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.

Coronavirus disease (COVID-19) Pandemic changed education conditions worldwide forcing all the parties involved to adapt to a new system. This study aimed to collect information related to the effects of teaching English online on English as a Foreign Language (EFL) students’ achievement. Data were collected from EFL teachers and students enrolled in three different Ecuadorian Universities (Technical University of Ambato, Higher Polytechnic School of Chimborazo, and University of Cuenca) from five different levels: A1, A2, B1, B1+, and B2. This preliminary paper reports the results of 480 students regarding four major sections: pedagogical practice and assessment, learning outcomes, affective factors and perceptions of students about the advantages and disadvantages of online learning during the pandemic COVID-19; considering the Hierarchy of online learning needs of Justin Shewell. An online survey questionnaire with 17 questions and a 5-point Likert scale was applied. The Cronbach's Alpha test presented 0.84 and 0.73 level of reliability. The Kolmogorov Smirnov’s statistic and, the Kendall's Tau_b tests, and the Levene's test for homogeneity of variances were performed with the SPSS statistical program. The results made evident that online learning affects academic achievement in EFL students during the COVID-19 pandemic, which was confirmed after analyzing four main areas: pedagogical practices and assessment, learning outcomes, affective factors and students’ perceptions about the advantages and disadvantages of online learning. The importance of online learning was highlighted since it has been understood as a tool to face the emergency produced by the COVID-19 pandemic.

In contemporary school systems, the concept of a teacher is defined as a socially and emotionally intelligent, pedagogically, and psychologically competent school leader. This would mean that not only the teacher's subject knowledge is sufficient, but also good knowledge of general pedagogical-psychological skills, knowledge, and management of the didactic approach, etc. Social and emotional skills/intelligence (SEI) restore the value of teachers as creators of learning and connect education to the larger social world in which SEI plays the most important role. This paper highlights the importance of social and Emotional Intelligence (SEI) in teacher education, examining the current state of research and the most important role of SEI in students' personal, social, and academic achievement, as well as teacher effectiveness and personal growth. By presenting the scientific evidence of SEI in teaching and teacher education, this study assesses the SEI level of student teachers at the University of Primorska, Faculty of Education, Slovenia. SEI is examined, through its main components: Self-awareness, Self-management, Social Awareness and Social Skills. In conclusion, this paper aims to show the need to develop SEI in future teacher education in Slovenia.

The study objectives were (1) developing a valid and reliable Affective Self-assessment Instrument of Chemistry for High School Student and (2) discovering the chemistry affective domain ability trend of high school students based on gender. The current development study utilized 10 non-test instrument development procedures from Mardapi. The study population was all high school students in Yogyakarta Special Region. The sample size was 405 students categorized into two stages and sampling techniques, i.e., the trial stage using cluster random sampling and the measurement stage using simple random sampling. The data analysis techniques were validity test using the Aiken index and construct validity and reliability using the second-order Confirmatory Factor Analysis model. The study findings were (1) the Affective Self-assessment Instrument of Chemistry for High School Student had 15 valid and reliable items and 15 available items to be utilized by teachers to measure students’ affective in the learning process and (2) the chemistry affective domain ability trend of male high school students was dominated by the “good” category and “very good” category for female students.

This research aims to determine the relationship between school principals' cultural intelligence level and teachers' job satisfaction and intention to leave. The relational survey model was used in this study. The data of the research were collected from 800 teachers working in public middle schools in the central districts of Mersin Province in the 2020-2021 academic year. The data were collected through Personal Information Form, Cultural Intelligence Scale, Job Satisfaction Scale, and Intention to Leave Scale. The data were analyzed through correlation analysis, Structural Equation Modeling and Sobel Test. According to the results of the research, a strong, positive and significant relationship was found between the cultural intelligence level of school principals and the job satisfaction of teachers. A strong, negative, and significant relationship was determined between the cultural intelligence level of school principals and teachers' intention to leave. A strong, negative, and significant relationship was determined between teachers' job satisfaction and their intention to leave. It was found that the cultural intelligence level of school principals negatively predicted teachers' intention to leave. It was also determined that cultural intelligence levels of school principals negatively predicted teachers' intention to leave through job satisfaction, and teachers’ job satisfaction was a partial mediator of the relationship between the cultural intelligence levels of school principals and teachers' intention to leave. It was suggested that candidates with high cultural intelligence levels should be given priority in the appointment process of school principals.

