The aim of this study is to examine students’ bullying toward teachers and classroom management skills in terms of various variables. The sample of the study consisted of 422 participant teachers. The ‘Bullying toward Teachers Questionnaire’ and ‘Classroom Management Skills Scale’ were used as data collection instruments. According to the results, it was determined that 57.2% of participant teachers have not been bullied whereas 42.8 % have been bullied by their students. The teachers who have been bullied by their students were mostly woman, had undergraduate degrees and more than 16 years of teaching experience. There was no significant difference of teachers’ total scores and two sub-dimension scores of CMSS according to gender, school type, education level and years of experience variables. There were significant differences between bullied and non-bullied teachers’ total scores and two sub-dimension scores obtained from CMSS. It is evident that non-bullied teachers’ mean scores obtained from two sub-dimensions and total scores of CMSS were significantly higher than those of the bullied teachers.

A modern teaching method influences both direct and indirect learning achievement through the student's nonacademic factors. The researcher has an intention to examine the influences of new teaching methodology on mathematics achievement towards mathematics attitude, achievement motivation, and self-efficacy of students as mediating variables (n teacher = 117, n student = 2,205). The Multilevel Structural Equation Modeling revealed that attitude towards mathematics is the most important factor in explaining the academic achievement of individual students. It could be explained the variance with achievement motivation and perceived self-efficacy of students by 60.50%. As for the modern teaching method, there was a positive effect on achievement both directly and indirectly through all three factors with statistical significance and explained conjointly about the variance of student achievement in each classroom by 99.00%. This finding suggests the importance and direction of teaching design that covers the development of relevant factors as proposed in discussions and implementations.

This study aims to adapt teachers’ classroom practices for teaching thinking scale from Turkish to English culture. The scale includes 21 items. Each item has 5-point Likert type. It has 4 factors: Effectiveness of Teaching Thinking, Loyalty to Curriculum, Teacher Dependence and Encouraging Thinking.  In the first step, statistical analyses were administrated to achieve linguistic equivalence. To do that, the data were collected from 30 English teachers with 20 day intervals. In the second step, the data collected from 148 native English teachers were analysed by Confirmatory Factor Analyses. Good level fitting indices were found at the end of this process. Cronbach Alpha coefficient value was found to be .90. For Convergence and Discriminating validity, which means construct validity, correlations between sub-dimensions and average explained variance values were calculated and found good sufficient levels. Items in the scale were discriminating. As a result of this study, it was found that English translation of the scale was statistically valid and reliable.

Domestic violence, separation and divorce are becoming increasingly common and leaving psychological traumas that are not easily healed for family members, especially for children in Vietnamese incomplete family. In this article, we identify the factors affecting the psychological trauma of children in the incomplete families by using Achenbach T. M’s Children Behavior Checklist (CBCL). We design 2 experiments and 3 steps to filter the main factor affected the psychological trauma of children living in incomplete families. In results, we found out that up to 46.42% of children had psychological traumas when living in incomplete family with an extremely high level of 8.16% and an average of 57.14%. The results showed not only by living in incomplete family but also other factors such as the pressure from public opinion and community affected the children psychological trauma. It is necessary to minimize the effect of psychological trauma of children in Vietnamese families.

Preschool education is fundamental to shape children’s aptitudes and skills in early life. Ecuador is following a global education trend for starting-up mathematical thinking at earlier development ages, but this is only reflected in vehement curricular changes that are not supported properly. As a result, the safeguarding of a good children’s education appears to be lessened. This work aimed to evaluate the mathematics thinking practices in preschools of Pasaje city, Ecuador. The investigation employed a descriptive approach, hence data were collected from 65 teachers and 810 parents from public and private preschools by means of interviews and questionnaire in an attempt define some causes (teacher’s education, children’s socio-economical and family circumstances) that impair the initiation of the numerical, spatial and metric and geometric aptitudes in children. The results showed that not only preschool practices but also the home environment linked to socio-economic status appear to have positive or unfavorable influences on their children’s education.

