ethanporcaro/eric-fulltext-meta huggingface dataset:
The Role of Principal Interpersonal Communication on Teacher&apos;s Work Motivation
Author: Suntani, Utui Tatang
Date: 2021-00-00
Type: Journal Articles
Subjects: Teacher Administrator Relationship,Principals,Administrator Role,Teacher Motivation,Foreign Countries,High School Teachers

The purpose of this study was to determine the role of the principal's interpersonal communication on the work motivation of teachers in Public High School 1 Merapi Barat. The research method used is descriptive qualitative which is specific to describing, then first of all the author will describe what the results obtained at the research location in this case are the role of the principal's interpersonal communication on the work motivation of teachers in Public High School 1 Merapi Barat. Interpersonal communication aims to convey everything about the contents of his thoughts and feelings to the communicant. The expression of the contents and thoughts and feelings if applied correctly with the right ethics will be able to prevent and avoid conflicts between individuals, between groups and even between nations so as to maintain national unity and integrity. From the analysis of this research, a leader is required to be able to communicate effectively interpersonal in order to be able to have emotional closeness between leaders and subordinates and fellow subordinates so that when the delivery of information takes place it will be easier and more relaxed in achieving the goals of information, the closeness that is owned makes the information. what is delivered is easy to accept and run. Where later these factors can increase and play a role in teacher motivation.
The Effects of Pilates Mat Exercises on Self-Rated Health Levels, Body Mass Index and Flexibility in Middle Age Sedentary Women
Author: Kiliç, Tahir
Date: 2021-00-00
Type: Journal Articles
Subjects: Exercise,Self Evaluation (Individuals),Physical Health,Mental Health,Physical Activity Level,Body Composition,Life Style,Health Behavior,Program Length,Program Effectiveness,Females,Adults,Quality of Life,Foreign Countries

Goal: This study examines the effects of 10-week Pilates Mat exercises on body mass index (BMI), flexibility and self-rated health level in middle aged women. Method: The experimental group comprises middle aged female voluntary participants in the Pilates mat exercise program at Akdeniz University Sports Facilities in Antalya (n28), and the control group includes middle aged sedentary volunteers (n14). The experimental group members were given 60 minutes of Pilates mat exercise 3 days a week for 10 weeks. The control group members did not participate in any exercise program. Flexibility test, BMI measurements and the questionnaire about selfrated health level were applied to both groups before and after the exercises. Statistical results were obtained using the SPSS 21.0 package program. As the experimental group showed normal distribution, the parametric test of Paired Sample T-Test was applied. Since the normal distribution was not applicable and the sample volume was not large enough in the control group, a nonparametric test, the Wilcoxon Signed Rank Test, was used. Findings: There was no statistically significant difference in BMI values between the pretest and posttest averages in the experimental group (p&gt;0.05), while a statistical significance was found in the flexibility values and self-rated health levels (p&lt;0.05). There is no statistically significant difference in BMI and flexibility values between the pretest and posttest averages (p&gt;0.05) in the control group, while the self-rated health levels were statistically lower in the control group (p&lt;0.05). Conclusion: It was revealed that regular 10-week Pilates exercises increase self-rated health and flexibility values in middle age women. These results indicate that Pilates exercise is a substantial method in improving flexibility performance. Pilates exercises should be performed regularly, as they have positive effects on quality of life.
The Effect of Using Technology in Education on Academic Achievement of Students: The Case of Geographical Information Systems
Author: Turkuresin, Hafize Er
Date: 2021-00-00
Type: Journal Articles
Subjects: Instructional Effectiveness,Technology Integration,Educational Technology,Geographic Information Systems,Academic Achievement,Elementary School Students,Secondary School Students,Educational Research,Effect Size,Sample Size,Theses,Journal Articles,Foreign Countries,Geography Instruction,Social Studies

The objective of this study was to determine the effect of Geographic Information Systems, one of the educational technologies, on the academic performance of students. In accordance with this purpose, to combine the results of independent experimental studies, the meta-analysis method was put into use. Within this context, as a result of the literature review, in the meta-analysis, 17 experimental studies conducted between the years 2007 and 2020 were included. The total sample size of the mentioned studies was 620 in the experimental group and 607 in the control group. Thalheimer and Cook's (2002) classification was used in calculating the effect size values in the study in which the random effects model was used. Publication bias in research; Funnel Plot was tested with Rosenthal Fail Safe N value, cut and fill method of Duval and Tweedie and Begg-Mazumdar statistics, and studies included in meta-analysis were found to be heterogeneous. The effect of moderator variables, which are thought to influence academic achievement, was examined. Q and p significance tests were used to calculate the effect of moderator variables. According to the results of the study, it has been determined that GIS has a very wide (+1,193) effect on academic achievement. Positive average effect size indicates a change in favour of the experimental group. It was concluded that among the moderator variables, the study type, class level and sample size did not create a significant change in the effect size, and the year variable created a significant difference in the effect size.
The Effect of Teaching Science through Storytelling on Students&apos; Academic Achievement, Story Writing Skills and Opinions about Practice
Author: Demirci, Tuba
Date: 2021-00-00
Type: Journal Articles
Subjects: Instructional Effectiveness,Science Instruction,Teaching Methods,Story Telling,Writing Skills,Skill Development,Student Attitudes,Elementary School Students,Grade 3,Children,Public Schools,Academic Achievement,Foreign Countries