This study aims at identifying the level of psychological and professional stress in light of the Coronavirus disease (COVID-19) pandemic. It adopted descriptive and analytical methodologies. Two scales were prepared: one scale for psychological and professional stress and the other for coping with psychological and professional pressures. The study sample consisted of 608 female teachers at public schools in Al-Kharj province, Kingdom of Saudi Arabia (KSA). The results show a moderate level of psychological and professional stresses. The findings show statistically significant differences in teaching experience variable. The differences were in favour of female teachers with experience of less than 5 years. However, no statistically significant differences were found on the variable of academic qualification. It was found that female teachers had followed strategies to cope with psychological and professional stresses including resorting to faith, connecting with other teachers and students, planning different strategies, seeking help from others and managing time. The study recommends arranging training courses for female teachers to develop remote teaching skills and using various technologies and applications in this field particularly during the ongoing COVID-19 pandemic.

Research on instructional quality has been of great interest for several decades, leading to an immense and diverse body of literature. However, due to different definitions and operationalisations, the picture of what characteristics are important for instructional quality is not entirely clear. Therefore, in this paper, a scoping review was performed to provide an overview of existing evidence of both generic and subject-didactic characteristics with regard to student performance. More precisely, this paper aims to (a) identify both generic and subject-didactic characteristics affecting student performance in mathematics in secondary school, (b) cluster these characteristics into categories to show areas for quality teaching, and (c) analyse and assess the effects of these characteristics on student performance to rate the scientific evidence in the context of the articles considered. The results reveal that teaching characteristics, and not just the instruments for recording the quality of teaching as described in previous research, can be placed on a continuum ranging from generic to subject-didactic. Moreover, on account of the inconsistent definition of subject-didactic characteristics, the category of ‘subject-didactic specifics’ needs further development to establish it as a separate category in empirical research. Finally, this study represents a further step toward understanding the effects of teaching characteristics on student performance by providing an overview of teaching characteristics and their effects and evidence.

This study aims to explore non-English speaking major student’s perceptions of Motivation and Grit and the relationship between these two factors and students’ English language performance at a public university in China. The research was conducted by quantitative research design to collect 624 non-English speaking Major students’ answers to multiple questionnaires at a public university in China. Data analysis is used by SPSS and AMOS. The study shows that Motivation and Grit all have a positive correlation with English language performance. One major conclusion of this study is Grit has the most significant effect on the English language performance of non-English speaking major students in multiple regression analysis and is also the best predictor of the relationship between these two factors and English language performance in the path analysis in Structure Equation Modeling (SEM) analysis. The finding also revealed that male students’ perception of motivation and grit is slightly stronger than that of female students. These findings highlight the need for English as a foreign language (EFL) teacher to understand students’ affective factors in learning English, and hence help them utilize different teaching methods to enhance students’ English learning and promote sustainable development of English learning in a public Chinese university.

This study aimed to determine the effect of cognitive and affective factors on the performance of prospective mathematics teachers. Cognitive factors include cognitive independence level and working memory capacity, while affective factor include math anxiety. Mathematical performance was then assessed as basic math skills, advanced math skills and problem-solving ability. This research combined quantitative and qualitative research methods. In order to determine the effects of cognitive independence, working memory capacity, and math anxiety on math performance, multiple regression tests were used. To then see the effects of these three factors on problem-solving ability, a qualitative approach was used. Eighty-seven prospective math teachers participated in this study. Based on the results of the multiple regression, it was found that the level of cognitive independence affects basic math skills but has no effect on advanced math skills. Working memory capacity was seen to positively affect math performance (basic and advanced math skills, problem-solving skills), while mathematics anxiety demonstrated negative effects on advanced math skills and problem-solving skills.

The research aimed to examine students' attitudes towards learning and teaching processes in an online course, investigating whether there was a difference between Jewish and Arab students' attitudes towards this course. The study combined mixed methods. Data were drawn from a questionnaire (including mostly closed-ended questions) completed by 195 graduate students and eight semi- structured interviews. Additionally, the students' grades for their course assignments were analyzed. Findings indicated that all course participants perceived the teaching and learning processes positively, but Jewish students held stronger positive attitudes concerning the learning processes' effectiveness than did Arab students. Jewish course participants' achievements were higher than those of Arab participants. The variable `sector` had a moderating effect on perceptions of the course structure's clarity and success in the course, strong clarity led to Arab students' success on the course but not for Jewish students. Arab students shared their difficulty adapting to a learning style necessitating autonomous learning processes. These findings are explained by Arab society's unique cultural dimensions, characterised by high-power distance and strong avoidance of uncertainty. The findings can inform designers of multicultural online courses that optimal teaching practices necessitate culture sensitivity, and this constitutes an issue for future studies.

