The main aim of the present study is to investigate the emotional intelligence of faculty members based on their career stage and gender. In the study, a mixed method was employed to determine the emotional intelligence of faculty members and to reach generalizable findings. The convenience sampling method was used in the quantitative study, while the quota sampling method was used in the qualitative section. The quantitative section sample included faculty members in various stages in their careers. In the qualitative dimension, the sample included faculty members who participated in the quantitative application. The quantitative study findings demonstrated that there were significant differences between the emotional intelligence competencies of female and male faculty members in the workplace based on the empathy and self-awareness dimensions. The qualitative study findings revealed that there were differences between the emotional intelligence dimensions, especially based on the career stage and gender. Recommendations are presented based on the study findings.

Academic optimism has an essential role in the adjustment of students in school. This study aimed to examine a model of academic optimism formed from democratic parenting, school climate, internal locus of control, and students’ self-concept. This a cross-sectional non-experimental design research design involved 335 Junior High School students in Kediri. The data collection tool was a scale while the data analysis technique was Structural Equation Modeling (SEM) analysis. The results showed that the theoretical model for developing academic optimism in Junior High School students was in line with the research data and obtained empirical support (X2 = 246.056 < 255.6018; p = 0.110 > 0.05), so this model is feasible and can be used in samples that have been studied. In general, this study adds knowledge about positive psychology studies and supports democratic parenting, school climate, self-concept, and internal locus of control as ultimate factors for creating students’ academic optimism.

Teacher professional development (TPD) is an important component of enhancing student learning and school education quality. Vietnamese Ministry of Education and Training is reforming education, including curricula, teaching methods, and textbooks. Many requirements have to been done to effectively implement the reform, and TPD is considered a significant contribution. Using data from an in-depth interview with the principal, teacher questionnaires, and school policy-related documents, this qualitative case-study research in a selected high school for gifted students in Central Vietnam aimed to find out how TPD had been implemented in response to education reforms in Vietnamese high schools. TPD was widely perceived and respected by the principal and teachers in this case study, and these positive perspectives were transferred into practice with numerous effectively employed TPD strategies at this high school for students’ enhanced learning and achievements.

This article contributes to the evidence base on the significance of context in enacting social justice leadership. It draws on data from the International School Leadership Development Network of 20+ countries who adopted a common qualitative approach involving interviews with principals identified as being social justice leaders. The article focuses on four case studies of Irish principals in varying primary elementary school contexts. Findings reveal local contextual features significantly impacted principals' perceptions, actions, and self-efficacy as social justice leaders. While the actions and motivation of the principals is similar, two of the principals, working in school contexts where the values and norms are not consonant with broader society, appear to lack confidence in their practice of social justice leadership. This article extends the existing evidence base by arguing for enhanced critical consciousness of all stakeholders related to the personal, institutional and community contexts in schools. It recommends a more flexible and iterative process of policy development to facilitate a more nuanced understanding of the cultural and ideological struggles in schools. Finally, it calls for governments and policy makers to take responsibility for and support disadvantaged communities as education alone cannot solve the issue of inequity.

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

The purpose of this paper is to explore if the learning of biographical writing contributes to the positive views and attitudes towards others of different groups. The paper used the Research and Development approach by designing and implementing a learning model of biographical writing. The subjects of this study were 200 seventh-grade students having different ethnic and religious backgrounds from nine junior high schools. The data-collecting method was pretest-posttest. The results of the study demonstrated that the average scores of the aspects of student empathy, student positive attitudes towards ethnic differences, and student positive attitudes towards religious differences increased in all the schools investigated. The increase of average score in the aspect of student empathy, positive attitudes towards ethnic differences, and positive attitudes towards religious differences could be classified into three categories: high, medium, and low. Most of the schools under study experienced medium and low increases of average score in all aspects.

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

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

This review explores research into the effects of collaborative learning interventions on critical thinking, creative thinking, and metacognitive skill ability on biological learning. The search was conducted from 2000 to 2021. We found 36 critical thinking studies, 18 creative thinking studies, and 14 metacognitive skill studies that met the criteria. The results showed that collaborative learning influences large categories (ES=4.23) on critical thinking, influences large categories (ES= 7.84) on creative thinking, and influences large categories (ES= 8.70) on metacognitive skill. The study's findings show that collaborative learning interventions have the highest impact on metacognitive abilities. Based on these findings, we provide insights for education research and practitioners on collaborative learning interventions that seem to benefit the empowerment of high levels of thinking at various levels of education to be combined with various other interventions in the future. The type of intervention, level of education, materials used, and study quality criteria were included in the study.

This paper analyzes the key determinants of the quality of preschool education in Bosnia and Herzegovina. Based on the analysis of recent data, the paper indicates the status and development trends in this regard in the last decade. Although preschool education in Bosnia and Herzegovina has a long tradition, it is facing a number of challenges, mostly arising from the arrangement of the state system and post-war transition processes which have significantly impoverished this level of education. Therefore, the main goal of this paper is to point out the recent public policy efforts made in the attempt to ensure the quality of preschool education in Bosnia and Herzegovina, as well as the effects that are being achieved in this regard. Since quality can be approached from the aspects of structure and process, the elementary structural and process dimensions of preschool education will be taken as units of this analysis. Conceptualizing the results of this analysis, the status and quality of preschool education in Bosnia and Herzegovina will be positioned through an orientation towards the European framework for the quality and development trends of preschool education in Europe.

