Pub Date : 2023-11-30DOI: 10.26803/ijlter.22.11.15
Novel Folabit, Sarasvathie Reddy, L. Jita
. The appointment of leaders at Cameroonian universities is a tradition that has dominated the operations and autonomy of the institutions since the establishment of state universities under the 1993 reforms. This gave authority to the government to decide the pedagogical and academic activities of these universities and to appoint and dismiss their leaders without accountability. Based on a larger study, this qualitative single-case study employed semi-structured interviews and reflective practices in the form of reflective journals. The perspectives of 11 purposively selected academics were explored regarding their perspective on the appointment process of leaders at a Cameroonian university and its implication on their professional identities. Distributed leadership theory and the force field model for teacher development were the theoretical frameworks used for data generation and analysis. Data were thematically analyzed, with analysis indicating that the two-step commission process at the university and Ministry of Higher Education, designed to appoint qualified individuals, is often bypassed. Some individuals secure leadership positions through political, economic, and tribal connections. Individuals appointed based on affinities often lack the necessary skills and competence, sometimes displaying limited knowledge of the system’s functioning. Conversely, qualified candidates without such affiliations are often overlooked, primarily due to their apolitical stance, resulting in their files frequently being left unassessed for appointments. It is recommended that policymakers, university leaders, and other stakeholders collaborate to establish transparent, merit-based appointment processes, while maintaining the autonomy of the institutions.
{"title":"Academics’ Perspectives on the Nature and Tradition of Appointments of University Leaders at a Cameroonian University","authors":"Novel Folabit, Sarasvathie Reddy, L. Jita","doi":"10.26803/ijlter.22.11.15","DOIUrl":"https://doi.org/10.26803/ijlter.22.11.15","url":null,"abstract":". The appointment of leaders at Cameroonian universities is a tradition that has dominated the operations and autonomy of the institutions since the establishment of state universities under the 1993 reforms. This gave authority to the government to decide the pedagogical and academic activities of these universities and to appoint and dismiss their leaders without accountability. Based on a larger study, this qualitative single-case study employed semi-structured interviews and reflective practices in the form of reflective journals. The perspectives of 11 purposively selected academics were explored regarding their perspective on the appointment process of leaders at a Cameroonian university and its implication on their professional identities. Distributed leadership theory and the force field model for teacher development were the theoretical frameworks used for data generation and analysis. Data were thematically analyzed, with analysis indicating that the two-step commission process at the university and Ministry of Higher Education, designed to appoint qualified individuals, is often bypassed. Some individuals secure leadership positions through political, economic, and tribal connections. Individuals appointed based on affinities often lack the necessary skills and competence, sometimes displaying limited knowledge of the system’s functioning. Conversely, qualified candidates without such affiliations are often overlooked, primarily due to their apolitical stance, resulting in their files frequently being left unassessed for appointments. It is recommended that policymakers, university leaders, and other stakeholders collaborate to establish transparent, merit-based appointment processes, while maintaining the autonomy of the institutions.","PeriodicalId":37101,"journal":{"name":"International Journal of Learning, Teaching and Educational Research","volume":"63 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139197021","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 : 2023-11-30DOI: 10.26803/ijlter.22.11.13
Kelemu Zelalem Berhanu
To facilitate an in-depth understanding of how leadership styles affect teachers’ job performance, it is essential to understand mediating variables and their impacts on the performance of teachers. This research investigated the association between commitment, pedagogical leadership and teacher performance. It used a correlational research design involving the 539 teachers from Gozamin and Dembecha districts, Ethiopia. First, fitness of the models was confirmed via confirmatory factor analysis. There were a modest to high, significant and positive relationships between pedagogical leadership, teachers’ performance, and their commitment. Pedagogical leadership positively predicted the commitment of teachers, which enhanced job performance. The study found that pedagogical leadership was a protective factor that had an indirect influence on indices of teacher job performance via commitment. This paper adds significantly to the theory and literature on teacher performance by associating it with leadership style and commitment in the Ethiopian situation. In a practical sense, the study results are anticipated to be important for school principals and policymakers to monitor teachers’ job performance, thus, maximizing their contribution as experiential educators at schools, to ensure quality education for all (SDG 4).
