this bibliometric analysis in order to produce an overview of literature on the topic. The objective of this study is to identify the characteristics of the most-cited educational research published on the topic of DI using science mapping and multi-dimensional bibliometric analysis methods. To answer the research questions which were related to: i) publication, ii) authorship, iii) authors’ keywords, and iv) journals, a total of 100 articles published between 1990 and 2018, generated from SCOPUS, were analysed. The results showed that the most-cited articles and the number of publications were highest between 1995 and 2011. With a total of 545 citations “A Time for Telling”, published in the Journal of Cognition and Instruction (1998), was the most cited. The most significant keywords were: a) differentiated instruction, b) differentiation, c) curriculum, d) mathematics, and e) reading. The analysis showed that there were 283 authors who contributed to the 100 articles, and amongst them Carol McDonald Connor was the greatest contributor. It was also revealed that the great majority of the most-cited publications were from Q1-ranked journals. These findings inform scholarly efforts adopted in developing a diverse knowledge base in the field. The findings are important to scholars as they provide an overview of the progress of research on the topic of DI.

This study aims at exploring the problem of the readiness and competence of new teachers to teach in primary schools. This study specifically focuses on identifying the readiness of new teachers to conduct teaching professionally, and analyzing their competence in conducting teaching. This study employs a mixed-method research design with data collected from two different approaches: a qualitative approach by conducting interviews and observation, and a quantitative approach by conducting a survey. The data were collected from lecturers, graduate teachers working as teachers, graduate teachers working not as teachers, and users of graduate teachers. The results of data collection and analysis were made into several themes. The results showed that the majority of graduates were ready to join the workforce as professional teachers with the risk that they had to accept the lack of welfare and legitimacy as unprofessional teachers because they had to attend further professional education programs. The education provided by the lecturers during their study in their institution in the aspects of knowledge and skills in the field of study and pedagogy became the foundation for new teachers in starting their careers as professional teachers in schools. A good educational process had produced teachers who have competencies with good categories in various aspects.

After more than two decades of the Salamanca Statement, discrimination and marginalization still exist. There is a need to implement inclusion to promote educational accessibility, quality, and equity for all to combat exclusion. As a result, inclusion challenged educational systems, especially teachers who are its primary implementers. Understanding the significant role of teachers in the parlance of the inclusive agenda is an essential area of inquiry; however, relatively less is known about it. This paper addresses the chasm by looking more profoundly into the teachers’ skills and dispositions about inclusion. Through a cross-sectional survey, this paper examined and compared the Filipino and Thai in-service teachers’ efficacy and attitudes about inclusion and its association with their intentions for inclusive practices. Data revealed that Filipino teachers have a generally higher level of positive attitudes, efficacy, and intentions for inclusive practices than their Thai counterparts. Also, there is a significant and positive correlation between the respondents’ attitudes, efficacy, and intentions for inclusive practices. Considering the historical and cultural contexts, the results of the study construed a deeper understanding of the teachers’ inclusive practices. Insights gathered from the study are instrumental in the examination and understanding of the teachers’ role in the inclusive agenda.

The purpose of this research is to analyze the achievement of the results, progress, and obstacles encountered during the two years of the commencement of the principals’ partnership program in Indonesia. The scope of the Principal's Partnership program comprises three main components, such as curriculum management, academic supervision, and management of the school ecosystem. Data were analyzed using survey methods. Sampling data were taken from 106 impacted schools, using the percentage results of action plan reports in 15 indicators from the three main components program's implementation. The findings indicate that the principal partnership program activities, in general, have been well implemented and according to the percentage target of the principal's partnership program with a national increase in achievement of the Curriculum Management component from 61% to 69%, academic supervision from 61% to 71% and management of the school ecosystem from 48% to 56%. The percentage increase also occurs when instrument data is processed per indicator in components. The findings imply that the partnership program has a significant impact on equity growth in remote areas.

