ethanporcaro/eric-fulltext-meta huggingface dataset:
The Relationship between Transformational Leadership Practiced and the Level of Job Satisfaction among Lecturers in MARA Professional College, Malaysia
Author: Mahzan, Fareez Ashraf
Date: 2021-07-00
Type: Journal Articles
Subjects: Correlation,Transformational Leadership,Leadership Effectiveness,Teacher Administrator Relationship,Job Satisfaction,Job Performance,College Faculty,Questionnaires,Foreign Countries

The quality and level of job satisfaction among lecturers play a significant role in implementing transformation to improve the education system. The main reason for the decreasing of job performances among lecturers is due to the low level of job satisfaction. This study aimed to examine the relationship between a director's transformational leadership style and the level of job satisfaction among lecturers at MARA Professional College. This is a survey study employing descriptive and inferential quantitative method. The Multifactor Leadership Questionnaire (MLQ) and Job Descriptive Index (JDI) instruments were distributed to 64 participants that were chosen using simple random sampling from the 75 population of MARA Professional College lecturers. The data was analyzed using Statistical Package for Social Science (SPSS) version 22. The findings revealed that the level of practice of the director on transformational leadership was low. In addition, there was a significant relationship between the transformational leadership practice of the director and the level of job satisfaction among lecturers at MARA Professional College. The level of job satisfaction among the lecturers was influenced by the director's leadership practice, thus a director can increase the level of job satisfaction among the staff by practicing the transformational leadership style in managing a college. The findings are expected to assist the organization of MARA Professional College to identify the level of work pressure faced by the lecturers.
Compulsory Education Reform between the Profession and Policy in the Light of Justice and Equal Opportunities
Author: Šebart, Mojca Kovac
Date: 2021-00-00
Type: Journal Articles
Subjects: Compulsory Education,Educational Change,Foreign Countries,Equal Education,Educational History,Public Education,National Curriculum,Educational Quality

Following the adoption of the conceptual design proposed by the White Paper in 1995 and the legislation adopted on this basis, the reform of primary school transformed its overall image. In the present paper, we discuss only some of the solutions and consider the events and changes that have occurred in the last twenty years, devoting special attention to the systemic, programme and process levels. At the systemic level, where the starting point was primarily to ensure justice and equal opportunities, we have managed to maintain an adequate public network and programme structure, despite various attempts to implement the solutions indicated in the White Paper of 2011, and notwithstanding interventions in the system that were not in fact always well thought out. Nonetheless, more attention should have been paid to reducing inequalities related to sociocultural circumstances and different regions in Slovenia. On the programme level, a consensus needs to be reached on what quality general education means to us; this would alleviate conflicting demands placed on teachers, students and planners of programme solutions. On the process level, however, we find that there is a lack of adequate professional support and systematic evaluation studies, as the quality of school cannot be judged solely on the basis of results from international research. In order to take a step forward on the process level, there is need for quality school-linked school policy that is based on various professions and aimed at raising quality rather than at self-promotion and budget cutting in the field of education.
Research Collaboration: Enhancing the Research Skills and Self-Confidence of Early Career Academics
Author: Mydin, Faridah
Date: 2021-07-00
Type: Journal Articles
Subjects: Research Skills,Skill Development,Self Esteem,College Faculty,Beginning Teachers,Cooperation,Educational Research,Teacher Attitudes

An academic's career development chiefly depends on research and publication performance. For young academics, support and guidance are needed to help with the transition to new work culture and practices in the early phase of their career. This study intended to explore the benefits of research collaboration activities in relation to young academics' knowledge, skills, and personal development. A total of 15 young academics from one research university with each having less than five years of work experience selected using purposive sampling. In-depth interviews were used to collect data. The data transcribed and analyzed using thematic analysis. The findings revealed that research collaboration activities have substantial impact on young academics in updating their research knowledge and skills, and this subsequently caused them to be more confident with their ability to manage research independently. Collaboration activities also have remarkable impact on young academics' generic skills development and psychological wellbeing, increase young academics' self-confidence, to reduce isolation as well as overcome the problem of low performance. Based on the findings, it is suggested that collaborative working culture is promoted and enhanced by universities as a practical platform for young academics to continue upgrading their knowledge and skills.
Predicting Mathematics Students&apos; Continuance Intention toward Learning Mathematics
Author: Abdullahi, Muhammad
Date: 2021-07-00
Type: Journal Articles
Subjects: Mathematics Education,Preservice Teacher Education,Value Judgment,Relevance (Education),Intention,Persistence,Preservice Teachers,Student Satisfaction,Predictor Variables,Foreign Countries

