This study aims to analyse the emotional intelligence scores of the special education teacher candidates for the predictor of multiple intelligences areas. This study was conducted through relational scanning model. 211 teacher candidates, 106 females and 105 males, participated in the study. Data were collected through Personal Information Form, Teele Multiple Intelligence Inventory and Schutte Emotional Intelligence Scale. Logistic regression analysis was used to find whether the gender and grade level variables, and optimism, utilization of emotions and the scores of emotion evaluation are statistically significant in defining predominant intelligence areas or not. SPSS 24.0 was used in the data analysis process. The results revealed that while the gender variable and optimism scores are significant variables predicting the determination of individuals in which predominant intelligence is both interpersonal and not, optimism and evaluation of emotions scores are significant variables predicting the determination of individuals whose predominant intelligence is both visual and not. However, the results suggested that demographic variables (gender and grade level) and emotional intelligence scores did not affect kinesthetic, musical, intrapersonal, logical and verbal intelligence areas which were found as the predominant intelligence areas of teachers.

The aim of this study is to reveal the suggestions of guidance and psychological counseling candidates (GPC) in dealing with math anxiety. The study analysed 50 GPC candidates’ opinions and suggestions on math anxiety. The research study utilized case study method. The participants were asked to respond what kind of studies they would suggest to their clienst in order to overcome math anxiety once they begin to work in their profession. The interviews transcripts were converted into written documents. Content analysis was made on those documents to find GPC candidates’ suggestions and opinions. Based on the findings, it can be concluded that the reasons of math anxiety can vary from individual to individual. Therefore, it was emphasized that the studies to determine the causes of math anxiety should be specific for each individual. Then, consultancy service should be formed based on the assessment of reasons that cause anxiety for each person. If the individual's math anxiety is caused by environmental factors such as teachers, families and peers, guidance and psychological counseling services should be offered to these environmental factors.

This research aims to explore secondary school students’ views regarding basic democratic values in terms of several variables. The research has utilized the cross-sectional survey model, which is one of the descriptive survey models. The population of the research consists of secondary school students studying at schools located within the province of Elazig. The research sample holds a total of 440 secondary school students studying at secondary schools located within the province of Elazig during 2016-2017 academic year. The participants have been selected by stratified sampling method. This research has deployed personal information form and basic democratic values as data collection tools. Descriptive statistics and multivariate analysis of variance (MANOVA) have been used during data analysis. Research results have suggested that secondary school students have a “high” level of participation regarding basic democratic values scale. While a significant difference has been identified across the dimensions of the basic democratic values in terms of gender, class level, academic achievement and socio-economic levels of the schools, parents’ educational status is free from any significant difference. Based upon the research findings, various recommendations have been provided. Future studies may be conducted on parents’ views regarding basic democratic values. Basic democratic values adopted by the students studying at schools with different socio-economic levels should be sought through observations.

In this study it is aimed to analyze the smartphone addiction, fear of missing out (FoMO), and perceived social and academic competence that predict social media addiction on high school students. Study group consists of 296 (136 females and  160 males) high school students studying in Anatolian High Schools and Vocational High School in Mersin during the 2017-2018 academic year. Simple random sampling was used. In the study, descriptive survey method was used. As data collection tools, Personal Information Form, Social Media Addiction Scale, Smartphone Addiction Scale, Fear of Missing Out Scale (FoMO), Perceived Competence Scale developed by Ozer et al. were used. In analyses of data, regression was used. According to stepwise regression analysis, smartphone addiction (β = .34), fear of missing out (β = .26) and perceived academic competence (β = -.12) predict social media addiction level on high school students. As the result of the study, smartphone addiction, fear of missing out, and perceived academic competence predict social media addiction on high school students. When the smartphone addiction level and fear of missing out decrease, and also perceived academic competence improve, students’ smartphone addiction levels reduce.

This research employs survey-based correlational model. This study has been carried out to reveal the relationships among perceived multi-dimensional social support and satisfaction with life, job satisfaction and job stress. The research data were gathered from 355 teachers working at schools in Hatay city in 2018-2019 academic year. Data were achieved by “Perceived Multi-Dimensional Social Support Scale”, “Job Satisfaction”, “Job Stress” and “Satisfaction with Life”. The relationships between multi-dimensional social support and job satisfaction, job stress and satisfaction with life have been determined in the measurement model. Structural equation model shows that perceived social support has a positive impact on teachers’ job satisfaction and satisfaction with life, in reverse, a negative impact on teachers’ job stress. Besides this, perceived social support positively affects teachers’ satisfaction with life through the partial mediation effects of job satisfaction and job stress. It has been concluded in this study that increasing perceived social support is an effective strategy for increasing job and life satisfaction and decreasing stress of teachers.