The current study investigated the mediation effect of emotional reactivity and cutoff between attachment styles and interpersonal problems. The gender differences were also determined. A sample of (N = 200) students living in hostels of two universities of Lahore was used. There were (N = 100) female in the sample. The average age of the participants was 22.3 (SD = 1.46). The results of the study showed a significant relationship between close attachment style, emotional reactivity and cut-off, and with subscales of interpersonal problems like too much aggressive, too much caring, too much dependent, socially inhibited, hard to be involved, and hard to be supportive. Similarly, anxious and dependent attachment style showed significant relationship with emotional reactivity and cut-off and with subscales of interpersonal problems of hard to be sociable, hard to be assertive, hard to be supportive, hard to be involved, too aggressive, much caring, too open and too much dependent. The mediation analysis using Structural Equation Modeling (SEM) revealed that emotional reactivity and cut-off showed partially significant mediation between attachment styles and interpersonal problems. Women showed more interpersonal problems as too open and too much caring compared to men living in hostels. The findings of the study have significant implications in the social structure of relationships in hostels, particularly in South Asian cultural context.

This investigation examined English as a foreign language (EFL) teachers’ perceptions of their self-efficacy in using instructional strategies in the context of the Mekong Delta of Vietnam. The research was designed as a descriptive research collecting quantitative and qualitative data from a questionnaire and semi-structured interviews. Forty-six Vietnamese EFL teachers were invited to partake in the study. The results indicated that participants were in general confident in using instructional strategies in their English classes. Specifically, the participants were highly confident in their abilities to use multimedia (M=4.41), assessment techniques (M=4.35), and classroom English (M=4.35). The study also indicated that participants were not confident in evaluating the level of task difficulty (M=3.37), dealing with unmotivated students (M=3.57), and meeting students’ particular needs for support (M=3.62). Pedagogical implications and recommendations were addressed to help manifold stakeholders at the end of this paper.

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.

In today's World, data-driven methods are behind the determination of potential action plans in every area of life. These data-driven methods help individuals or policymakers to figure out the strengths and weaknesses on the subject that are worked on and to make a comparison to the best practices. Thus, actions can be taken immediately on the specific factors that have a huge impact on the topic investigated. In the educational area, countries are using the same approach to measure, monitor, and improve the quality of education by attending international studies. In this study, for both Turkish and Singaporean students, Artificial Neural Network (ANN) model is performed to predict the students' mathematics achievement and to identify factors that have a high impact on achievement using Trends in International Mathematics and Science Study (TIMSS) in 2019 with the data of 3,586 Turkish and 4,750 Singaporean students. The reason behind comparing the results of Turkey to Singapore is that Singapore is the best-performing country in terms of mathematics achievement in the TIMSS in 2019. The model results show that the top two crucial factors in both countries are the frequency of absenteeism from school, and students’ confidence in mathematics with the accuracy of 75%. In addition, relevant policy implications are given based on the importance level of significant factors.

This study used the structural equation modeling (SEM) approach to test a model that hypothesized the influence of self-efficacy, self-control, emotion, and engagement on student academic performance. The structural equation modeling model was developed to link all the study variables with a literature review to describe the interrelationship. Data collected were from 413 college students in their second year. The results show that self-efficacy, self-control, emotion, and engagement predict student academic performance. And through emotion and student engagement, both self-efficacy and self-control predict student academic performance indirectly. Practically the measures used in this study give more information about the learning environment in higher education settings than those usually come from traditional practices faculty received in the classroom, such as student rating forms and feedback. The main findings of this study have some implications for higher education, theory development, measurement, and future research.

After months of 100% online teaching due to the pandemic produced by COVID-19, the return to face-to-face classes is being experienced. This study focused on finding the English as a foreign language (EFL) University professors’ perspectives of online education during that time. The information was collected from three Ecuadorian universities: The Technical University of Ambato, The Higher Polytechnic School of Chimborazo, and The University of Cuenca. The survey was designed with 26 questions about professors’ perceptions of online teaching and its impact on their pedagogical practices, affective factors, and student achievement. Software R, and the Cronbach's alpha tests were used as statistical tools, along with Kendall's Tau_b, and the Kruskal-Wallis test. The results showed that teaching online not only represents a solution in cases where face-to-face education is not possible, but also offers teachers the opportunity to experience the benefits of using technological tools and innovative strategies. Although some drawbacks, such as lack of time and real interaction were encountered, online teaching resulted in an alternative methodology that engaged learners.