The success of learning mathematics depends largely on students' satisfaction in learning the subject. This, along with other factors such as perceived usefulness in learning mathematics, will eventually increase students' intention to continue learning mathematics. This study integrated the Expectancy Confirmation Model (ECM) and perceived enjoyment, with the main purpose of developing a fitting structural model that investigates whether the ECM model can be extended and used in the context of mathematics students' learning continuance. The study used a correlational research design conducted on 12 tertiary colleges in the northwestern zone of Nigeria. Proportionate stratified random sampling technique was employed to select 366 Nigeria Certificate in Education (NCE) III mathematics combination students for this study out of a total population of 2761 NCE III mathematics students based on the Cochran formula. The findings indicate that the most significant factor affecting the college of education (COE) mathematics students' continuance intention is the belief of their perception of the usefulness of learning mathematics to their daily life activities. Satisfaction and perceived enjoyment in learning mathematics also positively influence students' intention to continue studying mathematics. The current research adds to the theory by replacing the ECM's confirmation of expectation construct with the construct of perceived enjoyment and introducing new associations to describe mathematics students' continued intention to learn mathematics.
Students&apos; Satisfaction towards Academic Advising Service
Author: Ismail, Azianti
Date: 2021-07-00
Type: Journal Articles
Subjects: Student Satisfaction,Academic Advising,College Students,Foreign Countries,Reliability,Empathy,Quality Assurance,Multiple Regression Analysis,Individual Differences

Effective academic advising service has been found to bring positive benefits to educational institutions to increase students' retention rates and graduation. This study sought to find the essential attributes in public university academic advising service in UiTM Pasir Gudang campus, Malaysia, which may be used to improve the service provided to the students. Quantitative research was conducted using a questionnaire adapted from Parasuraman's SERVQUAL model with a sample size of 221. The study aimed to examine the relationship between service quality dimensions and students' satisfaction. Descriptive statistics, correlation, and multiple regression analysis were used to analyse the questionnaires. Multiple regression analyses results showed reliability and empathy were two dimensions that had significant relationship with students' satisfaction. The results also demonstrated a statistical difference in academic advising service satisfaction among the students according to their years of study and meeting frequency with advisors. The findings of this study may be valuable for the institution to understand the factors that are most significant to further improve the students' satisfaction level in academic advising service.
Consequentialist Reasons for Some Education Reforms
Author: Kodelja, Zdenko
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Change,Educational Philosophy,Creativity,Educational Innovation,Foreign Countries

The reasons for education reforms -- as a particular form of social reforms -- are either consequentialist or non-consequentialist. However, the reasons for the education reforms that are briefly discussed from the perspective of the philosophy of education in the present paper are above all consequentialist. These are the reasons for proposed education reforms in EU countries whose strategic aim is equated with the enhancement of two values: creativity and innovation. It is supposed that these education reforms will have good effects and not that they are good in and of themselves. Therefore, although creativity and innovation might be seen as having intrinsic value, they are -- in these education reforms -- treated predominantly as instrumental values. It seems that the introduction of such education reforms can be understood as a decision founded not on causal explanation, but rather on the basis of a special type of teleological explanation, which has the logical form of a &quot;practical syllogism&quot;. In this case, the occurrence of an action is explained in terms of the goals and purposes of the agent; it shows that the agent did what s/he did because s/he tried to achieve a certain goal and believed that certain means were necessary or sufficient for achieving this goal.
The Effects of Study Skills Training on Qualitative Academic Achievement among Students
Author: Motevalli, Saeid
Date: 2021-07-00
Type: Journal Articles
Subjects: Study Skills,Skill Development,Academic Achievement,High School Students,Females,Foreign Countries,Program Effectiveness,Self Efficacy,Student Motivation,Psychological Patterns

