This study aims to describe the effects of metacognitive strategy on students’ listening performance. The quasi-experimental design was employed. The participants were Indonesian undergraduate learners majoring in English education programs. Listening tests and close-response questionnaires were used for collecting the data. The results revealed a significant effect on listening performance after being tutored by using a metacognitive strategy. It also revealed that seven factors affecting students’ difficulties in the listening comprehension process covered comprehension process, linguistic features, psychology, lack of concentration, listeners’ problem, speakers’ problem, and environmental factors. Findings underlined that metacognitive strategy effectively increased EFL students’ listening performance.
{"title":"Exploring the Effects of Metacognitive Strategy on EFL Students’ Listening Performance in Indonesia","authors":"None Episiasi, Januarius Mujiyanto, None Suwandi, Rudi Hartono","doi":"10.15804/tner.23.72.2.13","DOIUrl":"https://doi.org/10.15804/tner.23.72.2.13","url":null,"abstract":"This study aims to describe the effects of metacognitive strategy on students’ listening performance. The quasi-experimental design was employed. The participants were Indonesian undergraduate learners majoring in English education programs. Listening tests and close-response questionnaires were used for collecting the data. The results revealed a significant effect on listening performance after being tutored by using a metacognitive strategy. It also revealed that seven factors affecting students’ difficulties in the listening comprehension process covered comprehension process, linguistic features, psychology, lack of concentration, listeners’ problem, speakers’ problem, and environmental factors. Findings underlined that metacognitive strategy effectively increased EFL students’ listening performance.","PeriodicalId":19430,"journal":{"name":"New Educational Review","volume":"97 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136305942","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-01DOI: 10.15804/tner.23.71.1.09
P. Putra, N. Ahmad, A. S. Budiarso, Indrawati, Erika Ananda Lestari
Argumentation skills play a vital role in students’ ability to master the learning process because, by employing these skills, they can explain real-world phenomena scientifically. This research focused on developing an argumentation tool based on the engineering design process (EDP) to improve students’ argumentation skills in science classrooms. This study utilised the research methods outlined by Plomp & Nieveen, which include problem identification, design, and implementation stages. This study, which involved 150 junior high school student participants, was conducted to implement the argumentation tool as a learning material to help students to understand heat transfer information in science learning. The indicators of argumentation skills included claims, evidence, and reasoning. The study results showed that five experts validated the argumentation tool in science learning development as appropriate for implementation as a practical tool in the science learning classroom. Furthermore, students’ argumentation skills improved significantly, mainly related to developing claims and collecting evidence based on the N-gain evaluation.
{"title":"Development of Argumentation Tools Based on the Engineering Design Process to Improve Students’ Argumentation Skills","authors":"P. Putra, N. Ahmad, A. S. Budiarso, Indrawati, Erika Ananda Lestari","doi":"10.15804/tner.23.71.1.09","DOIUrl":"https://doi.org/10.15804/tner.23.71.1.09","url":null,"abstract":"Argumentation skills play a vital role in students’ ability to master the learning process because, by employing these skills, they can explain real-world phenomena scientifically. This research focused on developing an argumentation tool based on the engineering design process (EDP) to improve students’ argumentation skills in science classrooms. This study utilised the research methods outlined by Plomp & Nieveen, which include problem identification, design, and implementation stages. This study, which involved 150 junior high school student participants, was conducted to implement the argumentation tool as a learning material to help students to understand heat transfer information in science learning. The indicators of argumentation skills included claims, evidence, and reasoning. The study results showed that five experts validated the argumentation tool in science learning development as appropriate for implementation as a practical tool in the science learning classroom. Furthermore, students’ argumentation skills improved significantly, mainly related to developing claims and collecting evidence based on the N-gain evaluation.","PeriodicalId":19430,"journal":{"name":"New Educational Review","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67154421","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-01DOI: 10.15804/tner.23.71.1.16
Lucia Lacková, Petr Franiok, D. Hanuš, Radmila Burkovičová, Antonia R. García