COVID-19 pandemic forces training for principals to be conducted online. This study aims to evaluate the context, input, process, response, study, behavior, and outcome to determine the effectiveness and make recommendations for training. The approach used in this study was a mixed method with a concurrent embedded design and a qualitative method as the main method. The subjects of this study were the principals, committees, and instructors. Data were collected through interviews, observations, and questionnaires and analyzed using Miles and Huberman's model, descriptive analysis, and a t-test. The results show that e-training is effective in context, input, and process. Response, learning, and attitude assessments prove that knowledge, skills, and attitude have improved. Participants will be able to implement the experience gained and impact school quality improvement. This study contributes to the combination of the two evaluation models proven to produce a complete result. The study for the e-training recommends needed assessment before the training, the activity before the training to acquire the skills in using the learning management system, and the monitoring and evaluation after the training.

The present research aimed to test an Amharic version of the multi-dimensional Work Task Motivation Scale for Teachers (WTMST), which measures the five pillars of university instructors’ motivation toward teaching and student evaluation tasks based on self-determination theory (SDT). Therefore, the WTMST offers the first instrument to measure all five motivational elements, and today it is one of the most applicable instruments to assess teachers’ motivation. An Amharic version of the WTMST for teaching and student evaluation tasks was adopted and assessed in large-scale data (N=1,117). Our findings demonstrate excellent reliability and construct validity (convergent, discriminant, divergent and factorial). Besides, the results of the model comparisons provided that out of the four theoretically competing models (single-order factor, correlated factor, higher-order factor and bi-factor models), the bi-factor model was the most-fitted one used for measurement invariance across various groups. Results also suggest that the factor structure of the WTMST for both teaching and student evaluation tasks demonstrate consistency across gender (men, women), university types (research, applied, and general university), age and experience in teaching. Therefore, the WTMST for teaching and student evaluation tasks may be valid in Ethiopian higher education settings.

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.

Successful teaching requires teachers' reflections and metacognitive awareness. However, few studies have investigated the impacts of reflections on teachers' metacognitive awareness in teaching. This study aimed to examine whether or not reflections can empower Indonesian pre-service English teachers' metacognitive awareness in teaching. Mixed-methods research was conducted to collect quantitative and qualitative data from 36 pre-service English teachers (PSETs) in two micro-teaching classes at the Undergraduate Program, Sanata Dharma University, Yogyakarta, Indonesia. Quantitative data from the pre-semester and post-semester were analyzed descriptively and statistically. Qualitative data from reflections and focus group discussions (FGD) focused on determining key issues related to PSETs' metacognitive awareness in teaching. Data analyses revealed that Indonesian PSETs' perceived metacognitive awareness in teaching increased post-semester. They also admitted the positive contributions of reflections in enhancing their metacognitive awareness in teaching. The increase was primarily attributable to the implementation of explicit reflections of the elements of metacognitive awareness in teaching. This research provides recommendations for teachers, lecturers, and future researchers.

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.

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.

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.

Professional learning communities (PLCs) are important for improving student achievement and school development. According to PLC research, teachers' knowledge and practice in teaching are significantly improved by various PLC forms and favorable working environments. This qualitative research was conducted to find out what forms of PLCs were popular and what challenges were facing three primary schools in a province in Vietnam. The study utilizes a multiple-site case study design relating to PLCs in those schools with the data from interviews with the principals, group leaders and teachers, observations of PLC activities and related policy documents. The two forms of PLCs were identified in this research, including professional groups and groups of core teachers. Besides, four challenges facing PLCS implementation in those schools included the old habit of professional learning in PLCs, structural conditions of schedules and facilities, economic conditions of teachers and motivation for reforms. The study provides recommendations based on the findings for PLC research and practice within and beyond the Vietnamese context.

The greatest impact of the COVID-19 pandemic on Indonesian education was the decline in teacher performance. In light of this information, this study analyzes the role of supervision, salary and benefits, school climate, training and development, and perceived organizational support in moderating the impact of competence on teacher performance during the COVID-19 pandemic. This study also compares the relationships between employed government and private teachers. Data were collected through questionnaires to teachers with a sample of 166 government teachers and 175 private teachers in primary and secondary schools through a Google form and analyzed using moderated Structural Equation Modeling-Partial Least Square (SEM-PLS), multigroup, and multilevel analysis. The results showed that salary and benefits, training, and development did not affect the performance of public school teachers. In contrast, only salary and benefits did not affect teacher performance for private teachers. Moreover, only supervision significantly moderated the effect of competence on the performance of public school teachers. However, supervision, salary, benefits, school climate, training and development, and perceived organizational support did not affect private teachers' performance. The Ministry of Education or the Foundation needs to review and improve the mechanisms of training and development, supervision, and school organizational climate to promote optimal teacher performance during the pandemic.