The study aims to identify how kindergarten teachers perform early literacy assessments in the classroom and the challenges these teachers have in performing such assessments. During the study, the data were gathered through an in-depth interview in the form of a forum group discussion (FGD). Then, the phenomenological data were attained from 30 public and private Kindergarten teachers. The researchers could illustrate how these kindergarten teachers assessed their children's early literacy through these data. Furthermore, the study results show that the teachers' literacy knowledge has been sufficient and that the literacy programs for the children have been variously designed in each school. The teachers' techniques in performing the early literacy assessment are observation and documentation (portfolio), and the measurement of literacy skills itself refers to the scope of literacy. Concerning the findings, numerous obstacles and expectations that kindergarten teachers have are also discussed within the study.

Teacher agency is a set of actions that a teacher takes beyond what is generally expected of them. The concept merits examination, as agency can bolster teachers’ ability to set and achieve professional development goals. To better understand how to study, and use, this relatively new concept in the academic literature, a systematic review of 164 publications written by researchers from 41 countries was conducted in order to document the research approaches used to study teacher agency, the participants whose agency was documented in a school setting, the methodology used and the type of analysis performed. The study found that teacher agency has been documented qualitatively in the form of case studies comprising interviews of a small number of individuals, with no consensus in terms of interview protocol. In most cases, the results are analyzed using emergent coding. The way that agency is documented varies but is most often underpinned by an ecological approach.

This descriptive research study aimed to assess the management of the existing policies, guidelines, and procedures on the implementation of the interdisciplinary approach in performance-based assessment (IAPA) before and during Coronavirus disease (COVID-19) as a basis for proposing improvements for its implementation in the “new normal”. 30 senior high school science teachers and school leaders from 5 private and 5 public schools in Metro Manila, Philippines, participated in this study. The participants assessed the management of existing policies, guidelines, and procedures on the IAPA’s implementation using a survey questionnaire and identified its strengths and weaknesses using an interview guide. The researchers developed the instruments used for data collection but subjected to experts’ validation and reliability test. Results reveal that the management of IAPA was effective and that it benefits students and teachers in many ways. However, it has also weaknesses, which are associated with the role of school leaders in the implementation of the policies, guidelines, and/or procedures, especially during the new normal education setting. The study provides suggestions for improving IAPA implementation in the new normal covering both the face-to-face and online learning modalities

Learning literature is considered challenging for university students, especially in Indonesia, as they must perform assigned tasks and communicate with one another, in addition to receiving and transmitting comprehensible literature content knowledge from and to their lecturers. In many cases, students do not get sufficient feedback on what they are doing. The objective of this study was to investigate the use of feedback strategies by lecturers in English literature lectures in a higher learning institution in Indonesia. Using a qualitative approach, this study involved three lecturers of the English literature department. Meanwhile, data were collected through 300 minutes of video recordings of drama, literary criticism, and prose lectures. The results revealed that the lecturers generated both negative and positive feedback strategies during the lectures. In terms of negative feedback strategies, they criticized students’ responses. By contrast, in terms of positive feedback strategies, they accepted, appreciated, and praised as well as repeated and answered students’ responses. The results also indicated that the feedback strategies became effective tools to improve students’ language competence, literary knowledge, and participation. This study suggested that lecturers use more positive feedback followed by additional comments during lectures as these could foster students’ engagement and keep learning longer.

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.

Professional certifications represent for many university degrees, especially postgraduate degrees, a recognition of their academic quality and the future employability of the graduates. This article contributes to the analysis of the impact of external accreditations on students’ perception of employability and satisfaction. We offer a case of study, a Master of Science (MSc) in Banking and Finance that became the first academic degree in Spain to obtain the two professional accreditations required for employees in financial institutions since 2019. A survey to a sample of students who graduated two academic years before and two years after the MSc was recognised is used to measure students' motivations for enrolment and satisfaction. The results provide significant evidence that professional accreditation became a key motivation for students to enrol the master, is associated with a more diverse geographical origin of students, and students highlight the higher quality and better coordination of the teaching staff.

The most crucial factor influencing inclusive education is the preparation of educators for their professional activities. The aim of this study was to create and present a model for developing the professional competences of pre-service social educators in the context of inclusive education. The model reflected its main components: aim, objectives, methodological approaches, principles, technologies, study conditions, forms of training and stages of implementation (preliminary, main and final). The model introduced for professional activity in the conditions of inclusive education in the university's study process has the following characteristics: expediency, integrity, internal unity and consistency. The distinctiveness of the presented model lies in the possible application of taught subjects, such as the Inclusion in the Educational Environment module developed by the authors, educational internships and research work of students (RWS). Furthermore, the model is functional, based on a systemic and student-centred approaches and the principle of continuity of learning, i.e., lifelong learning (LLL).