This article describes the results of a longitudinal study on the effects of the regular, everyday practice of at least 20-minute-long mindfulness meditation sessions on coping with stressful situations among academic staff. University teachers were selected with respect to the high stress of their occupation and their frequent statements of difficulties with responding adequately to stress arising from the necessity of communicating with students, colleagues and family members every day. They stated that they could not cope adequately and had problems concentrating on other activities such as writing, giving lectures and attending work meetings. At the beginning of the study, the academic staff were offered mindfulness meditation therapy training. The study took place from 2002 to 2020. A total of 124 university teachers were monitored. The research group consisted of 97 teachers at Czech universities (53 men and 44 women) and 27 teachers at Slovak universities (14 men and 13 women). The study’s main objective was to identify the effect of an everyday 20-minute mindfulness practice, which 113 participants performed in the morning and 11 in the evening, on the development of their psychological resilience for coping This article describes the results of a longitudinal study on the effects of the regular, everyday practice of at least 20-minute-long mindfulness meditation sessions on coping with stressful situations among academic staff. University teachers were selected with respect to the high stress of their occupation and their frequent statements of difficulties with responding adequately to stress arising from the necessity of communicating with students, colleagues and family members every day. They stated that they could not cope adequately and had problems concentrating on other activities such as writing, giving lectures and attending work meetings. At the beginning of the study, the academic staff were offered mindfulness meditation therapy training. The study took place from 2002 to 2020. A total of 124 university teachers were monitored. The research group consisted of 97 teachers at Czech universities (53 men and 44 women) and 27 teachers at Slovak universities (14 men and 13 women). The study’s main objective was to identify the effect of an everyday 20-minute mindfulness practice, which 113 participants performed in the morning and 11 in the evening, on the development of their psychological resilience for coping
{"title":"Promoting the Development of Resilience in University Teachers Through the Practice of Mindfulness","authors":"Lucia Lacková, Petr Franiok, D. Hanuš, Radmila Burkovičová, Antonia R. García","doi":"10.15804/tner.23.71.1.16","DOIUrl":"https://doi.org/10.15804/tner.23.71.1.16","url":null,"abstract":"This article describes the results of a longitudinal study on the effects of the regular, everyday practice of at least 20-minute-long mindfulness meditation sessions on coping with stressful situations among academic staff. University teachers were selected with respect to the high stress of their occupation and their frequent statements of difficulties with responding adequately to stress arising from the necessity of communicating with students, colleagues and family members every day. They stated that they could not cope adequately and had problems concentrating on other activities such as writing, giving lectures and attending work meetings. At the beginning of the study, the academic staff were offered mindfulness meditation therapy training. The study took place from 2002 to 2020. A total of 124 university teachers were monitored. The research group consisted of 97 teachers at Czech universities (53 men and 44 women) and 27 teachers at Slovak universities (14 men and 13 women). The study’s main objective was to identify the effect of an everyday 20-minute mindfulness practice, which 113 participants performed in the morning and 11 in the evening, on the development of their psychological resilience for coping This article describes the results of a longitudinal study on the effects of the regular, everyday practice of at least 20-minute-long mindfulness meditation sessions on coping with stressful situations among academic staff. University teachers were selected with respect to the high stress of their occupation and their frequent statements of difficulties with responding adequately to stress arising from the necessity of communicating with students, colleagues and family members every day. They stated that they could not cope adequately and had problems concentrating on other activities such as writing, giving lectures and attending work meetings. At the beginning of the study, the academic staff were offered mindfulness meditation therapy training. The study took place from 2002 to 2020. A total of 124 university teachers were monitored. The research group consisted of 97 teachers at Czech universities (53 men and 44 women) and 27 teachers at Slovak universities (14 men and 13 women). The study’s main objective was to identify the effect of an everyday 20-minute mindfulness practice, which 113 participants performed in the morning and 11 in the evening, on the development of their psychological resilience for coping","PeriodicalId":19430,"journal":{"name":"New Educational Review","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67154395","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-01DOI: 10.15804/tner.23.71.1.10
E. Seo, HanSaem Lee
This study aims to examine the relationship among critical thinking, grit, and creativity, which will be core competencies in a future society, and to verify the moderating effect of grit as an individual psychological factor between the two variables. For this purpose, a Likert survey is conducted on undergraduate students in a Korean university; and 129 responses are used. The result shows that, first, critical thinking and grit have significant influences on creativity. Second, the moderating effect of grit on the relationship between critical thinking and creativity is significant. The finding indicates that the higher the grit, the higher the positive relationship between critical thinking and creativity. This result implies that to increase the creativity of college students, an education that increases both critical thinking and grit is necessary.
