Aggression in early childhood is considered to a common problem. Identification, reduction and prevention of aggression, especially in early childhood are also considered prevalent. Preschool teachers are known as one of the most important people in children’s lives as they are the first ones to meet the child after parents. Therefore, they hold an important role in identifying, reducing and preventing child aggression observed in early childhood. The purpose of the present study is to examine the knowledge and the awareness levels of preschool teachers about aggression and aggressive behaviours. The study is based on phenomenological approach, as one of the qualitative research designs. A semi-structured interview form, prepared for the study based on expert opinions, was applied to the participants. On the light of the findings from the preliminary findings, the related form was applied to a second group of teachers over the internet. Besides, an additional scale consisting of the items of two different instruments directed to determine the aggressive behaviours of preschool children were formed and applied to the second group of participants. The last scale, which was prepared depending on the findings obtained from the second group of teachers, was applied to a third group of participants because the first two participant groups could not recognize and define relational aggression. The relevant themes and sub-themes were created from the data obtained and the findings were discussed within the scope of the literature. According to the results of the study, it was seen that preschool teachers generally defined aggression as physical and verbal harm, and similarly, aggressive behaviours were categorized under physical aggression and verbal aggression types. It was determined that teachers generally recognized relational aggression when they saw the items related to it in the scale. However, they hardly emphasized it while they were defining aggression. So, it can be said that preschool teachers have limited knowledge and awareness of relational aggression as they recognize it only when they see it but can neither define nor name it. The results are discussed and some suggestions are recommended.

After more than two decades of the Salamanca Statement, discrimination and marginalization still exist. There is a need to implement inclusion to promote educational accessibility, quality, and equity for all to combat exclusion. As a result, inclusion challenged educational systems, especially teachers who are its primary implementers. Understanding the significant role of teachers in the parlance of the inclusive agenda is an essential area of inquiry; however, relatively less is known about it. This paper addresses the chasm by looking more profoundly into the teachers’ skills and dispositions about inclusion. Through a cross-sectional survey, this paper examined and compared the Filipino and Thai in-service teachers’ efficacy and attitudes about inclusion and its association with their intentions for inclusive practices. Data revealed that Filipino teachers have a generally higher level of positive attitudes, efficacy, and intentions for inclusive practices than their Thai counterparts. Also, there is a significant and positive correlation between the respondents’ attitudes, efficacy, and intentions for inclusive practices. Considering the historical and cultural contexts, the results of the study construed a deeper understanding of the teachers’ inclusive practices. Insights gathered from the study are instrumental in the examination and understanding of the teachers’ role in the inclusive agenda.

The purpose of this research is to analyze the achievement of the results, progress, and obstacles encountered during the two years of the commencement of the principals’ partnership program in Indonesia. The scope of the Principal's Partnership program comprises three main components, such as curriculum management, academic supervision, and management of the school ecosystem. Data were analyzed using survey methods. Sampling data were taken from 106 impacted schools, using the percentage results of action plan reports in 15 indicators from the three main components program's implementation. The findings indicate that the principal partnership program activities, in general, have been well implemented and according to the percentage target of the principal's partnership program with a national increase in achievement of the Curriculum Management component from 61% to 69%, academic supervision from 61% to 71% and management of the school ecosystem from 48% to 56%. The percentage increase also occurs when instrument data is processed per indicator in components. The findings imply that the partnership program has a significant impact on equity growth in remote areas.

In the present study, perceptions of Turkish school administrators and teachers towards Syrian refugee children were examined through metaphors. 71 school administrators and 242 teachers from 27 different provinces of Turkey participated in the study. As a result of the study, the metaphors produced by school administrators were grouped into four categories: “child with cultural adaptation and belonging problems”, “fragile and needy child”, “child who is no different from other children” and “problematic child”. The metaphors produced by teachers were grouped into six categories: “child with cultural adaptation and belonging problems”, “child who is no different from other children”, “fragile and needy child”, “problematic child”, “child who can reveal her/his potential with interest” and “compatible child”. Participants' perceptions of refugee children were not related to gender but there was a significant relationship between professional seniority and the number of refugee children at school. Although school administrators and teachers have positive perceptions about refugee children, their negative perceptions are largely due to the lack of professional experience and the high number of students at school. Providing vocational support to teachers and administrators, planning the number of students in schools, and providing resources to schools will improve positive perceptions about refugee children.