Since the 2008/2009 school year, every primary school in Slovenia has had to prepare its own “school moral education plan” and undertake its moral education activities on the basis of this plan. Although the basic content areas of the moral education plan are prescribed by law, the openness of the legal provisions allows schools to exercise professional autonomy. After a decade of the implementation of moral education plans we conducted an empirical quantitative-qualitative study aimed at analysing them in terms of content. The objective was to determine the extent to which the plans include and how they define the prescribed content areas, as well as the extent to which they include and how they define additional content areas that are not prescribed by law but could be included by schools depending on their individual particularities and the specific challenges of their environment. Data were collected through publications on the websites of a representative sample of randomly selected schools and analysed with a specially prepared instrument. The research shows that upgrading moral education activities through the school moral education plan would require (1) reconsideration and upgrading of the concept, (2) continuous state support for the self-evaluation of schools specifically in this area, and (3) support for schools to gain a deeper professional understanding of current moral education challenges and of forming moral education strategies that differ with regard to the content differences in the reasons for individual moral education challenges.

The purpose of this study is to develop an Interpersonal Mindfulness Scale-TR (IMS-TR) for Turkish culture. For the data collection process, four different sample groups participated in the study. To test the construct validity of the scale an exploratory factor analysis was performed. Results suggested a 13-item, two-factor solution as (1) awareness and (2) being in the moment. Two-factor structure explains 50.65% of the variance. A confirmatory factor analysis results showed good fit for two-factor solution. The Mindfulness in Parenting Questionnaire and the Mindfulness in Marriage Scale were used to examine a convergent validity and positive significant relationships were found between the scales. To test the reliability of the scale Cronbach's Alpha reliability coefficient of the overall scale was determined to be .826. To determine the stability coefficient of the IMS-TR, test-retest method was used and according to result there is a positive relationship between the scales. According to all of these results, it can be said that the IMS-TR has a validity and reliability.

Each child has a different personality type of tendency. Personality type is closely related to emotional intelligence. Through this study, we report the analysis results of the effects of personality type tendencies and the application of learning strategies in controlling the emotional intelligence of elementary school students. This study uses the quasi-experimental method with a 2x2 factorial design in data collection. Data analysis used was a two-way analysis of variance (ANOVA) test. Research findings show that students with extrovert tendencies personality are better than students with introvert personality types. The application of inquiry strategies in learning is better at controlling emotional intelligence than the application of expository strategies.

Inclusive education as a curricular trend is implemented by countries as an action taken in response to the collective call of the Salamanca Statement. It carries the tenet that all learners should be educated alongside their peers regardless of physical, cognitive, socio-emotional, and economic, language, cultural, and other perceived differences. School children, as peers of children with special needs, are co-implementers of the inclusive agenda. Young children are competent, possess their views and agencies, and have nascent characteristics that promote inclusion. As such, it is essential to explore how knowledge, skills, attitudes, values, and ethics can further be developed and refined for the sake of creating an inclusive community through integrating them in the school curriculum. This paper sought to analyse the articulation of inclusive concepts and expressions in the K-curriculum and strategies utilized by the teachers to reinforce them. Two documents were analysed in this study to address the research questions: (a) prescribed k-curriculum currently used in the Philippines (b) interview transcripts of the key informants. Through content analysis, results of the study revealed that several inclusive concepts and expressions are articulated in the kindergarten curriculum across domains and are reinforced by teachers using varied strategies. Recommendations of the study are discussed.

According to General Statistics Office of Vietnam on 30th September, 2017, Vietnam has 858,800 teachers, and among those, 615,720 people were female (occupied 71.7%). It can be seen that female teachers made up a big percentage in the education sector. Besides, STEM education is soaring as a new approach in training with prominent advantages, such as: theories embedded in actual practices, ability-oriented development, pressure reduction in studying … This is not only a trend but also a necessary element in new teaching modules at high school – which will be implemented in academic year 2020-2021 in Vietnam. As a result, it is necessary to consider the gender factor in the process of training and developing teaching with STEM education. This paper will present the results from the research that took place from 2015 to 2018 within Thai Nguyen University of Education.

