Entrepreneurship has been an intriguing issue as an indicator of economic development and social welfare particularly being focused on last decades. Furthermore, the issue of immigration has attracted considerable attention in recent years. Nowadays, the quality of the workforce and it's training processes are not getting only progressively important but as well the participation of migrants in the labor market will be a great problem in the future. Migrant’s entrepreneurial tendencies and career expectations designation are the main objectives of this research. This research was designed as a comparative qualitative model, and the structured written interview technique was used in order to collect the data. Randomly sampling study groups were formed according to methods of maximum diversity. The sampling group was formed by the participation of 12 Syrian migrant high school students who live and get trained in Altindag, a district of Ankara, Turkey and 13 Syrian migrant high school students who live and get trained in Kreuzberg, a district of Berlin, Germany. The collected data were analyzed by content analysis technique. The results of the research reveal that immigrant students have a high level of entrepreneurship in Germany, the nonetheless low level of the expectations of future career prospects in Turkey. Thus, the absences of sociocultural and economic areas where they will use entrepreneurial tendencies are a serious obstacle to them. Moreover, participants argue that they do not want to stay in Turkey anymore, and most of them intend to emigrate to Europe or another country if they can do so. Unlike Germany, many of the participants in Turkey neither know what they want to be nor how they want to live in the future and nor have they made any career planning.

The effectiveness of schools, that is, their ability to achieve their pre-determined goals depends on many variables but especially the effectiveness of the administrators who are responsible for the implementation of the educational programs and curricula. An administrator must have a healthy perception of being "an effective administrator" in order to be able to demonstrate expected roles successfully. Concerning school effectiveness, in addition to the emphasis of self-efficacy of administrator, the leadership role of the educational administrators has gained importance with modern educational administration approaches. If an administrator wants to be effective, he/she must act as a leader and convince followers. In this context, when questioning the effectiveness of schools, it is important to determine the level of self-efficacy perceptions of administrators and to determine the leadership styles displayed by them. In this study, it was aimed to examine whether there is a significant relationship between the perceived self-efficacy belief and leadership style. The results show that self-efficacy perceptions of the administrators make a difference in their leadership style and there is a relationship between the self-efficacy belief and exhibitors of transformational leadership behaviors; the more administrators feel themselves efficient, the more they exhibit transformational leadership behaviors.

This study aims to conduct validity and reliability analysis of Organizational Structure Scale-University version (OSS-U) that enables us to determine organizational structures of universities. The scale was developed based on the Axiomatic Theory by Hage, literature review and expert opinions. The sample of the study consisted of a total of 655 faculty members working at state universities in Turkey. Psychometric features of the scale were tested with three different models. The content validity of the suggested models was tested with Lawshe Analysis; the construct validity with Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) while the reliability was tested with Cronbach alpha which is a measure of internal consistency. As a result of the analyses conducted, all of these three models were determined to be valid and reliable with the relevant sample. It was also revealed that OSS-U can be used as model 1 in which nine dimensions (number of occupational specialties, professional training, professional activities, participation in decisions, hierarchy of authority, standardization, professional latitude, difference in rewards and difference in status) describe one single concept (University Structure), or model 2 in which four subscales (Complexity Scale, Centralization Scale, Formalization Scale and Stratification Scale) are independent pieces of an umbrella term (University Structure) or model 3, as a combination of these two models (model 1 + model 2), where combined subscales that have dimensions in itself describe a hypernym (University).

The purpose of this study is to describe the actions taken by college students to face their future retirement. For this, the test designed by the National Commission for the Protection and Defense of Financial Services Users (CONDUSEF) in Mexico was used, which has items related to financial knowledge, specifically topics about savings, emergency funds and life insurance, among others. The instrument was applied to 60 UPAV college students of different levels, during the school cycle of February-August 2018, in the city of Xalapa, Veracruz; it should be noted that the range of age was older than 21 but younger than 23 years old. The descriptive analysis showed results that lead us to believe that students have emergency funds (53%) but these are used to face unexpected situations (59%); also, students do not have life insurance, which could be concerning in their personal and family life if/when they have to face a present or future illness. Regarding car insurance, most of the respondents stated that they do not own one, besides considering it an unnecessary expense. One of the study limitations was the surveyed population; hence the need to widen this research to encompass more students from such geographical area in order to obtain a wider outlook of said behavior.

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.