The aim of the present study was to investigate the effectiveness of study skills training on the qualitative academic achievement of girl high school students. This study was conducted by using an experimental design with pretest, posttest, and follow-up with the control group. The participants were 32 students from girl high school students of Tehran which were selected by cluster random sampling from girl high schools and then randomly assigned into control and experimental groups (Each group consisted of 16 students). The instruments used were Dortaj Qualitative Academic Achievement Questionnaire and Motevalli Study Skills Training Module. The experimental group received 8 sessions of psycho-educational group therapy and the control group did not receive any training. Two-way repeated-measures ANOVA was utilized for the analysis of data. Results revealed that there was a significant increase in qualitative academic achievement between pretest with post-test and follow-up among the experimental group. Moreover, there was a significant increase in qualitative academic achievement between post-test and follow-up in the experimental group with the control group. Additionally, the results showed that there is a significant increase in self-efficacy, planning, and motivation and also a significant decrease in emotional effects and lack of outcome control. In conclusion, the results of this study indicated that on the basis of deficit theory using learning and study skills training can lead to enhance student's skills to improve qualitative academic achievement. Further studies are required to examine whether exposing students to study skills training programs can lead them to enhance their qualitative academic achievement.
Characteristics and Predictors for Students Classified with Emotional and Behavioral Disorder Who Have Also Experienced Maltreatment
Author: Mattison, Richard E.
Date: 2021-06-00
Type: Journal Articles
Subjects: Child Abuse,Child Neglect,Emotional Disturbances,Behavior Disorders,Predictor Variables,Parent Influence,Enrollment,Anxiety,Depression (Psychology),Age Differences,Child Behavior

Though experiencing maltreatment (abuse or neglect) appears to be common in students with the special education label of emotional and behavioral disorders (EBD), little research has been devoted to this topic by EBD educators. This paper uses archived file drawer data from 1992 that focuses on 149 students newly classified with EBD for whom a wide range of enrollment variables was collected, and who were subsequently followed up on an average of 8 years later to assess their educational outcomes. At enrollment, experiences of maltreatment were determined to have occurred in 57.7% of these participants. The group who experienced maltreatment was predicted at enrollment only by the family stress of having at least one natural parent with a history of psychiatric illness, although the concordance was not strong (52.3%). When the children who experienced maltreatment were next divided into two longitudinal groups according to educational outcomes (52.3% successful), the enrollment variables of the presence of anxiety and/or depressive disorder and younger age predicted the successful outcome group with good concordance (76.0%). Professional and programmatic implications for educators of students identified with EBD who have also experienced maltreatment are discussed, along with practical recommendations for serving this population.
The Effectiveness and Challenges of Online Learning for Secondary School Students -- A Case Study
Author: Basar, Zulaikha Mohd
Date: 2021-07-00
Type: Journal Articles
Subjects: Barriers,Secondary School Students,Case Studies,Telecommunications,Handheld Devices,COVID-19,Pandemics,Online Courses,Teaching Methods,Instructional Effectiveness,Student Attitudes,Learning Motivation,Internet,Distance Education,Behavior Theories,Foreign Countries

The COVID-19 pandemic has forced an immediate implementation of online learning. However, little is known about its effectiveness and challenges faced by the students. Thus, this study is aimed at examining the effectiveness of online learning and the challenges that it presents to pupils' abilities to learn. This study employed a case study design using a survey questionnaire, administered to 99 students from a secondary school in Jasin, Melaka. Data were analysed descriptively (calculation of percentage and frequency). Generally, the findings indicated that the students have computers or smartphones and an internet connection at home. Besides, it was found that that the ability and comfortability to use computers was high (&gt;93%). However, their motivation in online learning was low (41.5%) and ability to work in a group was at a moderate level (66.7%). They also agreed that conventional teaching (face-to-face) was important for their learning (98%). These findings are valuable for the government, school administrators, teachers and parents to acknowledge the importance of well-equipped facilities and a stable internet connection for effective learning. However, it is recommended for future researchers to utilize a larger sample size and students from various backgrounds to better understand this issue.
Latinx Teachers Advocating and Providing Support to Culturally and Linguistically Diverse Students and Their Families
Author: Espinoza, Pedro S.
Date: 2021-00-00
Type: Journal Articles
Subjects: Hispanic Americans,Minority Group Teachers,Social Justice,Student Diversity,Barriers,Teacher Role,Advocacy,Teacher Expectations of Students,Cultural Differences,Language Usage,Elementary School Teachers,Secondary School Teachers,Bilingual Teachers,Parent Teacher Cooperation,Teaching Conditions,Preservice Teachers,Hispanic American Students,Teacher Student Relationship,Culturally Relevant Education,Inclusion

This study explores how Latinx teachers engage in social justice agendas for their Culturally and Linguistically Diverse students, specific barriers and support systems these Latinx teachers encounter in their social justice work, and the educational strategies Latinx teachers value in their role as advocates in their social justice work. The following three themes emerged from participant data: (a) Tesoros from students and families, (b) Advocacy for CLD students: High expectations of all students, (c) Support system as pre-service and in-service teachers: hechale ganas/work hard. We briefly formulate each of these themes, providing fragments from participant testimonios as examples. After formulation and discussion of each theme, we provided recommendations for delivering support to CLD students and their families.
Education Reform and the Normalisation of Private Education in Slovenia
Author: Šimenc, Marjan
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Change,Private Education,Foreign Countries,Educational Policy,Educational History,Educational Objectives