{"title":"The Moderating Effect of Grit on the Relationship Between Critical Thinking and Creativity","authors":"E. Seo, HanSaem Lee","doi":"10.15804/tner.23.71.1.10","DOIUrl":"https://doi.org/10.15804/tner.23.71.1.10","url":null,"abstract":"This study aims to examine the relationship among critical thinking, grit, and creativity, which will be core competencies in a future society, and to verify the moderating effect of grit as an individual psychological factor between the two variables. For this purpose, a Likert survey is conducted on undergraduate students in a Korean university; and 129 responses are used. The result shows that, first, critical thinking and grit have significant influences on creativity. Second, the moderating effect of grit on the relationship between critical thinking and creativity is significant. The finding indicates that the higher the grit, the higher the positive relationship between critical thinking and creativity. This result implies that to increase the creativity of college students, an education that increases both critical thinking and grit is necessary.","PeriodicalId":19430,"journal":{"name":"New Educational Review","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67154535","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-01DOI: 10.15804/tner.23.72.2.09
Albi Anggito, Edi Purwanta, Bambang Saptono, Anwar Senen
This study aimed to examine the effectiveness of multicultural-based digital comic media on the social care character of elementary school students. This study used a quantitative research approach with the type of Quasi Experiment. The trial involved 2 classes, namely IVA (control class) and IVB (experiment class) of Brajan State Elementary School, containing 20 students. The independent t-test shows a difference in social-caring character between students who use multicultural-based digital comic media during the learning process and those who do not use multicultural-based digital comic media, with a significance value (p) <0.05, which is 0.017. This study concludes that multicultural- based digital comic media is declared effective to be used to improve the social care character of grade IV elementary school students.
{"title":"The Effectiveness of Digital Comics based Multicultural to Improve Social Care Character of Elementary School Students","authors":"Albi Anggito, Edi Purwanta, Bambang Saptono, Anwar Senen","doi":"10.15804/tner.23.72.2.09","DOIUrl":"https://doi.org/10.15804/tner.23.72.2.09","url":null,"abstract":"This study aimed to examine the effectiveness of multicultural-based digital comic media on the social care character of elementary school students. This study used a quantitative research approach with the type of Quasi Experiment. The trial involved 2 classes, namely IVA (control class) and IVB (experiment class) of Brajan State Elementary School, containing 20 students. The independent t-test shows a difference in social-caring character between students who use multicultural-based digital comic media during the learning process and those who do not use multicultural-based digital comic media, with a significance value (p) <0.05, which is 0.017. This study concludes that multicultural- based digital comic media is declared effective to be used to improve the social care character of grade IV elementary school students.","PeriodicalId":19430,"journal":{"name":"New Educational Review","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136305506","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-01DOI: 10.15804/tner.23.72.2.19
Kálmán Sántha
This paper aims to use the methodological characteristics of ego-centred networks in studying teachers’ reflective thinking. This qualitative research illustrates how structured unstandardised network cards, including text corpora and visual elements, can be used in exploring the reflective thinking of a long-serving, experienced teacher. Structured unstandardised network cards ensured the openness of analysis through three factors: the undefined number of circles, the free association of topics concerning teachers’ activities, and comments on these topics. The basis of the analysis was a data-driven, inductive analysis of many concentric circles containing concepts and sectors and the text corpus of the commentary made during the creation of the network card. The reflections concerned the teacher’s career, position, and tasks in the institution. The results discovered the content nodes of reflective thinking, disclosed individual beliefs, and indicated the diversity of pedagogical knowledge. The concepts of ‘human’, ‘teacher’, ‘communication–cooperation’, and ‘renewal’ were included in a complex system by the network card sectors of ‘exercise’, ‘health’, ‘hobby’, ‘free time’, ‘soul’, and ‘family, friends, and colleagues’. Structured unstandardised network cards can explore teachers’ reflective thinking and broaden the research methodology of the topic.