This descriptive and regression research was conducted to determine the influence of empowerment on organizational behaviors of 215 teachers in Catholic Higher Education Institutions in the Philippines. The results revealed that Catholic teachers have high levels of teacher empowerment. Specifically, they have very high level of status, professional growth, self-efficacy, and impact and high level of decision-making and autonomy in scheduling. Meanwhile, they also high level of organizational behaviors. Furthermore, three of the subscales of teacher empowerment tend to predict almost all dimensions of organizational behaviors of teachers in the school. The research concludes that Catholic Higher Education teachers are empowered to their organization as they feel respected, have opportunities for professional growth, feel efficient and effective in the classroom, and have the capacity to influence students and the school life. However, they do not have enough avenues to be involved in the decision-making process of their institution and do not have enough freedom and opportunities to choose their own schedules and teaching loads. Furthermore, they exhibit positive organizational behaviors in their institutions as manifested in their strong attachment to their organization, high level of involvement to their work, harmonious relationship with their supervisors and middle level managers. Also, they exhibit discretionary actions that goes beyond their functions, and have a desire and passion to continue and uphold the teaching profession.

The purpose of this study is to determine whether or not teachers’ lifelong learning tendencies vary by gender, professional field, educational level of service, professional seniority, and frequency of reading a book, magazine, and newspaper. The study employs a descriptive research model. Its population consists of primary teachers and field teachers working in the central district of Kayseri province, located in the middle part of Turkey, in the 2015-2016 academic year. The study group consists of 380 teachers chosen from this population through stratified sampling. The data were collected through Personal Information Form and Lifelong Learning Tendency Scale developed by Diker-Coskun. The obtained data were analyzed via SPSS 20.00 at 0.05 significance level. The study revealed that the teachers working in the middle part of Turkey have low lifelong learning tendencies. Also, the study determined that the teachers’ lifelong learning tendencies significantly vary by gender, professional field, educational level of service, and frequency of reading a book, magazine, and newspaper, but professional seniority is not a factor that leads to a significant difference in lifelong learning tendency.

This paper endeavors to ascertain the prevailing classroom management styles of instructors as well as the prevailing instructor-student relationship in a Philippine higher education institution. It   employed mixed methods of quantitative and qualitative methods of research to investigate the line of inquiry. A total of thirty faculty members and three-hundred students sampled from the population were the sources of data for the quantitative component of the study while eighteen students were selected as informants for the FGD to gather qualitative data. Findings showed that a great deal of authoritative classroom management style is being adhered by instructors while the students manifested a moderate level of connectedness and anxiety towards the classroom management styles of their instructors. Variables such as civil status, years of teaching experience, and level of educational attainment spelled differences on the classroom management styles instructors. It was uncovered that the different classroom management styles of instructors were attached with positive and negative labels and typifications. Implications of this study will serve as a reference to better prepare classroom managers of 21st-century college classrooms.

This study considers the interaction between an e-learning system, the Blackboard system, and the students who use it in Saudi Arabia. While previous work exists, there is limited consideration of the assessment of the preferences of e-learning system usability variables based on students’ perspectives, especially in developing countries such as Saudi Arabia. This paper attempts to fill the gap by investigating the relative importance of the design criteria developed for e-learning system usability evaluation from the students’ perspective in Saudi tertiary education. Based on reviewed literature, a set of usability principles was developed that have had an influence in the students’ learning process and use of the e-learning system. The list includes system navigation, system learnability, visual design, information quality, instructional assessment and system interactivity. An exploratory study was carried out to identify the most important usability design characteristics from a student’s perspective and then evaluate the overall usability of the current e-learning system, based on this subset. A quantitative approach was adopted to weigh usability design characteristics, based on 181 learners’ perceptions. The sample consists of undergraduates who are users of a web-based e-learning system in a university in Saudi Arabia. The research instrument was tested for construct validity and reliability. The analysed results have shown that information quality is the most important dimension followed by the navigation of the e-learning system. The study has also revealed that the system learnability and visual design came third and fourth in order of importance of e-learning system usability assessment. Finally, the least important design categories that influenced the e-learning system usability assessment were instructional assessment and system interactivity. The empirical results of this study may help to provide insights for designers and evaluators leading to a more effective approach to improve the usability and uptake of the e-learning system.