This article examines the long-term effects of the regulation of private education adopted in the course of the education reform in 1996 and the sustainability of the guiding principles that served as the starting point for this regulation. It reviews the guiding principles of the introduction of private education, the goals of the reform laid down in the White Paper in 1995 and the regulations introduced on the basis of these tenets. It follows up on the 'life' of the legal solutions and the history of (attempted) amendments of the legislation, which generally start in the Slovenian Parliament and then proceed all the way to the Constitutional Court. The article also examines the effects of the adopted regulation: how the private education sector has established itself and what kind of relationship it has developed vis-a-vis public education. The second part of the article explores certain developments in the field of education in Slovenia and on the global scale, using them as the basis for assessing the sustainability of the goals that guided the education reform. The thesis proposed by the article is that it is the normalisation of private education in Slovenia should be considered the main achievement of the education reform.
Education Reforms for Equity and Quality: An Analysis from an Educational Ecosystem Perspective with Reference to Finnish Educational Transformations
Author: Niemi, Hannele
Date: 2021-00-00
Type: Journal Articles
Subjects: Educational Change,Equal Education,Foreign Countries,Access to Education,Systems Approach,Governance,Trust (Psychology),Educational Policy,Educational Quality,Diversity,Educational History,Educational Cooperation,Preschool Education,Elementary Secondary Education,Adult Education,Higher Education,Teacher Education

The article starts with the serious question of why educational reforms do not lead to better learning. Although access to education has increased remarkably, the quality of education can be very low. The reality is that by 2030 there will be 800 million young people who do not have basic skills in reading and math. The answers will be sought from the concept of the educational ecosystem and how different subsystems, such as curriculum system, evaluation systems, teacher education policy, and the labour market, should be interconnected, and the systemic changes supported by all these subsystems. The basic conditions are that different actors and stakeholders work in collaboration, there are active interactions within and between different subsystems for supporting both equity and quality in education. Educational reforms are complex processes and need diverse partners and governance in which trust is present. The article also provides a brief case description in Finnish contexts of how educational reforms have been implemented in the frame of the ecosystem concept. In the end, the article summarises how educational ecosystems could help in overcoming global learning crises.
Evidence-Informed Educational Practice in Catalan Education: From Public Agenda to Teachers&apos; Practice
Author: Ion, Georgeta
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,Evidence Based Practice,Educational Practices,Teacher Attitudes,Elementary School Teachers,Educational Change,Adoption (Ideas),Principals,School Personnel,Educational Research,Research Utilization,Educational Researchers,Partnerships in Education

Catalonia has a long tradition of school innovation movements. These have increased in recent years as public administration and private entities have initiated substantial school reforms oriented toward the use of evidence in teaching practice. As the Catalan education system is highly autonomous, not all schools have embraced the evidence-informed practice (EIP) movement, and this has created differences between schools that choose to implement a change or innovation based on scientifically demonstrated evidence and those that do not. In the present paper, we will attempt to understand the current state of the inclusion of evidence-informed practice in Catalonia and to assess teachers' perceptions of its adoption as part of their daily practice. In order to address these issues, we start by exploring the legal and structural framework grounding the implementation of evidence-informed practice in the Catalan system, and through interviews conducted in a sample of primary school leaders and teachers, we approach the organisational and individual level to explore the opportunities to implement an authentic evidence-informed practice approach in the Catalan education system.
Professional Learning Opportunities for Teacher Candidates
Author: Seeger, Victoria N.
Date: 2021-06-00
Type: Journal Articles
Subjects: Preservice Teachers,Preservice Teacher Education,Student Attitudes,Teacher Competencies,Interaction,Interpersonal Relationship,Employment Qualifications,College Students,Beginning Teachers,Undergraduate Study,Self Efficacy,Student Experience,Cooperation,Teaching Skills,Knowledge Level,Communication Skills,Employment Interviews

Using a case study model, the research explored how teacher candidates viewed professional learning, its impact on undergraduate preparation for the teaching profession, and what kind of role it was perceived to play by early-career teachers. Research participants responded to questions about how the professional learning impacted their views on preparation for teaching, how experiences influenced discussions with interviewers prior to being hired, and how professional learning prepared them for interacting with colleagues and administrators. The participants' perceptions were explored through surveys and focus groups.