{"title":"Exploring the Reflective Thinking of Teachers with Structured Unstandardised Network Cards","authors":"Kálmán Sántha","doi":"10.15804/tner.23.72.2.19","DOIUrl":"https://doi.org/10.15804/tner.23.72.2.19","url":null,"abstract":"This paper aims to use the methodological characteristics of ego-centred networks in studying teachers’ reflective thinking. This qualitative research illustrates how structured unstandardised network cards, including text corpora and visual elements, can be used in exploring the reflective thinking of a long-serving, experienced teacher. Structured unstandardised network cards ensured the openness of analysis through three factors: the undefined number of circles, the free association of topics concerning teachers’ activities, and comments on these topics. The basis of the analysis was a data-driven, inductive analysis of many concentric circles containing concepts and sectors and the text corpus of the commentary made during the creation of the network card. The reflections concerned the teacher’s career, position, and tasks in the institution. The results discovered the content nodes of reflective thinking, disclosed individual beliefs, and indicated the diversity of pedagogical knowledge. The concepts of ‘human’, ‘teacher’, ‘communication–cooperation’, and ‘renewal’ were included in a complex system by the network card sectors of ‘exercise’, ‘health’, ‘hobby’, ‘free time’, ‘soul’, and ‘family, friends, and colleagues’. Structured unstandardised network cards can explore teachers’ reflective thinking and broaden the research methodology of the topic.","PeriodicalId":19430,"journal":{"name":"New Educational Review","volume":"48 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136305957","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-01DOI: 10.15804/tner.23.71.1.05
J. Indrawadi, Kokom Komalasari, Winarno, Zaky Farid Luthfi
The purpose of this study is to describe the use of multimedia in strengthening students’ characters. This study employed a survey method with a cross-sectional type. The sample that included 265 students from Universitas Negeri Padang, Universitas Sebelas Maret, and Universitas Pendidikan Indonesia was determined proportionally. The data were collected through questionnaires, interviews, FGDs and self-evaluation, using quantitative descriptive analysis. The results of this study include 1) Students have gained experience in the learning process with a variety of interesting media in the form of text, images, graphics, sound, videos, animation, and others; 2) the multimedia used in this study includes motivational videos and texts that contain values in developing students’ character; 3) the dominant characters developed in multimedia blended learning are critical thinking, disciplined, creative, and collaborative. This multimedia blended learning has led to the strengthening of students’ characters. Therefore, character strengthening needs to be optimized in multimedia blended learning.
{"title":"Blended Learning: How Can Multimedia Enhance Students’ Characters?","authors":"J. Indrawadi, Kokom Komalasari, Winarno, Zaky Farid Luthfi","doi":"10.15804/tner.23.71.1.05","DOIUrl":"https://doi.org/10.15804/tner.23.71.1.05","url":null,"abstract":"The purpose of this study is to describe the use of multimedia in strengthening students’ characters. This study employed a survey method with a cross-sectional type. The sample that included 265 students from Universitas Negeri Padang, Universitas Sebelas Maret, and Universitas Pendidikan Indonesia was determined proportionally. The data were collected through questionnaires, interviews, FGDs and self-evaluation, using quantitative descriptive analysis. The results of this study include 1) Students have gained experience in the learning process with a variety of interesting media in the form of text, images, graphics, sound, videos, animation, and others; 2) the multimedia used in this study includes motivational videos and texts that contain values in developing students’ character; 3) the dominant characters developed in multimedia blended learning are critical thinking, disciplined, creative, and collaborative. This multimedia blended learning has led to the strengthening of students’ characters. Therefore, character strengthening needs to be optimized in multimedia blended learning.","PeriodicalId":19430,"journal":{"name":"New Educational Review","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67153870","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-01DOI: 10.15804/tner.23.71.1.18
Agnieszka Żyta, Zdzisław Kazanowski
The paper presents the results of research on the opinions of students of preschool and early childhood education (PECE) and special education (SE) on the importance of having various specific professional competencies by a teacher of inclusive education. The study used the diagnostic survey method and involved 202 students from both fields of study. Five categories of professional competencies were analysed: evaluative, psychological, innovative, communicative, and substantive-methodical. Both groups state that a high level of professional competence is especially expected when working with a pupil with an intellectual disability (ID).