Some Indonesians may still regard online education as a novel, although they frequently engage in online-related activities without even realizing it. The quality of learning, satisfaction, achievement, retention, and, more broadly, personal growth are all favorably correlated with student engagement. For students to provide their best effort and succeed in online learning, it is crucial to have good psychological engagement in them. This engagement will help their psychological processes and dispositions to improve. The quantitative research methodology was utilized in this research. In addition, 800 high school students from South Sumatra participated in this research as a sample. The structural equation model is analyzed (SEM). The findings indicated that 85.9 percent of the time, a psychological commitment is influenced by information communications technology (ICT) proficiency, psychosocial processes, and student performance. Thus, the value of .713 indicates that psychological involvement, psychosocial processes, and ICT proficiency all impact student performance. This study demonstrates that every hypothesis has a favorable and significant impact. These circumstances suggest that students who are proficient in ICT and psychosocial processes will be able to enhance their performance through challenging and dry learning. The interaction between students while learning strengthens this condition.

The objective of this study is to create a tool for evaluating teachers’ effectiveness in boarding schools. Planning and preparation stages, instrument testing, and measurements were used in this study to implement research on the creation of the Mardapi model instrument. In order to generate instrument items, the planning and preparation stage tasks included a literature assessment of teacher performance appraisal manuals. Data were gathered utilizing documentation approaches, and descriptive and qualitative analysis was performed. Six specialists validated the built instruments, which were subsequently put through limited testing at two boarding schools and extensive trials at nine boarding schools in Surakarta residency area. The Aiken formula was used to examine the expert’s evaluation data, and confirmatory factor analysis was used to analyze the test results. The results of this study indicate that the instrument for assessing teacher performance in boarding schools meets the validity criteria. This is indicated by the existence of loading factor values ranging from .51 to .72 (>.4) and t-sign values ranging from 4.75 to 9.25 (>1.96) and meeting the requirements of a fit model since Chi-square = 1307.95 < 2524 (2*df), p-value = .17956 (>.05), and RSMEA value = .014 (<.08). The instrument items are reliable assessment packages, and this is shown by the reliability value of omega .967 > .70. Because there is a guarantee of validity and reliability, the test can be used to further assess teacher performance in boarding schools.

Online learning has become increasingly popular, making the learning process more attractive. One of the most popular learning media is artificial intelligence (AI). However, students do not accept this technology at all. Therefore, this study examined the factors influencing accounting students' acceptance of AI in learning. The survey was conducted with 147 higher-education students who use AI as a learning medium. The data were analyzed using SmartPLS 4.0 with the partial least square approach. The results showed that perceived usefulness influenced behavioral intention to use and satisfaction. However, perceived ease of use was only significant for satisfaction. Similarly, perceived confidence must be consistent with intention. Although it may influence perceived usefulness, other constructs, such as AI quality and personal innovativeness, can increase students' perceptions of the benefits and convenience of adopting AI in learning. Thus, this study contributes to the development of the technology acceptance model (TAM) and the information systems success model and is helpful to scholars, especially in applying AI in learning. They need to pay attention to the quality of AI, such as the accuracy of the information produced. Thus, the need to control the information from the AI only serves as a reference without requiring you to trust it completely.

The study aimed to explore the self-directed learning readiness model and its relationship with various factors such as emotional intelligence, transformational parenting, need-supportive teaching style, and self-efficacy as potential mediators. The research was conducted with 415 junior high school students in Surabaya, Indonesia. To ensure the reliability and validity of the instruments used in the study, confirmatory factor analysis was performed. The loading factor values of all the items in the instruments were found to be greater than .50 indicating a satisfactory level of validity. Additionally, the reliability coefficient of all the instruments exceeded .90 demonstrating good internal consistency. Analysis using structural equation modeling (SEM) demonstrated that the theoretical model of self-directed learning readiness was consistent with empirical conditions because it meets the standard value of goodness of fit. Furthermore, through the indirect effect tests, it was discovered that need-supportive teaching style, emotional intelligence, and transformational parenting significantly influenced self-directed learning readiness, with self-efficacy acting as a mediator. Among the factors examined, self-efficacy was found to have the greatest impact in explaining readiness for self-directed learning readiness.