This study aims to compare the effect of storytelling in teaching on students' academic achievement with the traditional teaching method. In addition, it aims to reveal the effect of story education given to students on students' story writing skills and their opinions regarding storytelling in teaching. The study was carried out in a public primary school. The mixed research method was employed in the study. A total of 61 primary school 3rd-grade students, 31 experiments and 30 controls, participated in the study. The &quot;Academic Achievement Test&quot; was applied to the experimental and control group students to collect quantitative data. The journey to the world of living beings unit was taught in the experimental group for four weeks by using the stories prepared by the researcher. At the end of each lesson, the students were asked to write a science story on the subject. The &quot;Story Writing Skills Evaluation Scale&quot; was used to determine the change in the story writing skills of the experimental group students, and the &quot;Student Opinion Form on Storytelling&quot; was used to reveal the students' thoughts about storytelling in teaching activities. The traditional teaching method was used in the control group. The quantitative data used in the study were analyzed using the SPSS statistical software. The qualitative data were analyzed using content analysis. Among the quantitative findings of the study, while there was no significant difference found between the pre-test mean scores of the experimental and control groups achievement test, a significant difference was found between the post-test scores in favor of the experimental group. The other quantitative finding of the study, in the evaluation of story writing skill, a significant difference was found between the first and the last story in favor of the last story. Positive findings were also obtained in the qualitative dimension of the study, such as the experimental group students are not unfamiliar with stories, it is fun for them to use in science lessons, and can be used in other lessons.
The Effect of Expository and Cooperative Learning Strategies on Student Learning Result in Class X Office Governance Automation of State Vocational High School I Palembang
Author: Samsilayurni, Sasongko
Date: 2021-00-00
Type: Journal Articles
Subjects: High School Students,Vocational High Schools,Cooperative Learning,Foreign Countries,Office Occupations Education,Teaching Methods,Instructional Effectiveness

The purpose of this study was to determine the effect of expository learning strategies and cooperative learning strategies that can affect student learning result in archiving subjects in class X Office Governance Automation of Vocational High School 1 Palembang. The total population of 96 students, the 96 students were sampled in this research. This research technique is by conducting observations, questionnaires and documentation. This study consisted of three variables X1, namely expository learning strategy, cooperative learning strategy variable X2. Then variable Y student learning results. Based on the results of the ANOVA test or F test, the results of the study show that H0 is rejected and Ha is accepted, meaning that there is a significant effect of X1 expository learning strategy and X2 cooperative learning strategy together on student Y learning result in Archives class X Office Governance Automation Middle School subjects. Vocational State I Palembang. It is recommended that educators make efforts to make improvements and improve the quality of the teaching and learning process in order to obtain better learning result. Therefore, appropriate learning strategies are needed to realize effective learning.
Future Time Perception and Examination of Depression Terms of Hope
Author: Çetin, Fatma
Date: 2021-00-00
Type: Journal Articles
Subjects: Student Attitudes,Depression (Psychology),Psychological Patterns,Futures (of Society),College Students,Time Perspective,Measures (Individuals)

The aim of this study is to examine the depression levels of university students according to their perception of future time and hope. The research is a relational screening study and it was conducted with the participation of 1st and 4th year undergraduate students studying in various departments of different universities (n = 368). The data of the study were collected using the Future Time Perception Scale (FTPS), the Trait Hope Scale (THS) and the Beck Depression Inventory (BDI). In the analysis of the data according to the research questions; independent sample t test, correlation analysis and multiple regression analysis were used. The data of the research were analyzed with the SPSS 24.0 package program. As a result of the research, weakly significant relationships were found between future time perception scores and hope scores, while moderate and high negative significant relationships were found between hope and depression scores. According to another result of the study, when the perceptions of future time and hope levels of 1st and 4th grade students were examined to predict depression, it was concluded that while future time perception was not a predictor of depression, hope scores predicted depression. According to the results of the research, when the future time perception, hope and depression levels were compared, it was found that the future time perception and commitment scores of the 1st grade students were higher than the 4th grade students.
Investigation of Factors Affecting Pre-School Teachers&apos; Vocational Alienation
Author: Mutlu, Neset
Date: 2021-00-00
Type: Journal Articles
Subjects: Preschool Teachers,Student Attitudes,Work Attitudes,Alienation,Foreign Countries,Organizational Climate,Self Efficacy,Professional Isolation,Self Concept Measures,Scores