This paper presents how the process of flipped teaching with Computer Assisted Language Learning (CALL) works in teaching English as a Foreign Language (EFL) writing in the Indonesian context. As well, it also elaborates how the teaching model affects learner autonomy. This flipped teaching with CALL was experienced by some lecturers of private universities in East Java, Indonesia. This study used a multi-site case study research design. The data were yielded from in-class observation, lesson plan analysis, focus group interviews, and questionnaires. The total of 5 EFL writing teachers and 150 students from 5 private universities in East Java, Indonesia had participated in this study. Experimenting with flipped teaching with CALL in teaching EFL writing enabled the teachers, as course developers, to get an idea of their students’ response to the challenges of new ways, methods, and techniques of their study. The flip-class environment fostered better communication amongst learners and learner autonomy as well. The flip-class atmosphere also had a beneficial impact on the motivation of learners. The qualitative results from interviews of the learners showed that the learners had inspired themselves to engage in in-class learning activities and self-regulated teaching environments. The findings gave reflection to the teachers on several vitally necessary conditions enabling a course in a flipped teaching with CALL format to contribute to developing students’ professional competencies.

If the challenges of today's world are to be met, then there is a need to give more prominence to emotion in education, i.e.  indulging the personal, emotional and spiritual aspects of teaching, and promoting the teachers’ social-emotional competencies along with the schooling influence. In this respect, structuring the contents of in-service programs has gained vital importance in all fields of education including English Language Teaching (ELT). This action research study involved 17 EFL instructors to enhance their emotional literacy regarding learning in self and in others and consequently develop behaviors that would be caused by finding out about emotional intelligence. Relatedly, it was aimed to set up a framework of a teacher development program that the instructors at a foreign language school at a state university in Turkey improve their emotional literacy skills and create opportunities to impart these skills to their students as well as to people in their personal lives. The article reports on the participants’ and the researcher’s views regarding the maturation of an emotional literacy improvement program for in-service professional development purposes in ELT context.

The physical factors, which were studied less often than the other factors affecting students' learning, were considered in this study. The present study investigated the effect of the flexibility and non-flexibity of the physical classroom setting on undergraduate students' learning. The study adopted a mixed-method research design. The quantitative phase of the study employed the quasi-experimental method of research utilizing the pretest-posttest non-equivalent groups design. T Test and the Repeated Measures ANOVA test was used to compare the group means. In the qualitative phase of the study, the students received a questionnaire with open-ended questions to gather their opinions, and the data were analysed in NVIVO 11. There was no significant difference between the experimental and control groups in terms of learning; however, the achievement scores of both groups were found to be high. Furthermore, the views received from both groups indicated that the physical environment influenced learning in terms of motivation and enthusiasm.

The purpose of the study was to examine and evaluate the impact the “flipped classroom” model-based learning environment accompanied by multimedia-based textbook entitled “Ukrainian language (for professional purposes)” provides for the language proficiency and learning styles of the university students majoring in language and literature teaching. A multimedia textbook “Ukrainian for Special Purposes” was designed for the study. A multi method approach was used to gather feedback and quantitative methods were used to analyze the data. Specifically, a 2X2 split-plot design was used to analyze the quantitative data and the two-way ANOVA for Mixed Measures was used to designate the main effects for column and row factors and their interaction effect related to the efficacy of the experiment. Textalyzer software was used to process the students’ responses to survey questions. The results reported a shift in student preferences in learning, including a greater desire to engage independently with computer-assisted work, quicker problem solving, increased motivation to study, and improved time management and lifelong learning skills. The study may better inform building the learning process for the students with limited learning opportunities or studying the distance learning model. Despite the experimental group involving only the students majoring in Economics, this methodology could be applicable to teaching Ukrainian for specific purposes to other majors, such as: Psychology, Educational Management, etc. The research is advancing the knowledge of integration multimedia tools into teaching, and specifically the use of multimedia textbooks in the “flipped classroom” settings to deliver the language course to the students majoring in literature and language teaching.

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.

Stress is inevitable in the world of teaching and practicum training and therefore, student teachers naturally incur a certain level of stress due to the demands for them to use various knowledge and skills in real school and classroom environment. Hence, practicum stress needs to be addressed accordingly. The central focus of this study is using a partial least square-structural equation modeling to explore the inter-relationships among the student teachers’ personal resources to mitigate practicum stress. A sample of 200 student teachers selected by purposive sampling from teacher education institutions in Sabah, Malaysia was used in this study. This study collected data via survey methods using a questionnaire developed from several existing scales. Findings showed that emotional intelligence, self-efficacy, and subjective well-being were able to explain resilience with good predictive accuracy and relevance but poorly for practicum stress. These findings were suggestive of the need to include additional constructs to explain perceived practicum stress better in future exploratory research.

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.

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.