Recently, as low-cost microcontrollers such as those developed by Arduino and Raspberry Pi have become widely available, the term maker education has emerged as a hot topic in education. Teachers are increasingly using low-cost microcontrollers in their classes, but conducting a class that focuses on using a microcontroller may cause difficulties or problems, for the learner or for the instructor. To solve these problems, it was necessary to design a teaching and learning model for the use of low-cost microcontrollers to be applied at school sites. Accordingly, this study aimed to develop a teaching and learning model for using low-cost microcontrollers. As a result of this study, the author proposes a teaching and learning model that consists of six stages: topic selection, exploration of implementation methods, experimentation, production of teaching and learning materials, implementing lesson plans, and improvement. According to this procedure, teaching and learning materials were created and applied for the subject matter of a middle school unit on “Making Arduino Automobile.” The model developed in this study may provide a guideline for teachers who want to apply low-cost microcontrollers in their classes.

This study determined the challenging learning experiences of engineering students while completing their degree program as factor that might influence to their changing attitude towards achieving higher academic performance. Mixed method of research was utilised in the study considering the total population of 75 graduating students for quantitative and 12 students for qualitative part of the study using focus group discussion. Results showed that engineering students have significantly higher level of positive attitude towards academic performance during their junior level but significantly lower after taking professional courses. Attaining high academic performance still really matters for the engineering students during their junior level but continuously changing their perspective due to encountered challenging experiences while taking the professional courses. Performance in General Engineering courses describes the attitude of the students towards academic performance in personal aspect while professional courses define their attitude in professional aspect. The finding of the qualitative research revealed that there are three themes emerged in the challenging experiences of the engineering students and these are: Abandoned Social Freedom, Survival of the Fittest and Future Oriented Mindset which contributed to the changing perspectives of the engineering students.

The ability to think critically and creatively is essential for students to be able to face the challenges of the industrial revolution 4.0. Lectures must be designed to enhance students’ critical and creative thinking skills. This study aims to examine the implementation of problem-based learning in learning management information systems courses to improve students critical and creative thinking skills. The research design carried out was classroom action research. The subject in this study was students of Economics Education, Faculty of Economics, Universitas Negeri Semarang. The research was conducted in April-May 2019. The procedure for implementing class action research are two cycles (plan, action, observation, and reflection). The research data was taken by observation and interview methods. The data analysis method used is descriptive quantitative and qualitative methods. The results showed that two class action research cycles were well implemented. The application of the problem-based learning method can improve students’ critical and creative thinking skills. Students are able to solve a given case by doing the right analysis and being able to provide alternative solutions. Students consider the learning process to be more exciting and challenging. Students can express their opinions well in front of the class. The implication of this research is that lecturers can apply PBL with various combinations of learning strategies to improve students' critical and creative thinking skills.

This study aims to analyze students’ creative thinking skills in answering the problem-solving questions. This study employs qualitative design, involving 110 fifth graders in Malang Municipality and Regency as the subjects. The obtained data were analyzed using the descriptive-explorative approach. The findings reveal that the high-achievers in Mathematics showed good skills in the aspects of fluency and flexibility, but were still struggling in the novelty aspect.  The average-achievers showed good skills in flexibility aspects but were lacking in the fluency and novelty aspects. They showed an understanding of Mathematics problems but found it difficult to decide the solving strategies, and thus their answers were lacking in structure and less systematic. When solving a problem, the calculation made seemed rushing, was less careful, and frequented with trial and error strategy. The low-achievers showed difficulties in understanding the problems. Their answers were not systematic, not well-structured, and not detailed. This indicates that the low-achievers had not shown creative thinking skills in fluency, flexibility, and novelty aspects.

Skill in processing waste is an essential attitude needed in daily life because environmental pollution issue is one of the important parts that are learned in science subject. It is required students’ self-confidence and creativity in processing waste into a useful product. This research aims to improve students’ confidence and creativity through science wastepreneurship learning model. This research used experimental posttest-only design with nonequivalent groups design. Total of the samples were 140 students who were divided into experiment group (n = 75) and control group (n = 65). Statistic data analysis was carried out through Two-way ANOVA in significance level of 0.05. This research showed that the self-confidence and creativity of students on posttest finding in experiment group is higher than control group. It can be concluded that science wastepreneurship learning model was effective in improving students’ confidence and creativity in processing waste. Therefore, science wastepreneurship learning model is suggested to be more often used by the teachers in Junior High School.