{"title":"Relationship between Pedagogical Leadership and Teachers' Job Performance as Mediated by Organizational Commitment","authors":"Kelemu Zelalem Berhanu","doi":"10.26803/ijlter.22.11.13","DOIUrl":"https://doi.org/10.26803/ijlter.22.11.13","url":null,"abstract":"To facilitate an in-depth understanding of how leadership styles affect teachers’ job performance, it is essential to understand mediating variables and their impacts on the performance of teachers. This research investigated the association between commitment, pedagogical leadership and teacher performance. It used a correlational research design involving the 539 teachers from Gozamin and Dembecha districts, Ethiopia. First, fitness of the models was confirmed via confirmatory factor analysis. There were a modest to high, significant and positive relationships between pedagogical leadership, teachers’ performance, and their commitment. Pedagogical leadership positively predicted the commitment of teachers, which enhanced job performance. The study found that pedagogical leadership was a protective factor that had an indirect influence on indices of teacher job performance via commitment. This paper adds significantly to the theory and literature on teacher performance by associating it with leadership style and commitment in the Ethiopian situation. In a practical sense, the study results are anticipated to be important for school principals and policymakers to monitor teachers’ job performance, thus, maximizing their contribution as experiential educators at schools, to ensure quality education for all (SDG 4).","PeriodicalId":37101,"journal":{"name":"International Journal of Learning, Teaching and Educational Research","volume":"126 33","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139197104","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 : 2023-11-30DOI: 10.26803/ijlter.22.11.17
Fiskia Rera Baharuddin, Amiruddin Amiruddin, A. Idkhan
School principal can be both instructional and transformational leadership which is regarded as integrated leadership. Prior research has explored the connection between teacher job satisfaction, teacher collaboration, and teacher professional development. The current study aims to investigate the integrated principal leadership style, and its effect on teacher job satisfaction. We examined how integrated leadership indirectly influences teacher job satisfaction through the mediation of teacher collaboration and professional development. Voluntary sampling was conducted to collect research data. Electronic survey sent to 600 Indonesia which was 504 filled the survey completely. The partial least square structural equation modelling (PLS-SEM) was employed to analyze the data. The results showed that integrated leadership directly affected teacher job satisfaction in a positive way. Teacher collaboration and professional development had positively affected teacher satisfaction in their job. It was figured out that teacher collaboration and professional development have partial mediation effect on the relationship between integrated leadership and teacher job satisfaction. Based on results, integrated leadership has affected teacher job satisfaction directly. The effect was also mediated by teacher collaboration and teacher job satisfaction. Institutions should invest in leadership programs to equip principals with a blend of instructional and transformational skills that encourage teachers to develop their professional skills and to collaborate with others.
{"title":"Integrated Leadership Effect on Teacher Satisfaction: Mediating Effects of Teacher Collaboration and Professional Development","authors":"Fiskia Rera Baharuddin, Amiruddin Amiruddin, A. Idkhan","doi":"10.26803/ijlter.22.11.17","DOIUrl":"https://doi.org/10.26803/ijlter.22.11.17","url":null,"abstract":"School principal can be both instructional and transformational leadership which is regarded as integrated leadership. Prior research has explored the connection between teacher job satisfaction, teacher collaboration, and teacher professional development. The current study aims to investigate the integrated principal leadership style, and its effect on teacher job satisfaction. We examined how integrated leadership indirectly influences teacher job satisfaction through the mediation of teacher collaboration and professional development. Voluntary sampling was conducted to collect research data. Electronic survey sent to 600 Indonesia which was 504 filled the survey completely. The partial least square structural equation modelling (PLS-SEM) was employed to analyze the data. The results showed that integrated leadership directly affected teacher job satisfaction in a positive way. Teacher collaboration and professional development had positively affected teacher satisfaction in their job. It was figured out that teacher collaboration and professional development have partial mediation effect on the relationship between integrated leadership and teacher job satisfaction. Based on results, integrated leadership has affected teacher job satisfaction directly. The effect was also mediated by teacher collaboration and teacher job satisfaction. Institutions should invest in leadership programs to equip principals with a blend of instructional and transformational skills that encourage teachers to develop their professional skills and to collaborate with others.","PeriodicalId":37101,"journal":{"name":"International Journal of Learning, Teaching and Educational Research","volume":" 13","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139197952","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 : 2023-11-30DOI: 10.26803/ijlter.22.11.24