The study aims to investigate the evaluation model of professional leadership and the characteristics of successful principals at an Indonesian secondary school. It is to further realize the effective learning and to produce instruments that meet the validity and reliability tests. It also aims to discover the correlation and the significance of the independent variables on the dependent variables, and the percentage of influence on the indicators in shaping the model of principals’ leadership. Quantitative data were obtained by distributing questionnaires to 100 students. The number of respondents was determined using a simple random sampling technique. The research findings showed that there was a significant correlation among the principals’ leadership, characters, and effective learning. It indicated that leadership evaluation influenced the school leadership and the principals’ characters on effective learning. The results of the measurement on formative relationships showed that the indicators of behaviour and actions of school principals who manage the teachers to conduct learning activity seriously in the classroom became a determining factor in shaping the effective learning paradigm in secondary schools.

This study examined the perspectives of teachers of immigrant youth in a high performing school, Gymnasium Baden (a pseudonym), in the southern region of Germany. Academic success in the region has been traditionally designated for ethnic Germans and non-natives who suppress their culture and assimilate into normative German culture. The consequences of failed intercultural education in Europe have prompted increased demands to consider diversity in teacher training and to provide more equitable opportunities for immigrants. In a broader context of limited access and opportunity to higher education among immigrants, this study documented the voices of teachers of high performing immigrant youth. The perspectives of culturally responsive teachers were documented through interviews, within a broader conservative region that has experienced dilemmas of integrating immigrants into school and society. An examination of interview transcripts and ethnographic field notes of student interactions revealed teachers who were overwhelmingly supportive and responsive to immigrant youth.

In the present study, perceptions of Turkish school administrators and teachers towards Syrian refugee children were examined through metaphors. 71 school administrators and 242 teachers from 27 different provinces of Turkey participated in the study. As a result of the study, the metaphors produced by school administrators were grouped into four categories: “child with cultural adaptation and belonging problems”, “fragile and needy child”, “child who is no different from other children” and “problematic child”. The metaphors produced by teachers were grouped into six categories: “child with cultural adaptation and belonging problems”, “child who is no different from other children”, “fragile and needy child”, “problematic child”, “child who can reveal her/his potential with interest” and “compatible child”. Participants' perceptions of refugee children were not related to gender but there was a significant relationship between professional seniority and the number of refugee children at school. Although school administrators and teachers have positive perceptions about refugee children, their negative perceptions are largely due to the lack of professional experience and the high number of students at school. Providing vocational support to teachers and administrators, planning the number of students in schools, and providing resources to schools will improve positive perceptions about refugee children.

The paper aims to know the influence of entrepreneurial leadership on the students' entrepreneurial intentions as well as its impact on teacherpreneurship. The design employed was quantitative with the ex post facto method using Partial Least Square Structural Equation Modelling (PLS-SEM) to test the hypothesis. The samples were taken using a stratified random sampling technique, obtaining 70 teachers and 285 students as the respondents. The data were gathered through a questionnaire, which has been tested for validity and reliability. The validity and reliability tests of each variable show the Cronbach's Alpha value, and the Composite Reliability is higher than 0.6 (the minimum standard), while the average variance extracted (AVE) value is higher than 0.50 (the minimum standard for validity). The hypothesis tested using the path coefficient is accepted if the t-statistic is above 1.96 and p-value less than 0.05.The results of the path coefficient and indirect effect are above 1.96 and below 0.05 for the t-statistic and p-value, respectively. Therefore, the three hypotheses are accepted. First, entrepreneurial leadership has a positive and direct significant influence on teacherpreneur, with a t-statistic value of 18.057 and a p-value 0.000. Second, similarly, the teacherpreneur positively and significantly influences students' entrepreneurial intentions, with a t-statistic value of 3.558 and a p-value 0.000. Third, entrepreneurial leadership has an indirect influence on entrepreneurial intentions, mediated by teacherpreneur. In other words, teacherpreneur mediated the influence of entrepreneurial leadership on entrepreneurial intentions, with a t-statistic value of 3.282 and p-value 0.0001. The findings recommend the importance of entrepreneurial leadership and teacherpreneur in establishing the students' entrepreneurial intentions.