The vast technological development affects every layer of people’s daily life, including Education. However, Indonesia’s tertiary education status quo has not exhibited any rapid development in information technology-based learning media. This study aimed to develop and identify the effectiveness of Basic Pedagogy Material online learning material in improving students’ outcomes in pedagogy. It applied R & D design with a waterfall development model on second-semester students in Universitas Negeri Semarang, Indonesia, during the educational year of 2020/2021. The data collected through interviews, observation, questionnaire, scale, and test were analyzed using independent t-test and n-gain. The findings indicated a significant difference between the average score before and after students used the Basic Pedagogy Materials mobile learning application during the learning process. Therefore, the mobile learning application developed effectively improves students' learning outcomes in pedagogy subjects effectively.

The purpose of this study was to explore the factor structure of a measurement and to evaluate its internal reliability. Overall, 525 math-majoring elementary school teachers volunteered to participate in this study by answering online survey questions via Google Form. These samples were randomly partitioned into 262 participants for exploratory factor analysis (EFA) and 263 observations for confirmatory factor analysis (CFA). The EFA tended to largely prefer a four-factor solution, which was proven to explain over 68% of the variation in the data. Awareness, effectiveness, engagement, and opportunity were the provisional labels for these hidden variables. The CFA results verified and validated the four-factor model, with all test measures exceeding the specified thresholds, suggesting an acceptable and excellent fit. The results of this study, on the one hand, provide four key areas for realistic math teachers, educators, and policymakers to discuss as opposed to examining individual indicators, and on the other hand, they serve as a foundation for interested researchers to conduct additional analyses, such as multivariate linear regression or complement for cluster analysis.

Crises like COVID-19 affect organizations as well as employees' well-being. Leaders, in this sense, have a critical role to play in reducing the challenges and promoting a healthy workplace. With employees feeling overwhelmed and anxious to cope, leaders should provide the appropriate support and guidance. This quantitative study examined the relationship between different leadership styles, which are participative, directive, supportive, and Laissez-Faire, and teachers' well-being in the United Arab Emirates (UAE). The study adds insights into the UAE's public school context, where 101 teachers were surveyed following a snowball sampling technique. Findings revealed that Laissez-Faire and directive styles were the most dominant among the four leadership styles examined. In terms of the relationships between leadership styles and well-being, correlation and regression analyses were done through SPSS, and findings from the Generalized Linear Model analysis revealed that although the four styles correlated positively with well-being, the participative leadership style had the most decisive influence. The results showed that none of the demographics had any significant influence on well-being, and no differences in well-being in terms of demographics were reported.

Teachers play an important role in helping students improve their learning and achieve the intended curriculum outcomes. Therefore, it is essential to look at teachers’ knowledge, understanding, and perceptions of any educational innovation. The present study aims to examine knowledge, understanding and perceptions of Rwandan science teachers with respect to the competence-based curriculum (CBC) introduced in 2015. The 2015 curriculum framework included features like the rationale for its adoption, the concept of competence, different competences to be developed by learners upon CBC implementation, principles guiding CBC implementation, and cross-cutting issues to be addressed by CBC implementation. This research is a multiple case study that adopted a qualitative approach with interpretivism paradigm. Twelve science teachers from three secondary schools, selected based on their differing teaching experience, participated in the study. Data were collected through semi-structured face-to-face interviews. The data were transcribed and qualitatively analyzed using content analysis. The findings revealed some satisfactory knowledge, understanding and perceptions of science teachers. Further, knowledge and understanding gaps as well as negative perceptions of CBC were identified. Towards the effective and efficient implementation of the CBC, this research suggests appropriate training and establishment of the school community of practices for improving teachers’ experience of the CBC.

This study aims to identify students' styles of career choices. The second aim is to investigate what factors influence career choice style. The third aim is to determine whether all students of education programs want to become teachers one day. This research model is a relational model that uses multinomial logistic regression. The research population was Universitas Negeri Semarang (UNNES) students of education programs from five faculties in 2018. The number of people in the population was 4,531, and the participants were 220 students. The data analysis consisted of the multinomial logistic regression method. The results showed that the model met the requirements for use. Factors affecting career decisions are gathering information, locus of control, decision-making speed, and aspiration of an ideal career. Career choice has five styles: rational, intuitive, spontaneous, dependent, and avoidant. Accordingly, the spontaneous style is most commonly used by students. The other result shows that the factor that most influences students in choosing a style is pursuing an ideal career.

