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.

The government has imposed social restrictions during the COVID-19 pandemic, affecting the education sector, including the early childhood school. Distance education offers different methods from the conventional methods, as the students are expected to gain the same skills, including critical thinking skills. Therefore, teachers must provide distance learning innovations using relevant learning media, such as multimedia-based learning. This research aims to assess the efficacy of multimedia learning in early childhood distance learning. This research is a quantitative model with a quasi-experimental pretest and posttest design. The data collection technique utilized questionnaires given to 30 samples of early childhood children. The data were statistically analyzed using SPSS software. The results confirmed that multimedia-based learning for distance learning could develop critical thinking skills in early childhood children during the COVID-19 pandemic. The results of this study offer exploration of learning strategies to improve children’s critical thinking.

This research aims to determine second-year university students’ understanding in interpreting and representing fractions. A set of fraction tests was given to students through two direct learning interventions. An unstructured interview was used as an instrument to obtain explanations and confirmations from the purposive participants. A total of 112 student teachers of primary teacher education program at two private universities in Indonesia were involved in this research. A qualitative method with a holistic type case study design was used in this research. The results indicate that a significant percentage of the participants could not correctly interpret and represent fractions. In terms of interpretation, it is found how language could obscure the misunderstanding of fractions. Then, the idea of a fraction as part of a whole is the most widely used in giving meaning to a fraction compared to the other four interpretations, but with limited understanding. Regarding data representation, many participants failed to provide a meaningful illustration showing the improper fraction and mix number compared to the proper fraction. Improvement of fraction teaching at universities - particularly in primary teacher education programs - is needed so that students get the opportunity to develop and improve their knowledge profoundly. We discuss implications for teaching fractions.

In all years of the Program for International Student Assessment (PISA) in primary mathematics education, Finland ranked in the lower places (44-61) in the dispersion index (the difference in scores between the 95th percentile and the 5th percentile), while Israel ranked in the upper places (1-3) in the same index. In the last PISA test, Israel ranked first (among the 78 participating countries) in grade differences, while Finland ranked 61st. The score for dispersion in Israel is 356 points, the highest among the countries and economic entities of the Organization for Economic Cooperation and Development (OECD). Based on these results, this comparative study between Israel and Finland was conducted to investigate the most important sociological factor in the Pisa test that influences most student achievements in mathematics in Finland and Israel, as well as the reasons for the differences in achievement between mathematics scores. The results of this study show that the differences in achievement in Israel are due to students' socio-economic status and the sector. In contrast, Finland's first sociological factor influencing student performance is socio-economic status. Nevertheless, it has a more negligible influence than in Israel. The second factor is student motivation.

In the last decades, the notion of universal design for learning (UDL) has gained prominence in the Greek educational scene (former government plan in education, projects based on UDL). This educational philosophy is essentially a necessary inclusive practice given the new conditions, the extreme heterogeneity of the student population due to socio-political and economic factors, and the exceptional circumstances due to COVID-19 pandemic. The UDL aims to ensure access and equity in learning for all learners despite differentiating characteristics. With our study, we seek to investigate whether teachers in secondary and second chance schools (SCS) are ready to implement UDL, what their expectations are, what obstacles they face, and the results of implementation through their records in reflection journals, a practice that is fully consistent with the context of UDL.

COVID-19 and the expansion of distance learning pose new challenges to the educational system. Soft skills are imperative in this context, for children's effective and adaptive learning. The following study aims to discover teachers' representations by identifying their common conceptual framework of soft skills in primary school. Semi-structured interviews were conducted with teachers. The teachers' comments helped identify and define a framework of soft skills that would help children learn effectively. The results illustrate that the lack of practice of soft skills activities depends on the teachers' perceptions of the importance of their role in transmitting disciplinary knowledge. The study concluded that the lack of a clear and shared vision of soft skills influences the representations and practice of teachers.