{"title":"Students’ Perception of Teachers’ Professional Competence in Working with Pupils with Intellectual Disabilities","authors":"Agnieszka Żyta, Zdzisław Kazanowski","doi":"10.15804/tner.23.71.1.18","DOIUrl":"https://doi.org/10.15804/tner.23.71.1.18","url":null,"abstract":"The paper presents the results of research on the opinions of students of preschool and early childhood education (PECE) and special education (SE) on the importance of having various specific professional competencies by a teacher of inclusive education. The study used the diagnostic survey method and involved 202 students from both fields of study. Five categories of professional competencies were analysed: evaluative, psychological, innovative, communicative, and substantive-methodical. Both groups state that a high level of professional competence is especially expected when working with a pupil with an intellectual disability (ID).","PeriodicalId":19430,"journal":{"name":"New Educational Review","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67154521","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-01DOI: 10.15804/tner.23.71.1.12
Etienne Gatera
This study examined the role of women’s education in birth control in Rwanda from 1995 to 2000. It was conducted in four provinces, including Kigali City, using a survey questionnaire to collect data using a descriptive methodological approach. The population size is estimated to be 1067 n, comprised of women aged 15 to 49. Results indicated that younger women with fertility desire between 2–3 children are 75.07%; the rural area cohabitation rate among college students is 37.82%, while the Western model cohabitation in urban areas and universities is 19.23%; and contraceptive use is 46.3% among young women and 72.34%; among married women. Therefore, there was a significantly higher correlation between women with a high level of education and a lower fertility desire, which resulted in an increase in the age of first marriage.
{"title":"Women’s Education and Birth Control in Rwanda","authors":"Etienne Gatera","doi":"10.15804/tner.23.71.1.12","DOIUrl":"https://doi.org/10.15804/tner.23.71.1.12","url":null,"abstract":"This study examined the role of women’s education in birth control in Rwanda from 1995 to 2000. It was conducted in four provinces, including Kigali City, using a survey questionnaire to collect data using a descriptive methodological approach. The population size is estimated to be 1067 n, comprised of women aged 15 to 49. Results indicated that younger women with fertility desire between 2–3 children are 75.07%; the rural area cohabitation rate among college students is 37.82%, while the Western model cohabitation in urban areas and universities is 19.23%; and contraceptive use is 46.3% among young women and 72.34%; among married women. Therefore, there was a significantly higher correlation between women with a high level of education and a lower fertility desire, which resulted in an increase in the age of first marriage.","PeriodicalId":19430,"journal":{"name":"New Educational Review","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67154599","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-01DOI: 10.15804/tner.23.72.2.10
Nathanael Sitanggang, Putri Lynna A. Luthan, Kisno Kisno
This study aims to explore the leadership effectiveness that promotes Vocational High School (VHS) revival. The Kerlinger survey method was used to test the notion of emotional maturity, position power, helpful behaviour, and leadership effectiveness. The sample of 252 responders included 84 VHS principals and 168 VHS teachers. According to the confirmatory factor analysis, emotional affirmation established the construct of emotional maturity, position power was best developed coercive power, and readiness to explain the program. Personal traits are the most powerful predictor of leadership effectiveness and the contribution of position power that directly influences helpful behaviour is 4.92%. The contribution of position power to direct leadership effectiveness is 5.19%, and the contribution of supportive conduct to direct leadership effectiveness is 6.05%. The leadership model discovered in this study is innovative that it can empirically explain the dominating elements that compose the latent variables: emotional maturity, position power, supportive leadership style, and leadership effectiveness. These findings greatly impact how leadership science is developed in education, especially vocational.
{"title":"Supportive Leadership Model in Vocational High School: A Structural Equation Modelling Approach","authors":"Nathanael Sitanggang, Putri Lynna A. Luthan, Kisno Kisno","doi":"10.15804/tner.23.72.2.10","DOIUrl":"https://doi.org/10.15804/tner.23.72.2.10","url":null,"abstract":"This study aims to explore the leadership effectiveness that promotes Vocational High School (VHS) revival. The Kerlinger survey method was used to test the notion of emotional maturity, position power, helpful behaviour, and leadership effectiveness. The sample of 252 responders included 84 VHS principals and 168 VHS teachers. According to the confirmatory factor analysis, emotional affirmation established the construct of emotional maturity, position power was best developed coercive power, and readiness to explain the program. Personal traits are the most powerful predictor of leadership effectiveness and the contribution of position power that directly influences helpful behaviour is 4.92%. The contribution of position power to direct leadership effectiveness is 5.19%, and the contribution of supportive conduct to direct leadership effectiveness is 6.05%. The leadership model discovered in this study is innovative that it can empirically explain the dominating elements that compose the latent variables: emotional maturity, position power, supportive leadership style, and leadership effectiveness. These findings greatly impact how leadership science is developed in education, especially vocational.","PeriodicalId":19430,"journal":{"name":"New Educational Review","volume":"128 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136305067","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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