In this study we aimed to investigate the role of hope, secure attachment with the parents, and satisfaction levels of the basic psychological needs (autonomy, competence and relatedness) of university students in predicting their happiness levels. A total of 558 university students were recruited and 70% of them were female and 30% of them were male. Ages of the participants ranged from 18 to 29. The data were collected in classroom settings using personal information form, the Oxford Happiness Scale, the Attachment with the Parents Scale, the Basic Psychological Needs Scale, and the Dispositional Hope Scale. Results indicated that that the satisfaction levels of the competence needs were the most powerful predictor of happiness among university students. The satisfaction levels of autonomy, relatedness needs, and a secure attachment to the father, along with hope contributed little to the explanation of happiness; whereas, a secure attachment to the mother was not a predictor of happiness of the university students. The findings were discussed within the framework of the developmental characteristics of university students and the characteristics of collectivist societies.

Aggression in early childhood is considered to a common problem. Identification, reduction and prevention of aggression, especially in early childhood are also considered prevalent. Preschool teachers are known as one of the most important people in children’s lives as they are the first ones to meet the child after parents. Therefore, they hold an important role in identifying, reducing and preventing child aggression observed in early childhood. The purpose of the present study is to examine the knowledge and the awareness levels of preschool teachers about aggression and aggressive behaviours. The study is based on phenomenological approach, as one of the qualitative research designs. A semi-structured interview form, prepared for the study based on expert opinions, was applied to the participants. On the light of the findings from the preliminary findings, the related form was applied to a second group of teachers over the internet. Besides, an additional scale consisting of the items of two different instruments directed to determine the aggressive behaviours of preschool children were formed and applied to the second group of participants. The last scale, which was prepared depending on the findings obtained from the second group of teachers, was applied to a third group of participants because the first two participant groups could not recognize and define relational aggression. The relevant themes and sub-themes were created from the data obtained and the findings were discussed within the scope of the literature. According to the results of the study, it was seen that preschool teachers generally defined aggression as physical and verbal harm, and similarly, aggressive behaviours were categorized under physical aggression and verbal aggression types. It was determined that teachers generally recognized relational aggression when they saw the items related to it in the scale. However, they hardly emphasized it while they were defining aggression. So, it can be said that preschool teachers have limited knowledge and awareness of relational aggression as they recognize it only when they see it but can neither define nor name it. The results are discussed and some suggestions are recommended.

The research investigated the effect of socioeconomic status, gender, perceived parental influences, teacher affective support, classroom instruction and previous achievement on students’ attitude towards mathematics. The comparison of these effects was also done between urban and rural school students.  This research employed a cross-sectional quantitative design based on a structural equation modelling approach. The sample consisted of 808 students from ten secondary schools in Sabah, three of which were urban and seven were rural schools. Findings showed positive relationships exist between perceived parental influences (r = .231), teacher affective support (r = .242), classroom instruction (r = .439), and previous achievement (r = .284) with students’ attitude towards mathematics. The multigroup analysis for urban and rural students showed similar results as the whole student group. However, for urban students, classroom instruction (r = 0.352) and previous achievement (r = -0.363) had the greatest impact on attitude towards mathematics. For rural students, the highest impact on attitude towards mathematics was from classroom instruction (r = 0.452) and teacher affective support (r = 0.246). The least impact for both groups was perceived parental influence. This study implied that factors affected students’ attitude towards mathematics in rural and urban secondary students are different

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.

The objective of the study was to study the perceptions of student teachers and educators of an educational cluster as a tool for improving the professional competence of future educators, and to identify the cluster-related tools to be used to improve the professional competence of future educators. The project evaluation checklist for experts, a questionnaire for participants in the experiment, a semi-structured interview questionnaire to conduct with focus group respondents were used for collecting data. Data were processed using content analysis technique and SPSS Statistics v24 package. The study is quantitative, based on subjective evaluations of study participants and representatives of educational clusters, and does not aim at evaluating students’ achievements. Two simulation models of the educational cluster (“Cluster Educational Initiative” and “Cluster of Educational Opportunities for Educators 2.0”) and four educational activities for educators (discussion "Agglomeration of Subjects, Educational Institutions: Realities and Prospects”; online conference “Ukraine-Brussels - Sharing Experience in Education”; an educational tour to Finland for teachers, parents and managers in the field of education; the exchange of four teachers from two schools) was a key result of this study. It has been found that the creation of clusters for improving the professional competence of future educators and their professional advancement is now part of national education policy in Ukraine and in the world. The tools of this form of organization of educational activity are competence-oriented and aimed at deepening professional experience, development of competences of realization of life-long education, creation of own public image.