The paper aims to know the influence of entrepreneurial leadership on the students' entrepreneurial intentions as well as its impact on teacherpreneurship. The design employed was quantitative with the ex post facto method using Partial Least Square Structural Equation Modelling (PLS-SEM) to test the hypothesis. The samples were taken using a stratified random sampling technique, obtaining 70 teachers and 285 students as the respondents. The data were gathered through a questionnaire, which has been tested for validity and reliability. The validity and reliability tests of each variable show the Cronbach's Alpha value, and the Composite Reliability is higher than 0.6 (the minimum standard), while the average variance extracted (AVE) value is higher than 0.50 (the minimum standard for validity). The hypothesis tested using the path coefficient is accepted if the t-statistic is above 1.96 and p-value less than 0.05.The results of the path coefficient and indirect effect are above 1.96 and below 0.05 for the t-statistic and p-value, respectively. Therefore, the three hypotheses are accepted. First, entrepreneurial leadership has a positive and direct significant influence on teacherpreneur, with a t-statistic value of 18.057 and a p-value 0.000. Second, similarly, the teacherpreneur positively and significantly influences students' entrepreneurial intentions, with a t-statistic value of 3.558 and a p-value 0.000. Third, entrepreneurial leadership has an indirect influence on entrepreneurial intentions, mediated by teacherpreneur. In other words, teacherpreneur mediated the influence of entrepreneurial leadership on entrepreneurial intentions, with a t-statistic value of 3.282 and p-value 0.0001. The findings recommend the importance of entrepreneurial leadership and teacherpreneur in establishing the students' entrepreneurial intentions.

A positive learning environment can be achieved if all the school members follow the principal's learning process. The paper aims to study and analyze the principal's implementation of innovation and entrepreneurial leadership in creating a learning environment. The research is conducted qualitatively through a case study. The research subjects were determined using purposive sampling, while the data were collected through interviews, observation, and documentation study. The data were then analyzed descriptively qualitatively using the Atlas.ti software. The results show that the principal has implemented the entrepreneurial leadership employing two main principles to create a learning environment. First, the principal regulates organizational growth through optimization, communication, motivation, monitoring, controlling, role model, and empowerment. The principal makes some innovation through several steps: vision building, staff development, and restructuring. This kind of leadership can create a comfortable and fun learning environment. As a result, all school members can follow the learning process and create innovative products, as well as making some progress in academic and non-academic achievements. The research findings imply a recommendation for the school's program in that a principal's entrepreneurial and innovative leadership is one of the critical factors in learning.

This study aims to analyze the implementation of holistic education and determining its supporting and hindering factors at a boarding high school in Malang, Indonesia. The method of this research is qualitative descriptive with a case study approach in the State Senior High School 10 Malang, Indonesia. The data collection technique was done through interviews and observations. The data analysis employed data reduction, data presentation, and conclusions making. The results showed that holistic education in the State Senior High School 10 Malang included the academic, leadership program, extracurricular, youth entrepreneurship, and environment caring programs. The supporting factors of the holistic education were curriculum, professional teachers, principal leadership, learning process, facilities and infrastructure, school management, three educational centers, and school culture. Meanwhile, the inhibiting factors included the low number of boarding teachers and the high operational costs. The results suggest that all schools should provide equal access to qualified education services to the whole nation through holistic education programs to produce intelligent and competitive students.

The discussion about the loss of nationalism values in the Indonesian migrant workers’ (IMW’s) children in border areas, has become an important issue in the world of Indonesian education. The purpose of this study is to describe the role of Community Learning Center (CLC) in fostering nationalism values in IMW’s children, as well as to reveal the teaching experience and meaning of nationalism from the perspective of teachers at CLC Sarawak, Malaysia. The research uses qualitative method with case study approach that focuses on factors that can foster nationalism of IMW’s children. Data collection obtained through observation techniques, in-depth interviews, and documentation. The results showed meaningful findings according to the conditions in the education system in CLC, as well as socio-cultural conditions that affect every activity in the border area. The first finding indicates that CLC has an important (central) role in fostering the nationalism of IMW’s children in border areas. The second finding shows the fact that teachers are still experiencing some problems in the field, such as; limited access to information and communication, teacher education background, school conditions, limited educational units, learning facilities, and family and social environments. The third finding emphasizes the importance of nationalism for teachers who devote themselves to teaching in border areas, because teachers have a crucial role in transferring knowledge, providing meaningful learning experiences, and fostering the nationalism of IMW’s children.

