This research intended to examine the effect of mindset, democratic parenting, democratic teaching, and school environment on global citizenship among 2,226 ninth-grade students and 80 social studies teachers from 80 classrooms in public schools. The research instruments included a student questionnaire to measure global citizenship, democratic parenting, fixed and growth mindset, and a teacher questionnaire to measure democratic teaching and school environment and to analyze the data based on multilevel structural equation modeling. The significant findings revealed that democratic parenting and school environment positively affected global citizenship, whereas democratic teaching had a negative effect on global citizenship. In addition, the outstanding students with a growth mindset tend to lead to a positive effect and act as a mediating role through global citizenship than those with outstanding fixed mindset clearly. All factors in the model collaboratively explained the variance of global citizenship accounted for 62.8% and 47.5% at student and classroom levels, respectively. Finally, the discussions and suggestions section suggested the recommendations according to the findings of the research.

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 school counselor’s role is increasingly challenging with various demands of students’ problems and the issue of Coronavirus disease (COVID-19) pandemic also affect students’ psychosocial and mental well-being. Therefore, school counselors need to equip themselves with high psychological well-being as a self-care factor to deal with burnout, instability, and work stress. This study aims to develop Psychological Well-Being Model among school counsellors. A total of 330 secondary school counsellors from four districts in Selangor were selected as the respondents using the group random sampling method. Data were collected through translated questionnaire instruments, namely Self Compassion Scale, Counselling Self Estimate Inventory, The Assessing Emotions Scale, Spiritual Involvement and Beliefs Scale Revised, and Psychological Well Being-Ryff. Confirmation Factor Analysis (CFA) and Structural Equation Modeling (SEM) show that there is a significant positive relationship between self-compassion, counselling self-efficacy, emotional intelligence, spiritual intelligence, and the school counsellor’s psychological well-being. The findings also showed that self-compassion, counselling self-efficacy, emotional and spiritual intelligence affected 76.5% (R2 = 0.765) of variance in psychological well-being. This study is one of the earliest in presenting the school counsellor’s psychological well-being model who can contribute to Malaysian education. The implications of this study suggest that the elements of self-compassion, counselling self-efficacy, emotional and spiritual intelligence, and psychological well-being should be applied in the curriculum at the counsellor training level in university so that counsellors have adequate preparation in providing effective services in schools. The Ministry of Education Malaysia, on the other hand, needs to cultivate psychological well-being interventions regularly so that counsellors can always manage various students’ issues in schools as well as maintaining psychological well-being in terms of personnel and professionals.

Computational thinking (CT) is a method for solving complex problems, but also gives people an inventive inspiration to adapt to our smart and changing society. Globally it has been considered as vital abilities for solving genuine issues successfully and efficiently in the 21st century. Recent studies have revealed that the nurture of CT mainly centered on measuring the technical skill. There is a lack of conceptualization and instruments that cogitate on CT disposition and attitudes. This study attends to these limitations by developing an instrument to measure CT concerning dispositions and attitudes. The instruments' validity and reliability testing were performed with the participation from secondary school students in Malaysia. The internal consistency reliability, standardized residual variance, construct validity and composite reliability were examined. The result revealed that the instrument validity was confirmed after removing items. The reliability and validity of the instrument have been verified. The findings established that all constructs are useful for assessing the disposition of computer science students. The implications for psychometric assessment were evident in terms of giving empirical evidence to corroborate theory-based constructs and also validating items' quality to appropriately represent the measurement.

The purpose of the study was to identify what neuropsychological effect online learning had on psychology students and how it could be moderated. The study was descriptive and combined qualitative and quantitative methods to address the research questions. The study relied on three phases such as baseline study, experiment, and reporting. The experiment utilised neuropsychology tests adopted from the NeurOn platform. It was found that the Psychology students’ perceptions of e-learning and their emotional reaction to them were found not to be appreciative. The practices in breathing exercises, meditation, or yoga were proved to be able to moderate the impact of online learning on the experimental group students’ attentional capacities, memory processes, and cognition abilities. The above findings were supported by the results obtained for the neuropsychology tests and the experimental group students’ self-reflections yielded from the use of the MovisensXS App. The students confirmed that breathing exercises, meditation, or yoga reduced study stress and burnout caused by e-learning and improved their academic performance. The focus group online discussion also showed that integration of breathing exercises, meditation, and yoga helped the experimental group students keep emotional balance, concentrate on their studies easier, remember more information, and meet deadlines in completing assignments. The education scientists are suggested to study how the e-learning curriculum could be reshaped so that it used relaxation practices on regular basis.

The learning management system (LMS) is a crucial component of the e-learning transformation which is becoming more urgent amid the Coronavirus disease (COVID-19) outbreak. The issue of adopting LMS is even more decisive in developing countries, where lots of efforts have been put out to broaden educational opportunities. However, there has not yet been any comprehensive analysis of how LMS-related issues are examined in these countries. To address this gap, this study uses the bibliometric method to construct an overview of research on this topic. The results unveil the distribution of the literature, prominent actors, and dominant themes in the literature of LMS in developing countries. In summary, the topic is a robustly potential research matter. Future researchers can use this study as a starter when investigating relevant subjects.