Preschool teachers have an important place in achieving the goals of preschool education and in assuring its quality. Since vocational alienation affect preschool teachers' performance negatively, main purpose of this study is to investigate factors affecting their vocational alienation. For this purpose 227 pre-school teachers from Turkey voluntarily participated in the study. The model of the study was correlational survey model. Research data was collected with; Personal Information Form, Vocational Alienation Scale for the Preschool Teachers (VAS-PT), Organizational Climate Scale and Preschool Teachers' Self-Efficacy Beliefs Scale. According to teachers' graduation degree variable, the vocational alienation scale scores of teachers at the graduate level differed statistically negatively from other groups (high school, associate degree, undergraduate). The scores of the subdimensions of the scale of vocational alienation of the group consisting of teachers who have a different vocation they want to do, differ negatively compared to other colleagues. Between teachers' vocational alienation scores and self-efficacy beliefs and organizational climate scores, positive and negative significant relationships were determined. There were significant negative relationships between teachers' vocational alienation scores and all sub-dimensions of the Self-Efficacy Belief Scale. Negative relationships were determined among the scores of all sub-dimensions of Vocational Alienation Scale for Pre-school Teachers and &quot;Supportive Principle Behavior,&quot; &quot;Intimate Teacher Behavior&quot; and &quot;Collaborative Teacher Behavior among Colleagues&quot; of the Organizational Climate Scale. In addition, there were positive relationships between &quot;Disengaged Teacher Behavior&quot; and &quot;Restrictive Principle Behavior&quot; dimensions of Organizational Climate Scale and all sub-dimensions of Vocational Alienation Scale for Pre-school Teachers.
Teacher Deliberative Policy on Learning Management in Realizing Teacher&apos;s Performance
Author: Baslini
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Policy,Teacher Evaluation,Teacher Effectiveness,English (Second Language),Second Language Learning,Foreign Countries

The purpose of writing this article is to discuss the effect of implementing the subject teacher deliberation policy on the management of English learning in realizing the performance of English teachers in the subject teacher deliberation forum which is under the auspices of the South Sumatra Provincial Education Office. The method of analysis in the discussion of this main topic uses an effectual causal analysis model by reviewing the rational relationship that analyzes the causal relationship between the implementation of subject teacher deliberation policy, English language learning management and the performance of English teachers. The location of the research was carried out in the subject teacher deliberation forum under the auspices of the Education Office of South Sumatra Province with a total of 88 respondents. This discussion shows that the implementation of the subject teacher deliberation policy has no significant effect on the management of English learning and the performance of English teachers. This article concludes that realizing the performance of English teachers can be done by optimizing the implementation of the subject teacher deliberation policy and management of English learning.
Predictors of the Level of Knowledge about Sexual Harassment and Assault among College Students: A Chi-Squared Automatic Interaction Detection Analysis
Author: Esen, Erol
Date: 2021-00-00
Type: Journal Articles
Subjects: College Students,Knowledge Level,Sexual Harassment,Sexual Abuse,Rape,Crime,Predictor Variables,Gender Differences,Familiarity,Dating (Social),Education,Foreign Countries

This study aims to determine college students' levels of knowledge about sexual harassment and assault, and to identify the predictors of this level of knowledge. Participants have been selected using a multi-stage sampling method and consist of 7,302 college students from a state college in Turkey. The age of participants ranged from 17 years to 29 years with a mean age of 21.33 years (SD = 2.04). The Sexual Harassment and Assault Knowledge Test, the Survey of College Students' Exposure to Sexual Harassment and Assault, and a socio-demographic form were used to obtain data from the sample. The two-steps cluster analysis revealed that 70.2 % of the all participants had moderate level of knowledge about sexual harassment and assault, while 13.6 % had a low level of knowledge and 16.2 % had high level of knowledge. The CHAID analysis indicated that sex was the main predictor of level of knowledge about sexual harassment and assault. Also, exposure to sexual harassment or assault, dating experience, and having gender-equality education were found as other predictor variables. Finally, classification accuracy of the CHAID model was found 79.5 % within the sample.
Participatory Practice &quot;Teach Less, Learn More&quot;: A Case of Srikranuanwittayakom School
Author: Rooptam, Surachet
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,High Schools,Teaching Methods,Action Research,Participatory Research,High School Teachers,High School Students,Teacher Effectiveness,Student Improvement,Educational Change