This quantitative research aims to analyze the effects of the principal's decision-making, organizational commitment and school climate on teacher performance in vocational high school. The research sample was 160 vocational school teachers in North Minahasa Regency with simple random sampling method. The data were collected using a Likert scale questionnaire 25 with statements. The data analysis was performed using simple linear regression and multiple linear regression. The results showed that the principal's decision-making, organizational commitment and school climate had a positive and significant effect on the performance of vocational school teachers, both partially and simultaneously. The results of this research can be an important reference for educational administrators at vocational high school level to design school strategies and policies that can encourage increased teacher performance to achieve better school productivity.

This study examined the influence of personal factors, school factors and practices performed on job stress and satisfaction. Quantitative research design and purposive sampling method were employed to sample school heads from senior high schools. Data was collected using a self-reported survey questionnaire and was analysed using exploratory, confirmatory and regression analysis to explore the relationships. In the results a high proportion of school heads are satisfied but feel stressed about their job and age, type of school, experience, position and practices performed, had a varied influence on job stress and job satisfaction. The authors advised on building the capacity of school heads in improving their health and performance.

A positive learning environment can be achieved if all the school members follow the principal's learning process. The paper aims to study and analyze the principal's implementation of innovation and entrepreneurial leadership in creating a learning environment. The research is conducted qualitatively through a case study. The research subjects were determined using purposive sampling, while the data were collected through interviews, observation, and documentation study. The data were then analyzed descriptively qualitatively using the Atlas.ti software. The results show that the principal has implemented the entrepreneurial leadership employing two main principles to create a learning environment. First, the principal regulates organizational growth through optimization, communication, motivation, monitoring, controlling, role model, and empowerment. The principal makes some innovation through several steps: vision building, staff development, and restructuring. This kind of leadership can create a comfortable and fun learning environment. As a result, all school members can follow the learning process and create innovative products, as well as making some progress in academic and non-academic achievements. The research findings imply a recommendation for the school's program in that a principal's entrepreneurial and innovative leadership is one of the critical factors in learning.

Teachers in the constitution in Indonesia are professionals who must meet pedagogical, social, personal, and professional competencies. This qualitative research with a phenomenological approach aims to explore the experiences of the teacher professional education program (PPG) participants in gaining soft skills. The research data were collected through in-depth interviews conducted on fifteen PPG participants consisting of seven females and eight males. The fifteen participants attended PPG in five universities spread out from universities in Central Java, West Java, Yogyakarta Special Region, and Jakarta Special Capital Region. The sampling technique used was purposive sampling. Data analysis was carried out through the horizontalization, texturally, structurally, and essential descriptions stages. The results of this research found that PPG participants received soft skills learning in hidden curriculum patterns so that each participant had an initial understanding and how to get various soft skill understandings. Soft skills obtained by participants during the PPG implementation are self-confidence, collaboration, hard work, respect for culture, patience, wisdom, maturity, mental resilience, humility, responsibility, creative thinking, positive thinking, cooperation, humility, respect for others, and tolerance. This research recommends that soft skills learning at PPG be implemented with a structured curriculum so that participants have better abilities as teachers.