During the Coronavirus disease (COVID-19) pandemic, universities were obligated to transform from traditional classroom teaching environments to virtual ones. This sudden transformation highlighted the issue of low e-learning system usage amongst instructors of humanity faculties in Jordan's public universities. This study empirically investigated the moderating impact of technology anxiety on the relationship between the instructor's self-efficacy and the e-learning system's actual use to contribute to solving the problem. A survey was distributed to 468 instructors to test the theoretical framework, which yielded 285 valid and complete instruments analyzed using Structural Equation Modeling (SEM). Results showed the positive direct effect of self-efficacy on actual use. Furthermore, the level of technology anxiety moderated the relationship. Instructors with low technology anxiety showed a higher level of e-learning system actual usage than those with a high anxiety level. To improve the use of e-learning systems, top management must understand the fundamental role of compulsory training as the Covid-19 pandemic, and the instructor's confidence must be increased by providing training and support.

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.

Entrepreneurs play an important role in improving a country’s economy, shown by the increase in young people involved in startup businesses, including students. The young generation needs motivation through a good education to support their intention. Therefore, this study aimed to examine the role of entrepreneurship education in increasing entrepreneurial intention among business students. The data were obtained from 240 business students in Indonesia using a questionnaire. The study was conducted using descriptive methods and Structural Equation Modelling (SEM). Hypothesis testing showed that perceived desirability is the strongest variable on the entrepreneurial intention of business students. Furthermore, the R-Square test results showed that entrepreneurial intentions are positively and significantly influenced by perceived desirability and feasibility, the propensity to act, and entrepreneurship education by 61.12%. The remaining 38.88% is influenced by other variables outside this study. The key impact of this research is revealed perceived desirability and feasibility, the propensity to act and entrepreneurship education give positive entrepreneurial intention among undergraduate students. Higher education has responsibility to nurture young generation to learn more about entrepreneurship. The increasing number of entrepreneurs can support government to improve the nation’s economy and society.

This study investigates the contribution of teachers’ willingness to their professional competence in adapting to digital learning transformation during the Coronavirus disease (COVID-19) pandemic and its relationship to instructional leadership and self-efficacy. Data were collected by distributing online questionnaires consisting of 4 constructs, namely instructional leadership, self-efficacy, teacher’s willingness to change, and professional competence, and distributed to 221 Indonesian High School teachers. Structural Equation Model (SEM) was used for analysis using Analysis of Moment Structure (AMOS) version 23.0 to examine the hypotheses. The results showed that instructional leadership significantly influences teachers’ willingness to change with a positive impact on their professional competence. Furthermore, there is a significant effect on teachers’ willingness to change their professional competence, insignificant on self-efficacy with substantial impacts on their willingness to change. The analysis results through the Sobel test showed that the teachers’ willingness to change is an excellent mediating variable for self-efficacy in influencing professional competence. Conversely, it is not an excellent mediating variable for instructional leadership towards professional competence. The importance of teachers’ willingness to improve their professional competence is a new finding that significantly contributes to their professional development.

Education based on social entrepreneurship (SE) practices is of importance at this time to shape the personality of students who are more responsible towards the surrounding environment. This SE requires high motivation from students to ensure success in education based on social entrepreneurship can be achieved. However, the factors that support the motivation for social entrepreneurship are still poorly identified, particularly in the setting of undergraduate students in Malaysia. Data were collected from 15 selected Malaysian universities involving undergraduate students who are actively involved in the Enactus program. A set of questionnaires was administered to 294 respondents online. The data analysis involved confirmatory factor analysis (CFA) to measure the construct validity of the measurement model, and covariance-based structural equation modelling (CB-SEM) to establish the relationship between the independent variables and dependent variables. The results revealed self-efficacy and entrepreneurship education provide a relationship in motivation toward social entrepreneurship by undergraduate students. However, social support does not relate to motivation toward social entrepreneurship. Overall, this study adds to the notion of factors that influence social entrepreneurship motivation by supplementing the literature in the areas of educational management and entrepreneurship. In practice, this study contributes significantly to the formation of government policies to further strengthen the motivation of social entrepreneurship that can enhance the community economy and local communities.

COVID-19 pandemic forces training for principals to be conducted online. This study aims to evaluate the context, input, process, response, study, behavior, and outcome to determine the effectiveness and make recommendations for training. The approach used in this study was a mixed method with a concurrent embedded design and a qualitative method as the main method. The subjects of this study were the principals, committees, and instructors. Data were collected through interviews, observations, and questionnaires and analyzed using Miles and Huberman's model, descriptive analysis, and a t-test. The results show that e-training is effective in context, input, and process. Response, learning, and attitude assessments prove that knowledge, skills, and attitude have improved. Participants will be able to implement the experience gained and impact school quality improvement. This study contributes to the combination of the two evaluation models proven to produce a complete result. The study for the e-training recommends needed assessment before the training, the activity before the training to acquire the skills in using the learning management system, and the monitoring and evaluation after the training.