The current study investigated the mediation effect of emotional reactivity and cutoff between attachment styles and interpersonal problems. The gender differences were also determined. A sample of (N = 200) students living in hostels of two universities of Lahore was used. There were (N = 100) female in the sample. The average age of the participants was 22.3 (SD = 1.46). The results of the study showed a significant relationship between close attachment style, emotional reactivity and cut-off, and with subscales of interpersonal problems like too much aggressive, too much caring, too much dependent, socially inhibited, hard to be involved, and hard to be supportive. Similarly, anxious and dependent attachment style showed significant relationship with emotional reactivity and cut-off and with subscales of interpersonal problems of hard to be sociable, hard to be assertive, hard to be supportive, hard to be involved, too aggressive, much caring, too open and too much dependent. The mediation analysis using Structural Equation Modeling (SEM) revealed that emotional reactivity and cut-off showed partially significant mediation between attachment styles and interpersonal problems. Women showed more interpersonal problems as too open and too much caring compared to men living in hostels. The findings of the study have significant implications in the social structure of relationships in hostels, particularly in South Asian cultural context.

The main objective of this research was to study the effects of instructional management models and nominal variables on the development of students’ creative thinking. The researchers used the research synthesis of 400 studies on the development of students' creative thinking by a meta-analysis of research according to Cohen. The meta-analysis results revealed that the average effect size of the instructional management model (d = 3.43; [3.10, 3.17]) was positive and had a very high effect size with statistical significance. The most significant influence on the creative thinking development model was creative development theory (d = 4.217; [3.32, 5.11]). In addition, effect sizes varied with the attribute variables of the research, particularly the attribute variable of the research on instruction with the highest effect consisted of research with the focus on language, at the primary level, applied Torrance's creativity theory, designed between one to six lesson plans. Moreover, there was less than one hour per plan, the instructional period including the experiment conducted more than 31 hours and there were four weeks of instruction. In addition, there were six steps for instruction, there had quiz as an assessment tool, number of exams varied between 30 and 39 questions, and knowledge sheets were used as instructional materials. In the context of the meta-analysis, the findings indicated that the teachers should apply creative development theory in developing the students’ creative thinking for more effective instructional management.

The pandemic case has shifted away from face-to-face teaching to online blended learning. This phenomenon certainly causes various problems in the world of education. The online blended learning is good when applied with good internet connections and complete facilities. However, it differs from Indonesian coastal students who do not have supporting facilities. Therefore, this research aims to analyze the experience and readiness of Indonesian coastal students. It determines the facilities of the process using qualitative research with a phenomenological approach. Purposive sampling was used to collect data from 25 students living in coastal areas in Aceh, Indonesia. Furthermore, in-depth interviews were used to obtain instruments and techniques for data collection, observations, field notes, and audio-visuals. Data analysis was carried out qualitatively by reducing, displaying, drawing conclusions, and verifying data. The data processing was conducted using NVivo 12 plus software. The kappa coefficient is used to check the accuracy of the data since there was no bias during coding. The analysis results show that Indonesian coastal students are not ready to conduct the online blended learning process. Furthermore, it is recommended that future research focus on coastal students’ development. A Hypothetical Learning Trajectory design should be created to assist in independent learning and lessen their readiness.

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.

The COVID-19 outbreak in the Philippines forced schools to close. Many Filipino students were stranded in their dormitories and boarding houses due to government-imposed lockdowns. As the study's impetus, the researchers explored the phenomenon of stranded students during a pandemic. A transcendental phenomenological inquiry was conducted in Northern Mindanao, Philippines, to disclose the experiences of six stranded students. Stranded students' lifeworld throughout the lockdown was documented through phenomenological interviews. The phenomenological reduction technique was used to transcribe and analyze the data. Provisional codes were used to classify critical statements into themes for the initial analysis of the interview data. The research revealed the themes of (a) groping in the dark, (b) journeying towards the light, and (c) welcoming the breaking dawn. The various stages of reality in the life of the stranded students are shown in these topics. They relate the story of how their confinement experience taught them to be resilient, which covers resilience as a process. The paper discusses numerous pedagogical implications of the phenomenon.

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.

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.

Although the social-emotional learning model (SEL) has been researched in Vietnam for many years, studies on teachers' SEL-based teaching competence have not been the focus. This study explored the possibility of applying the SEL model to the teaching of Vietnamese primary school teachers. Our case study of 50 teachers who participated in previous SEL projects highlights three factors that prevented successful SEL application in Vietnamese schools, including (a) confusion about the SEL-based teaching perspective, (b) traditional teaching methods, (c) limited training in social-emotional skills, and mental health policies for primary school teachers. The findings have broadened and deepened our understanding of the possibility of successful application of the SEL model in the classroom, which would depend on SEL-based professional supervision, consistency in SEL-based teaching methods and SEL practice guides/manuals, and promotion or adaptation of policies for SEL-based practice and application in schools.

This study aims to investigate lecturers' needs for academic writing learning materials and determine their prototypes. This study is qualitative research in the form of an exploratory case study. The research instruments were semi-open-ended questionnaires and unstructured and open-ended interview guides. The data were analyzed using content analysis. The results show that the developed learning material for academic writing skills contains seven needs for lecturers in the Department of Indonesian Language and Literature. Four of them have not been found by previous researchers. The results from this study provide new knowledge and contribution to the literature about the need to prototype the learning materials. The lecturers or other researchers can use these seven needs in prototyping learning materials for academic writing skills, such as the needs of learning materials, their forms, presentation system, language use, evaluation form, main menu design, and the way of creating learning materials.

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.

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 current study investigates the psychometric characteristics of the Social Support Scale as an instrument for assessing social support for academics. The original version of the scale was adapted and translated into Indonesian and was administered to academics in Indonesia through a google form. The data were then analyzed to investigate the reliability, construct validity, and structure of factors of the instrument. Confirmatory factor analysis confirms that the three-dimension model was the best model regarding the internal structure. Our findings also advocate the Social Support Scale as a valid and reliable tool for assessing social support in Indonesian academics. Thus, it can be employed to examine lecturers’ social support level which helps the universities to build a supportive working climate, as well as improve the relationship quality between employees.