In this study we modeled the environmental literacy of Vietnamese preschool teachers. 324 in-service preschool teachers from Ha Noi, Da Nang, and Ho Chi Minh, Vietnam contributed to the study via an online survey. Structural Equation Modeling (SEM) was used to test the hypotheses of the relationships between environmental knowledge (KN), environmental awareness (AS), decision attitude (DA), personal behavior (PB) and environmental teaching activities (ACT) of these teachers. The results showed that the level of environmental literacy of preschool teachers in Vietnam was moderate with mean score for AS, DA, PB, and ACT ranged from 3.18 to 4.32 on a 5-point Likert-type scale. The results also indicate that the preschool teacher’s KN had a positive impact on AS and DA; PB was influenced by AS, but not by KN or DA. In addition, a correlation analysis showed AS and PB had a positive impact on ACT, while DA had a negative influence on ACT. These findings imply that preschool teachers with certain desirable environmental literacy had more tendencies to implement ACT. Based on the findings, recommendations and implications are provided for policy makers, preschool teachers, and researchers in Vietnam and other countries.

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.

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.

This study explored the effects of collaborative writing strategies on students' writing skills and self-efficacy. The study used a mixed methods design combining quantitative and qualitative approaches. Several instruments were used in data collection, including questionnaires, writing tests, writing assessment rubrics, and semi-structured interviews. The participants were randomly divided into two groups: the experimental group and the control group, which comprised 62 students. Data from the questionnaire and writing tests were analyzed using one-way MANOVA and MANCOVA tests, while interview data were explored using thematic analysis techniques. Participants were randomly divided into two groups: the experimental group and the control group. The results showed that collaborative writing strategies could improve students' writing skills and self-efficacy. Moreover, the qualitative results showed that most students responded positively to using these strategies to improve their writing skills and self-efficacy.

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.

This study aims to identify students' styles of career choices. The second aim is to investigate what factors influence career choice style. The third aim is to determine whether all students of education programs want to become teachers one day. This research model is a relational model that uses multinomial logistic regression. The research population was Universitas Negeri Semarang (UNNES) students of education programs from five faculties in 2018. The number of people in the population was 4,531, and the participants were 220 students. The data analysis consisted of the multinomial logistic regression method. The results showed that the model met the requirements for use. Factors affecting career decisions are gathering information, locus of control, decision-making speed, and aspiration of an ideal career. Career choice has five styles: rational, intuitive, spontaneous, dependent, and avoidant. Accordingly, the spontaneous style is most commonly used by students. The other result shows that the factor that most influences students in choosing a style is pursuing an ideal career.

This study used the structural equation modeling (SEM) approach to test a model that hypothesized the influence of self-efficacy, self-control, emotion, and engagement on student academic performance. The structural equation modeling model was developed to link all the study variables with a literature review to describe the interrelationship. Data collected were from 413 college students in their second year. The results show that self-efficacy, self-control, emotion, and engagement predict student academic performance. And through emotion and student engagement, both self-efficacy and self-control predict student academic performance indirectly. Practically the measures used in this study give more information about the learning environment in higher education settings than those usually come from traditional practices faculty received in the classroom, such as student rating forms and feedback. The main findings of this study have some implications for higher education, theory development, measurement, and future research.

This study presented the effect of interactive mathematics (IM) software assisted-teaching on primary three learners' conceptual understanding and performance. The cognitive theory of multimedia learning (CTML) supported the quasi-experimental design of this study drawing on IM software features that fit a multimedia tool for effective learning. This study used a sample of 138 lower primary learners. Learners’ test scores and examples of their work provided data to be analyzed. Learners' conceptual understanding was measured using the percentage of learners who performed a particular item and analyzed using sample learners' work while the overall performance was measured using the mean class scores. From the data analysis, IM-assisted teaching influenced conceptual understanding and performance based on a .05 p-value, the effect size of significance, and learning gains. The analysis of learners’ workings revealed different errors in addition, subtraction, division, and multiplication, which were remarkably reduced in the post-test by IM-supported teaching. This evidenced conceptual understanding development by IM-supported teaching. The study suggested the integration of IM in the Rwandan Competence-Based curriculum and its use as an instructional tool in teaching and learning mathematics at the primary level. Besides, it was recommended that Rwanda Education Board support teachers in developing basic computer skills to effectively create and monitor a multimedia learning environment for effective learning. Furthermore, further similar research would improve the literature about interactive technologies in supporting quality mathematics delivery and outcomes.

