The aim of the present study is to identify primary school principals' self-monitoring skills. The study adopted the general survey model and its population comprised primary school principals serving in the city of Diyarbakir, Turkey, while 292 of these constituted the sample. Self-Monitoring Scale was used as the data collection instrument. In data analysis, descriptive statistics, t-test, homogeneity of variances, One-Way Analysis of Variance (ANOVA) and Tukey's test were used. The primary school principals' mean self-monitoring score was found to be 9.72. In addition, primary school principals' self-monitoring skills did not significantly vary in terms of gender and length of service. On the other hand, primary school principals who were class teachers had a higher level of self-monitoring skills than subject teachers; Faculty of Education graduates had a higher level of self-monitoring skills than those of other faculties', teachers serving as principals had a higher level of self-monitoring skills than both principals and assistant principals at a significant level.

The study aims to investigate the evaluation model of professional leadership and the characteristics of successful principals at an Indonesian secondary school. It is to further realize the effective learning and to produce instruments that meet the validity and reliability tests. It also aims to discover the correlation and the significance of the independent variables on the dependent variables, and the percentage of influence on the indicators in shaping the model of principals’ leadership. Quantitative data were obtained by distributing questionnaires to 100 students. The number of respondents was determined using a simple random sampling technique. The research findings showed that there was a significant correlation among the principals’ leadership, characters, and effective learning. It indicated that leadership evaluation influenced the school leadership and the principals’ characters on effective learning. The results of the measurement on formative relationships showed that the indicators of behaviour and actions of school principals who manage the teachers to conduct learning activity seriously in the classroom became a determining factor in shaping the effective learning paradigm in secondary schools.

Teaching about biodiversity and its conservation could be an effective way to teach the importance of different species and human dependence on ecological support systems. This study compares the effectiveness of a digital and a paper-based dichotomous identification key for teaching pre-service teachers about plant species diversity. Twenty-four Slovenian teachers in pre-service training used a digital version of the key on tablet computers and twenty-nine used a paper-based version to identify woody species in the garden near their university faculty. Both keys contained the same species, identical photographs and the same sequence of steps to identify the species. The accuracy and time taken to identify the five species were measured. The participants also completed a questionnaire about the usability of the identification key. Overall, both versions of the key were equally good for determining species names. The digital version of the key was found to be more time-effective than the paper version only when multiple identification steps were required to identify species. The results confirm that those who scored better on the identification tasks have a better general opinion about the usability of the key; especially students using digital version of the key. Implications for teachers using or creating identification keys are discussed in the conclusion.

The swift widespread shift from face-to-face to emergency remote teaching (ERT) due to the COVID-19 pandemic was accompanied by numerous technical, psychological, and pedagogical challenges and prompted educators to look for ways to improve their performance to preserve the high quality of learning. One way to do this is for teachers to adopt charismatic behaviours. This study aims at investigating the concept of and factors determining teachers’ charisma and its connection with students’ intrinsic motivation and perceived learning in a synchronous online learning setting during ERT. The questionnaires measuring students’ intrinsic motivation, perceived learning, and teachers’ charisma were used to collect the responses from Ukrainian university students who reported on their online learning experienced amid the COVID-19 pandemic. The Varimax rotation method was applied to determine the factors of charisma. Correlation analyses established a connection between students’ intrinsic motivation and perceived learning and teachers’ charisma as well as each factor of charisma independently. The research is the first of its kind done in an online learning setting in an Eastern European cultural context. The research validates some previous findings done in a face-to-face teaching context. The current study also established the connection between humor and empathy as a factor of charismatic teaching.