This qualitative study is part of a feasibility study conducted by State University of Malang (SUM), Indonesia, to determine stakeholder needs for a study program specializing in managing bilingual education. The study participants included one SUM lecturer who held a managerial position in the division of SUM laboratory schools and twelve teachers/leaders of bilingual schools in some cities in East Java and South Sulawesi. Data were collected using an online questionnaire and in-depth interviews with two selected participants. The results indicate issues related to teachers' English competencies, materials development, and integrating an internationally-oriented curriculum into the national curriculum. Teachers' low English competencies prevented them from conducting teaching and learning bilingually and developing instructional materials in appropriate English. In addition, the combination of national and international curricula was identified as the biggest challenge for bilingual schools. The teachers/leaders were never trained to manage the bilingual program. They learned based on their experiences, and it took years to figure out how to manage bilingual programs successfully. Therefore, the establishment of a new program of study is needed.

This study is qualitative with descriptive and aims to determine the process of generalizing the pattern image of high performance students based on the action, process, object, and schema (APOS) theory. The participants in this study were high performance eighth-grade Indonesian junior high school. Assignments and examinations to gauge mathematical aptitude and interviews were used to collect data for the study. The stages of qualitative analysis include data reduction, data presentation, and generating conclusions. This study showed that when given a sequence using a pattern drawing, the subjects used a number sequence pattern to calculate the value of the next term. Students in the action stage interiorize and coordinate by collecting prints from each sequence of numbers in the process stage. After that, they do a reversal so that at the object stage, students do encapsulation, then decapsulate by evaluating the patterns observed and validating the number series patterns they find. Students explain the generalization quality of number sequence patterns at the schema stage by connecting activities, processes, and objects from one concept to actions, processes, and things from other ideas. In addition, students carry out thematization at the schematic stage by connecting existing pattern drawing concepts with general sequences. From these results, it is recommended to improve the problem-solving skill in mathematical pattern problems based on problem-solving by high performance students', such as worksheets for students.

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 greatest impact of the COVID-19 pandemic on Indonesian education was the decline in teacher performance. In light of this information, this study analyzes the role of supervision, salary and benefits, school climate, training and development, and perceived organizational support in moderating the impact of competence on teacher performance during the COVID-19 pandemic. This study also compares the relationships between employed government and private teachers. Data were collected through questionnaires to teachers with a sample of 166 government teachers and 175 private teachers in primary and secondary schools through a Google form and analyzed using moderated Structural Equation Modeling-Partial Least Square (SEM-PLS), multigroup, and multilevel analysis. The results showed that salary and benefits, training, and development did not affect the performance of public school teachers. In contrast, only salary and benefits did not affect teacher performance for private teachers. Moreover, only supervision significantly moderated the effect of competence on the performance of public school teachers. However, supervision, salary, benefits, school climate, training and development, and perceived organizational support did not affect private teachers' performance. The Ministry of Education or the Foundation needs to review and improve the mechanisms of training and development, supervision, and school organizational climate to promote optimal teacher performance during the pandemic.

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.

Lesson study, observation and analysis are relevant to professional development and initial teacher education. As a strategy, it helps to bridge the gap between theory and practice. The health conditions brought on by the COVID-19 pandemic forced the restriction of the tutors’ direct observation of preservice teachers at school. This study analyses preservice teachers’ performance through video observations to evaluate their professional activity at school during the COVID-19 pandemic. The Fifteen Items Revised Tsang-Hester Observation Rubric (FIR-THOR) was administered to a sample of 166 preservice teachers in their internship schools and their video recordings each one of 45-minute teaching lessons were analysed. The results show that the FIR-THOR appears as a robust instrument, which allows us to conclude that the instrument works well in the three five-items dimensions that compose it - Instruction, Management, and Assessment - proving to be reliable for assessing teacher intervention in the classroom. Among the three dimensions, the preservice teachers’ performance stands out in the Management of the classroom, as well as in the classroom Instruction. This contribution is relevant considering the potential of lesson analysis in learning and professional development during initial teacher training.

School quality has become a guiding concept that increasingly shapes educational planning and school development. For many decades, it has been a topic of significant interest, resulting in a wide-ranging and diverse research field. However, it is far from clear how school quality should be defined, what it should encompass, and how it influences student performance. The goal of this scoping review is to examine the existing evidence of the relationship between characteristics of school quality and student cognitive output/ student performance in secondary school. More precisely, it aims to (a) identify, (b) categorize, and (c) examine and evaluate the effects of characteristics of school quality affecting student performance and teaching characteristics in secondary school. In order to achieve these aims, we selected, clustered, and analyses 37 articles. The process was conducted by the research group through regular meetings, discussions, and consensus decisions. Our findings contribute to the comprehensive body of literature by identifying the following dimensions: aims and strategies for quality development, leadership and management, professionalism, school culture, and resources. Furthermore, the review revealed that although the field of school quality has been extensively researched, it lacks consistency, with many different operationalisations and definitions, making comparisons and syntheses challenging or even impossible. We believe that clear operationalisations and definitions are crucial to achieving comparability. Additionally, to achieve a standardized understanding of school quality and establish the categories internationally, uniform, theoretically sound, and content-related definitions of each category are necessary.

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.