This quantitative research aims to analyze the effects of the principal's decision-making, organizational commitment and school climate on teacher performance in vocational high school. The research sample was 160 vocational school teachers in North Minahasa Regency with simple random sampling method. The data were collected using a Likert scale questionnaire 25 with statements. The data analysis was performed using simple linear regression and multiple linear regression. The results showed that the principal's decision-making, organizational commitment and school climate had a positive and significant effect on the performance of vocational school teachers, both partially and simultaneously. The results of this research can be an important reference for educational administrators at vocational high school level to design school strategies and policies that can encourage increased teacher performance to achieve better school productivity.

This study examined the influence of personal factors, school factors and practices performed on job stress and satisfaction. Quantitative research design and purposive sampling method were employed to sample school heads from senior high schools. Data was collected using a self-reported survey questionnaire and was analysed using exploratory, confirmatory and regression analysis to explore the relationships. In the results a high proportion of school heads are satisfied but feel stressed about their job and age, type of school, experience, position and practices performed, had a varied influence on job stress and job satisfaction. The authors advised on building the capacity of school heads in improving their health and performance.

The mastery of Technological Pedagogical Content Knowledge (TPACK) is very important for teachers in order to achieve qualified learning. Analyzing the mastery of TPACK by teachers in Indonesia seems to be imperative to provide baseline data to Indonesian government. This study aimed to examine the mastery of TPACK, in particular among biology teachers in terms of their teacher certification status, educational level, and academic background. This research involved 68 biology teachers obtained through proportional random sampling in five districts of Yogyakarta Special Region, Indonesia. The data collection was conducted through a multiple-choice test consisting of 33 items. The results showed that although the teacher’s mastery of TPACK was categorized as fair (60.13), it does not meet the work performance standards as a good teacher in Indonesia which has a minimum score of 76.00. Using Mann Whitney U and Kruskal Wallis Tests (p< 0.05), the evidence revealed that the mastery of TPACK among biology teachers is likely influenced by the academic background, educational level, and teacher certification status.

The primary purpose of this research was to determine the effect of principal instructional leadership behavior on several determinants: organizational commitment, efficacy, and teacher satisfaction through school health. Five instruments that had been used are the principal instructional management rating scale (PIMRS); organizational health inventory for elementary schools (OHI-E); online course questionnaire (OCQ); teacher satisfaction scale (TSS); teacher efficacy scale (TES). All of these instruments had high validity and reliability; with Cronbach’s alpha values of each was PIMRS (.83), OHI-E (.81), OCQ (.80), TSS (.86), and TES (.79). A total of 350 public primary school teachers in Surakarta had been selected as respondents in this study with satisfied random sampling. AMOS software version 6.0 is used to analyze CFA and SEM. The results of SEM analysis to the structural model built by the researcher was good, with Probability = .001; RMSEA = .043; GFI = .941; AGFI = .907; CMIN/DF = 1.522), so the relationship between the variables in the constructs was interpreted; (1) The Principal instructional leadership behavior had a significant direct influence on the school health, (2) The school health parameter had a significant direct influence on organizational commitment, efficacy, and teacher satisfaction, (3) The principal instructional leadership behavior did not have a significant direct effect on organizational commitment, efficacy, and teacher satisfaction through the variables and school health.

In Austria, segregated German language support classes (GLSC) were introduced in the school year 2018/19 to intensively support students who had previously little or no contact with German, the official language of instruction. These classes have been widely criticised; however, a formal evaluation of their effects has yet to be published. In absence of this evaluation, this article describes the language support model as it currently exists in Austria and reviews existing evidence about its efficacy. The literature review synthesises findings from educational research undertaken in other contexts that offer insight into features of ‘good practice’ in language support models. The article then explores the extent to which GLSC comply with these features. As such, this review allows insights into ways of ensuring students’ language and socio-emotional development – all central aspects of academic success – in language support models. It therefore allows research-informed understanding of the effects of the newly implemented model of German support classes in Austria and makes recommendations for further development.

