The purpose of this work is to adapt the existing Moral Competency Index (MCI) developed by Lennick and Kiel in a sample of teachers. The validated Turkish version of MCI is based on the item pool of the original MCI with a slight adaptation of the items to fit the context of teacher leadership. The translated form was administered to 773 teachers in Gaziantep city. Exploratory factor analysis, Cronbach’s Alpha and Split-half reliability, and item analysis were performed through SPSS, while the first and second order confirmatory factor analyses were performed through AMOS. Results showed that adapted Turkish form of MCI (Ogretmen Ahlaki Yeterlik Olcegi) is reliable and valid, and the four-dimensional original factorial structure (integrity, responsibility, forgiveness, and compassion) was confirmed and maintained. Finally, multiple regression analyses were performed. Results showed that female teachers have higher levels of moral competencies in the dimensions of integrity and forgiveness. Also, as teachers’ age increases, their general moral competency scores increase in the dimensions of integrity, responsibility, and compassion.

This research aims to find out: (1) the more effective learning model on students' divergent-thinking skills; (2) the better adversity quotient on students' divergent-thinking skills; (3) the better adversity quotient to improve students' divergent-thinking skills in each learning model; and (4) the better learning model to improve students' divergent-thinking skills in each adversity quotient. This research uses a quantitative approach with a quasi-experimental type. The fifth-grade students were selected as the research subjects. This research was carried out at the public elementary schools in Laweyan District, Surakarta, Indonesia. Test and questionnaire techniques were used to collect data. The data analysis was performed with the analysis prerequisite, hypothesis, and multiple-comparison tests. The results showed that the learning model and adversity quotient have an influence on divergent-thinking skills; for each adversity quotient, the thinking actively in a social context learning model is better than the creative problem solving and direct instruction learning model; the creative problem solving learning model is better than the direct instruction learning model; and adversity quotient of the climbers is better than that of the campers and the adversity quotient of the campers is better than that of the quitters in each learning model.

The teaching and learning in Indonesian elementary schools focus both on students’ concept mastery and character development.  Teachers are encouraged to implement a learning model that integrates character values and yet promote learning interest.  This study was aimed at investigating the mathematics learning interest of grade three elementary school students through the integration of thematic learning with character education, referred to as the character-integrated thematic learning model. Using a quasi-experimental pretest-posttest control group design, this study involved 70 students and employed a questionnaire to obtain data, which were analyzed using descriptive and inferential statistical techniques. Descriptively, the average scores of students' learning interest before and after the implementation of the character-integrated thematic learning model are respectively 117.54 and 140.69 with the gain index of 0.44 in the fair category. While score obtained for thematic learning model are 116.11 and 120.23 with the gain index of 0.07 in the low category. The results of the statistical inference analysis using the independent sample t-test were obtained t-count of 4.98 > t-table of 1,667. This indicates that there has been a significant increase in students’ learning interest scores with the implementation of character-integrated thematic learning model. Thus, this learning model can be applied to pay attention to the development of student’s character which has an impact on increasing student’s learning interest.

The purpose of the current research is to identify the correlations between moral intelligence and both academic entitlement and academic performance; in addition to identify the mediating role of academic entitlement between moral intelligence and academic performance. Four hundred and forty-four students from (Yemen, Egypt, Saudi Arabia, Iraq, and Jordan) participated in the research. The moral intelligence scale and the academic entitlement scale were applied to the participants and data were analyzed using Pearson's correlation coefficient and path analysis. The results revealed that there was a statistically significant negative correlation between moral intelligence and academic entitlement and a significant positive correlation between moral intelligence and academic performance. Besides, results demonstrated the mediating role of academic entitlement between moral intelligence and academic performance. The results of this research can be employed in building programs and setting plans for developing moral intelligence and eliminating academic entitlement behaviors and beliefs to encounter the problems of secondary school students.

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 aimed to investigate the effect of character teaching on college student socioemotional character development. The study was conducted at IAIN Pontianak, Universitas Tanjungpura and Universitas Muhammadiyah Pontianak. The sample was 1284 students, 388 male and 896 female. Partial least square-structural equation modeling (PLS-SEM) data analysis using SmartPLS was used. The findings reveal that character teaching has a significant and positive effect on college student honesty, prosociality, respect at home, respect at school, self-control, and self-development. This study suggests that colleges/universities ensure that lecturers supervise student assignments, seriousness and discipline, check students’ attendance strictly, give course assessment samples, and grade their assignments on schedule. At the end of the conclusion, implications and suggestions are given.