This research aimed to analyze the levels of agreement between kindergarten teachers and principals in identifying the assessment of teachers’ teaching competencies and performance. The study was designed under a quantitative approach using a survey. It implemented a non-probability sampling technique with purposive sampling. The sample of the population comprised of 173 kindergarten teachers and 101 principals in Semarang District, Indonesia, or a total of 274 respondents. The data were collected through a questionnaire and analyzed using Cohen’s Kappa coefficient to measure the levels of agreement between raters and Pearson Chi-Square test was also utilized to determine the differences in perceptions among principals and teachers. The findings showed that the levels of agreement between raters were averagely in the no agreement category, implying the existence of differences in perceptions among teachers and principals. The involvement of a multi-rater strategy in such research is a rare effort, especially for the Early Childhood Education (ECE) level in Indonesia. Researches regarding teaching competencies and performance generally only involve single rater, either teachers or principals who judge themselves on their competencies and performance, thus the results tend to be subjective. In conclusion, the assessment of teaching competencies with the relation of cognitive abilities was conducted through a test that considered subjective questions and case analysis to evaluate the teachers’ skills based on their performance and self-description. Both personal and social assessments utilized self-assessment forms or autobiographies, which were completed with specific themes. Meanwhile, the performance assessment was observed with the assessment rubric and comparison with the learning process performed by an individual educator.

This study aims to analyze the implementation of holistic education and determining its supporting and hindering factors at a boarding high school in Malang, Indonesia. The method of this research is qualitative descriptive with a case study approach in the State Senior High School 10 Malang, Indonesia. The data collection technique was done through interviews and observations. The data analysis employed data reduction, data presentation, and conclusions making. The results showed that holistic education in the State Senior High School 10 Malang included the academic, leadership program, extracurricular, youth entrepreneurship, and environment caring programs. The supporting factors of the holistic education were curriculum, professional teachers, principal leadership, learning process, facilities and infrastructure, school management, three educational centers, and school culture. Meanwhile, the inhibiting factors included the low number of boarding teachers and the high operational costs. The results suggest that all schools should provide equal access to qualified education services to the whole nation through holistic education programs to produce intelligent and competitive students.

The current study aimed to identify the level of self-regulation and social intelligence among students of the College of Education at Prince Sattam University in Wadi Al-Dawasir, and to reveal the relationship between self-regulation and social intelligence, as well as the possibility of predicting social intelligence through self-regulation. A sample consisting of (204) female students at the College of Education, Prince Sattam bin Abdulaziz University in Wadi Ad-Dawasir participated in this study. The measurement instruments included two researcher-made scales of self-regulation and social intelligence, and the SPSS program was used for statistical treatments. Results revealed that female students of the College of Education in Wadi Ad-Dawasir, Prince Sattam University, have a high level of self-regulation as well as social intelligence, and that there is a statistically significant positive correlation between the scores of self-regulation and social intelligence among the study sample. In addition, it was found that social intelligence can be predicted through self-regulation. It is possible to benefit from the results of this study in directing university planning officials to the importance of transforming the self-regulation and social intelligence of students into a culture and systematic practice through courses, symposiums and workshops, or integrating them into academic courses.

The primary purpose of this research was to determine the effect of principal instructional leadership behavior on several determinants: organizational commitment, efficacy, and teacher satisfaction through school health. Five instruments that had been used are the principal instructional management rating scale (PIMRS); organizational health inventory for elementary schools (OHI-E); online course questionnaire (OCQ); teacher satisfaction scale (TSS); teacher efficacy scale (TES). All of these instruments had high validity and reliability; with Cronbach’s alpha values of each was PIMRS (.83), OHI-E (.81), OCQ (.80), TSS (.86), and TES (.79). A total of 350 public primary school teachers in Surakarta had been selected as respondents in this study with satisfied random sampling. AMOS software version 6.0 is used to analyze CFA and SEM. The results of SEM analysis to the structural model built by the researcher was good, with Probability = .001; RMSEA = .043; GFI = .941; AGFI = .907; CMIN/DF = 1.522), so the relationship between the variables in the constructs was interpreted; (1) The Principal instructional leadership behavior had a significant direct influence on the school health, (2) The school health parameter had a significant direct influence on organizational commitment, efficacy, and teacher satisfaction, (3) The principal instructional leadership behavior did not have a significant direct effect on organizational commitment, efficacy, and teacher satisfaction through the variables and school health.