This study aimed to explore online and distance learning (ODL) issues related to higher education during the coronavirus disease (COVID-19) in Nepal. We applied an online survey design with a five-point Likert scale. We surveyed 71 (57 male and 14 female) postgraduate students in science education at a public higher education institution in Kathmandu, Nepal. A Principal Component Analysis identified four major constructs as the components of ODL issues. They are scarcity, efficiency, access, and inconvenience. The results of the Independent Samples Test (t-test and ANOVA) showed that participants' views about scarcity were significantly different across their gender (male and female) and device use (mobile, laptop, and desktop). They were not significantly different in their views about efficiency, access, and inconvenience across gender, device use, hometown, age group, ethnicity, and school type at .05 level of significance.

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.

This review explores research into the effects of collaborative learning interventions on critical thinking, creative thinking, and metacognitive skill ability on biological learning. The search was conducted from 2000 to 2021. We found 36 critical thinking studies, 18 creative thinking studies, and 14 metacognitive skill studies that met the criteria. The results showed that collaborative learning influences large categories (ES=4.23) on critical thinking, influences large categories (ES= 7.84) on creative thinking, and influences large categories (ES= 8.70) on metacognitive skill. The study's findings show that collaborative learning interventions have the highest impact on metacognitive abilities. Based on these findings, we provide insights for education research and practitioners on collaborative learning interventions that seem to benefit the empowerment of high levels of thinking at various levels of education to be combined with various other interventions in the future. The type of intervention, level of education, materials used, and study quality criteria were included in the study.

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.

COVID-19 affected all education stakeholders and led to school closures at the beginning of the spread of the pandemic. During the pandemic, principals had to manage their schools and faced many problems during the closure. Although there are numerous studies on school principals' challenges and difficulties during the COVID-19 pandemic, no systematic review study analyzes research about the principals' challenges and problems in the current literature. The purpose of this study is to provide a systematic review of the challenges and problems of principals during the COVID-19 pandemic from 2020 to 2022. The researcher analyzed 395 articles indexed in the ERIC and SCOPUS databases between 2020-2022. The results were analyzed using content analysis. The research results showed that 26 articles were suitable according to the analysis criteria. The results revealed that, in general, researchers focused on understanding principals' experiences regarding their challenges and problems during the pandemic. The results also showed that most articles were published in 2021, and most studies were conducted in The United States of America and Turkey. The results also show that qualitative studies are higher than quantitative. In addition, we found that the biggest challenges are inadequate equipment and lack of access to the internet and online resources during the pandemic. At the same time, the most common problems were identified as the adaptation of online teaching and inadequate infrastructure. The results from this research contribute to the body of the existing literature through a systematic review of the challenges and problems of principals during a pandemic and identifying the research gaps revealed from the analyzed studies.

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.

Ursula von der Leyen identifies diverse classrooms have different knowledges and ‘epistemologies’. A typology of epistemologies for democratising knowledge ‘A Blueprint for Character Development for Evolution’ (ABCDE) is offered to mainstream policy benefits for all by Higher Education as hubs i) credentialing educational leaders by doctoral-study and ii) propelling networks of Professional Educators and Administrators Committees for Empowerment (PEACE) across professions credentialed by Higher Education and chaired by educational leaders. PEACE builds robust evidence bases to inform redesigning curriculums and culturally responsive pedagogies as policy benefits that empower students to use ABCDE with Assessment for Personal and Social Learning (APSL) to problem solve across the quadruple-helix. Education Outcomes include students’ self-management of personal and social understanding and wellbeing for resilience within sustainable circular, entrepreneurial, green and digitised economies with products and means of production regulated by professions credentialed by Higher Education. Impacts include communities developing responsible historical social consciousness to reinvigorate democratic governance, accountability, transparency, effectiveness and trustworthiness of rule-of-law based institutions and policies to expand active and inclusive citizenship empowered by safeguarding human rights. Further research, building on the powerful European Commission funded platform ‘DocEnhance’ is recommended to inform effective and efficient investment into high quality education and training.