This study aimed to evaluate the effect of online social support (OSS) on the psychological well-being (PWB) of caregivers of children with autism spectrum disorder (ASD). The role of gender as a moderator variable in the relationship between online social support and psychological well-being was also investigated. A quantitative research design was used to collect data from 154 caregivers of children with ASD in Indonesia using PWB and OSS questionnaires adapted into Bahasa Indonesia. Data were analyzed using SMART PLS 3.0. Online social support influences the psychological well-being of caregivers of children with ASD. At the dimension level, several OSS dimensions also affect PWB. The effect of online social support on psychological well-being is the same in both the male and female groups. This means that male and female groups benefit equally from online social support. Future research should combine the study with a qualitative method to gather data from caregivers on how OSS affects their PWB in order to gain a holistic perspective. It could be a suggestion to policymakers to provide beneficial online social media for caregivers of children with ASD.

This study aimed to compare and examine the effectiveness of interactive STEM learning and paper-and-pencil STEM learning in terms of mathematical literacy skills of elementary school students. This research is of a quasi-experimental type with a non-equivalent pretest-posttest control group design. Sampling was carried out on the elementary school populations in Bengkulu and South Sumatra Provinces in two stages. In the first stage, schools in rural and urban areas were selected, and in the second, classes in each school were randomly selected. The selected sample consisted of fifth-grade students of the Public Elementary School of Terawas, Musi Rawas, with an experimental class A (n = 20) and an experimental class B (n = 19), as well as fifth-grade students of the Public Elementary School of Bengkulu City, with an experimental class A (n = 25) and an experimental class B (n = 22). Data collection was conducted using mathematical literacy skills tests in reference to the PISA and Minimum Competency Assessment (level 1–3). Data analysis was performed using descriptive and inferential statistics; it employed an independent t-test for the comparative testing and an N-gain test for testing the effectiveness of STEM learning. The results showed that there were differences in math literacy skills between interactive STEM and paper-and-pencil STEM for students in urban schools, but not significantly different for students in rural schools. General STEM learning was effective in increasing the literacy of elementary school students, and interactive STEM in particular demonstrated the highest level of effectiveness in the urban school.

The purpose of this research is to strengthen pedagogical content knowledge (PCK) in designing laboratory activities based on small-scale chemistry approaches. This research is action research involving 60 trainee teachers with stages that include (a) Reflect; (b) Plan; (c) Act; (d) Observe; (e) Reflect (2nd); (f) Plan (2nd). Qualitative data were collected through (a) Questionnaires reflecting on experiences in practicing chemistry learning and responses to the importance of learning, (b) a Portfolio of chemistry practicum design, (c) documentation of the process of carrying out design, implementation, and practicum evaluation activities, (d) field notes, (e) reflection sheet, and (f) Portfolio of follow-up plans. The data is displayed through the R computation system with data pre-processing stages in the teacher's reflection text which includes basic cleaning, case folding, normalization, stemming, and deleting meaningless words. Display data in the form of word clouds, frequency expression diagrams, and tabulations. Descriptive narratives are used to analyze the documentation obtained in the action process. The teacher group demonstrated performance in implementing small-scale practicum activities. Teachers are increasingly skilled in modifying conventional laboratory equipment, minimizing the amount of chemical use, minimizing waste disposal, and increasing efficiency in the duration of practicum implementation. The follow-up plan for this activity includes quality improvement in aspects of (a) skill in using laboratory equipment, (b) understanding of chemical concepts, (c) equipment availability, materials, and work procedures, and (d) implementation of chemistry practicum.

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

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

Inclusive teaching development has provided opportunities for children to study it with special needs to study in the school. Although some parents prefer to enroll their children in schools specifically designed for those with special needs, inclusive learning allows these individuals to participate in the learning process alongside their peers with disabilities. Through inclusive teaching, teachers aim to help children develop their social skills. This research aimed to analyze the influence of visionary leadership and organizational commitment on teacher performance under the visionary leadership of school principals in the implementation of inclusive schools in Malang City. The utilized research methodology was a mixed sequential exploratory, involving data collection through interviews, observations, documentation, and questionnaires. Qualitative data analysis employed content analysis, while quantitative data underwent multiple linear regression inferential statistical analysis. The findings indicated that visionary leadership and organizational commitment influence the instructional efficacy of teachers when working with children having special educational requirements. Therefore, the recommendation to school principals persistently enhances their leadership competencies and reinforces their dedication to cultivating a vibrant teaching environment that promotes inclusive educational advancements.