This research aimed to improve the quality of students in Srikranuanwittayakom School using the concept of &quot;Teach Less, Learn More.&quot; The method used in this study was Participatory Action Research, and there were twenty teachers voluntarily participating. The study had been done in two semesters of the academic year 2020. The three expectations from the development outcomes were: (1) the improvement under the identified indicators: a) teacher performance, b) organizing teaching activities and c) the students characteristic, (2) the researcher, the research participants, and the entire teaching staff learned from practice, and (3) the body of knowledge, which had been obtained from the practice as a foundation theory in this school context. The results of the study revealed three key features. Firstly, the average means of teacher performance, organization of teaching activities, and student characteristics after the 1st and after the 2nd cycles were higher than before the operation. Secondly, after adopting a participatory approach, researchers, co-researchers, and the entire teaching staff learned the importance and benefits of team collaboration. Lastly, the knowledge gained from the practice of this research consists of the ideas and strategies of the following concepts: 1) Expected change, 2) Driving factors for change, 3) Resistance to change and 4) Overcoming resistance drive change. The details of each issue can be used as a model for the students' quality development according to the concept of &quot;Teach Less, Learn More&quot; continuously. Moreover, the concept can be applied to other new conceptual developments.
Leadership Styles of Principals Based on Setting, Zone, and Location of Public Colleges of Education in Ghana
Author: Esia-Donkoh, Kweku
Date: 2021-00-00
Type: Journal Articles
Subjects: Leadership Styles,Schools of Education,Foreign Countries,Case Studies,Administrator Attitudes,Questionnaires,Transformational Leadership,Teacher Education Programs,School Location,Educational Environment,Administrator Effectiveness,Personnel Selection

This study investigated the leadership styles of principals in public Colleges of Education (CoEs) in Ghana based on the setting, zone and location of the colleges. The quantitative method of the cross-sectional survey design was adopted for the study. The census sampling technique was employed to obtain 38 principals for the study. The Multifactor Leadership Questionnaire (MLQ) by Bass and Avolio (2004) was adapted to collect data from the principals. Means, standard deviation, t-test and ANOVA were utilised in analysing the data. The descriptive analysis established that generally, principals of public CoEs in Ghana mostly used transformational leadership style as compared to transactional and laissez-faire leadership styles. The inferential analyses also revealed that there were no statistically significant differences in the leadership styles of the principals based on setting, zone and location of the colleges. Among the recommendations is that the Ghana Tertiary Education Commission (GTEC), formerly known as the National Council for Teacher Education (NCTE), should consider competence when selecting and appointing principals and not the setting, zone and location of public CoEs because generally, these variables did not statistically significantly determine the leadership styles adopted by the principals.
Investigation of Mathematics Teachers&apos; Self-Efficacy in Teaching Mathematics in the COVID-19 Pandemic Process
Author: Takunyaci, Mithat
Date: 2021-00-00
Type: Journal Articles
Subjects: Mathematics Teachers,Self Efficacy,Mathematics Instruction,COVID-19,Pandemics,Teacher Effectiveness,Teacher Attitudes,Beliefs,Foreign Countries,Gender Differences,Differences,Institutional Characteristics,Secondary School Teachers

Teachers' beliefs about teaching mathematics have a great influence on students' success in mathematics. In addition, teachers with high teaching efficacy beliefs create classroom environments where students can be more successful. In the light of this information, the importance of understanding mathematics teachers' beliefs about their competence has to be considered in mathematics teaching. In this study, a relational survey model was used to examine secondary mathematics teachers' efficacy beliefs about teaching mathematics in terms of some variables. The sample of the study consists of 165 mathematics teachers selected with the stratified sampling method. In this study, Mathematics Teaching Efficacy Belief Scale, developed by Enochs, Smith, and Huinker (2000) and adapted to Turkish by Takunyaci and Aydin (2013) was used. The first finding of our study is mathematics teachers' beliefs about mathematics teaching were medium level. The second finding of our study is the personal mathematics teaching efficacy beliefs of male teachers were significantly higher than female teachers, while female teachers' efficacy beliefs about outcome expectations in mathematics teaching were significantly higher than male teachers. The third finding of our study is efficacy beliefs of mathematics teachers working in private high schools about the outcome expectation in mathematics teaching were significantly higher than the mathematics teachers working in public high schools. In the last finding of our study, it was found that the personal mathematics teaching efficacy beliefs of mathematics teachers with professional seniority of 11 years or more were significantly higher than teachers with professional seniority of 0-5 years.