In the future, vocational students will face all changes and developments in technology and information. In this context, students' digital literacy skills need to be trained to adapt to the demands of the world of work. This article aims to present the results of a study on factors that can improve the digital literacy practice for vocational students as a roadmap for digital learning in the current era. The sampling technique used purposive random sampling of 8 Vocational Schools in East Java Province, Indonesia. The number of respondents in this study amounted to 355 second-year students. The study has found that online learning, motivation, and technology introduction are influenced by students' digital literacy practices, while teacher readiness and infrastructure must be mediated by online learning. The findings in this study indicate that collaboration from various parties is needed from teachers, school administrators, and policymakers in planning learning that focuses on students' digital abilities.

The number of school-aged refugee background children on Turkish soil was estimated to be over 2 million in 2022. Acknowledging the importance of quality education for these children to achieve equity in Turkish-only public schools, this study examined pre-service teachers' self-efficacies in teaching refugee-background students (RBS). Data were collected from 437 pre-service teachers studying at eight different teacher education programs via the adopted Teachers' Sense of Efficacy Scale (TSES) and analyzed with the Tukey multiple comparison test. The findings revealed that pre-service teachers rated low self-efficacies in teaching the RBSs. A comparison of mean scores based on the programs indicated that pre-service teachers in the early education programs scored the lowest self-efficacy while the pre-service teachers in Physical Education programs scored the highest. Moreover, the self-efficacies of bilingual pre-service teachers differed significantly from monolingual Turkish proficient pre-service teachers implying a positive correlation between pre-service teachers’ self-efficacies and bi/multilingualism. Lastly, senior pre-service teachers rated higher self-efficacies than freshmen, junior, or sophomore pre-service teachers. The study implied a need for culturally and linguistically responsive pedagogies and differentiated instruction in the teacher education curriculum to prepare pre-service teachers better for the RBSs in Turkish public schools.

The Attraction-Selection-Attrition (ASA) model is a prominent framework for supporting employee retention, stating that organisations attract, select, and retain people who share their values. However, the ASA model only extends to the end of the recruitment stage and lacks clarity on how to assist newcomers in the assimilation process when they first join the organisation. This research proposed a refinement of the ASA paradigm by incorporating the assimilation process of new hires into the new school culture and environment. This study employed a qualitative research approach by interviewing ten participants about the retention process from high teacher retention international schools in Malaysia. Thematic data analysis revealed a new paradigm, 'Attraction-Selection-Onboarding-Retention (ASOR), ' designed to increase teacher retention in international schools. The ASOR model could assist school administrators and human resource managers working in a related setting in properly engaging the workforce to increase teacher retention. This would benefit school sustainability, performance and the local community's economy.

During the implementation of the inclusive education policy in several countries in Association of Southeast Asian Nations (ASEAN), the psychological health of special education teachers should be considered as a key success factor. This study explored special education teachers’ perceived work stress (PWS), bio-psychological burn-out symptoms (BPS), and transformational teaching (TFT) in inclusive education in Indonesia and Thailand. There were 177 Indonesian and 199 Thai teachers completing a series of questionnaires that included BPS, PWS, and TFT. The results showed that BPS and PWS were high, whereas BPS and TFT were significantly different across nations. No gender differences were found among both Indonesian and Thai teachers. Moreover, TFT could be significantly predicted by positive age and negative work stress, which explained 8% of the variance among Indonesian teachers (R2 = .08, F(4, 172) = 4.18, p < .01) and by positive age and negative burnout symptoms, which explained 6% of the variance among Thai teachers (R2 = .06, F(4, 186) = 3.18, p < .05). Furthermore, inclusive education policymakers and stakeholders should be aware of psychological health improvement including burnout symptoms and work stress, which negatively invade the role of TFT among special education teachers in both countries.