Mathematics is one of the most challenging subjects for many students. A similar problem is faced by special needs students, such as students with Autism Spectrum Disorder (ASD). Various instructional strategies are implemented by specialists to help ASD students understand mathematics in schools. To explore the impacts of an instructional strategy of mathematics on ASD students, the authors conducted a review of literature from 2011 to 2017 using various databases including ProQuest Digital Dissertations and Theses Full Text, Google Scholar, and Science Direct. A total of 39 articles were found. Most of the instructional strategy aimed to assist ASD students in solving mathematics problems. The implications of the study are also discussed in this literature review, which indicates that teachers need to use the appropriate instructional strategy to meet the needs of students with ASD and maximize their mathematics learning outcomes in schools.

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.

Online counseling is a mental health intervention between the counselee and the counselor using digital technologies computers or smartphones. A growing number of counselors have been providing counseling via the Internet. However, there are mixed findings regarding the effectiveness of online counseling when compared traditional face-to-face counseling and other modalities. Thus, the main purpose of the study was to investigate the effectiveness of online individual counseling compared to face-to-face counseling, and a control group regarding subjective well-being. To that end, a total of 60 college students were assigned to one of the three groups (21 online, 24 face-to-face, and 15 control). The instruments of the study were the Satisfaction with Life Scale, the Positive and Negative Affect Schedule, and the Brief Symptom Inventory. In order to examine the effectiveness of online counseling comparing to face-to-face counseling and control group, Mixed design (split-plot) ANOVA was employed. The findings of mixed ANOVA revealed that there was no significant interaction effect for the subjective well-being of the participants in different groups indicating that the three groups did not differ regarding subjective well-being scores measured over three times (pre-test, post-test, and follow-up). Nevertheless, the main effect for the group was significant indicating that the scores of the participants in the face-to-face counseling group regarding positive and negative affect changed significantly. Findings and implications were discussed regarding the relevant literature and some suggestions were offered.

This research has the purpose to explore implementation contextual character education in Senior High School in Buli village, East Halmahera Regency, Eastern Indonesia, and Remote Indigenous Community (RIC) role in addressing student behavior to improve education quality in that area. Sources of data from this qualitative research are teachers, students, village leader, and religious leaders Focus of the research: (1) socioeconomic conditions in families who live in the remote areas regarding adolescent character; (2) the influence of mobile phones and the internet; (3) the role of customary leader in the control of norms in adolescents; (4) good habits in schools as an effort to implement the character education program of adolescents in schools. The results of this study are: (1) the economic condition of the family causes the child does not get the quality of attention and quality of time. Parents are preoccupied with working to sustain life, so schools are considered a burden because of school fees; (2) social media causes everyone to access all information in their own way and the lack of social control causes the use of social media to influence the pattern of relations and communication patterns; (3) the role of RIC can be optimal if supported by members who have better education, and awareness to promote education in their village; (4) good habituation can arise if the school implements positive discipline and commitment to carry out character education in accordance with local wisdom and local culture.

The purpose of the study was to examine the mediating role of self-orientations in the relationship between resilience and world assumptions of psychological counsellors. A total of 321 psychological counsellors, were recruited and 211 of them were women and 110 of them were men.  The ages of the participants ranged from 23 to 52. The Brief Resilience Scale, World Assumptions Scale, and Balanced Integration-Differentiation (BID) Scale were used as data collection tools. In the analysis of the data, descriptive statistics, Pearson Correlation Coefficient, as well as the Bootstrap method was used to analyze the mediation effects. The findings showed that the assumptions of benevolence, randomness, self-worth, and justice and self-orientation were positively related to psychological resilience. Results of the mediation analysis revealed that self-developmental and interrelational orientations had mediation effects on relationships between world assumptions and resilience as in the proposed model. Findings for the model tested in the study were discussed with the literature and the implications were given to field experts, researchers, and psychological counsellors.