Masduki Asbari, John Tampil Purba, E. Hariandja, Niko Sudibjo
Knowledge sharing among academics is critical for innovation and growth in higher education institutions. However, introducing a knowledge-sharing culture can be challenging. This study investigates factors influencing lecturer knowledge sharing and innovation in Indonesian universities, which aims to improve their global competitiveness. Adopting the theory of planned behaviour, this research examines how attitudes, subjective norms, and perceived behavioural control shape lecturers' knowledge-sharing intentions and behaviours. It also analyses how knowledge sharing and dynamic leadership drive innovative work behaviours. An online survey of 357 lecturers from 38 Indonesian universities revealed that while attitude did not significantly influence knowledge-sharing intention, subjective norms and perceived behavioural control did. Additionally, knowledge-sharing intention strongly predicted actual knowledge-sharing behaviour. Moreover, dynamic leadership mediated the relationship between knowledge-sharing behaviour and innovation. These results highlight the pivotal role of dynamic leadership in translating knowledge sharing into innovation. More empirical research should investigate potential interventions to foster lecturer knowledge sharing and innovation across educational systems and cultural contexts. This study provides theoretical insights and practical recommendations for higher education leaders seeking to leverage knowledge sharing and dynamic leadership for organisational improvement.
{"title":"The Mediating Role of Dynamic Leadership towards the Relationship between Knowledge-Sharing Behaviour and Innovation Performance in Higher Education","authors":"Masduki Asbari, John Tampil Purba, E. Hariandja, Niko Sudibjo","doi":"10.26803/ijlter.22.11.24","DOIUrl":"https://doi.org/10.26803/ijlter.22.11.24","url":null,"abstract":"Knowledge sharing among academics is critical for innovation and growth in higher education institutions. However, introducing a knowledge-sharing culture can be challenging. This study investigates factors influencing lecturer knowledge sharing and innovation in Indonesian universities, which aims to improve their global competitiveness. Adopting the theory of planned behaviour, this research examines how attitudes, subjective norms, and perceived behavioural control shape lecturers' knowledge-sharing intentions and behaviours. It also analyses how knowledge sharing and dynamic leadership drive innovative work behaviours. An online survey of 357 lecturers from 38 Indonesian universities revealed that while attitude did not significantly influence knowledge-sharing intention, subjective norms and perceived behavioural control did. Additionally, knowledge-sharing intention strongly predicted actual knowledge-sharing behaviour. Moreover, dynamic leadership mediated the relationship between knowledge-sharing behaviour and innovation. These results highlight the pivotal role of dynamic leadership in translating knowledge sharing into innovation. More empirical research should investigate potential interventions to foster lecturer knowledge sharing and innovation across educational systems and cultural contexts. This study provides theoretical insights and practical recommendations for higher education leaders seeking to leverage knowledge sharing and dynamic leadership for organisational improvement.","PeriodicalId":37101,"journal":{"name":"International Journal of Learning, Teaching and Educational Research","volume":"66 10","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139196793","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 : 2023-11-30DOI: 10.26803/ijlter.22.11.11
Uche Okeke, Sam Ramaila, E. E. Ukoh
In an effort to achieve educational goals and improve students' enthusiasm for Physics, it is important to take into account the prior experiences that students bring with them to the classroom. Teachers' exploration of these prior experiences is crucial when implementing the constructivist approach to classroom instruction, as it helps in achieving the desired objectives. Consequently, this research aimed to investigate how the application of cognitively guided instruction influences the attitudes of senior secondary school students towards Physics. The study employed a pretest-posttest control group quasi-experimental design and utilized multilevel linear models for data analysis, considering the hierarchical structure of the data with participants nested at both classroom and school levels. Students’ Attitude to Physics Questionnaire was used to collect data during the study. The study's findings revealed a significant positive impact of cognitively guided instructional strategy (CGIS) on students' attitudes towards Physics, and a significant difference in the post-attitude mean scores of students in the CGIS and the conventional teacher-centred instructional groups. Thus, cognitively guided instruction holds substantial promise as an effective pedagogical strategy for teaching Physics. In conclusion, this research underscores the importance of contextualizing instruction, as it actively engages students in the learning process and significantly enhances their attitudes towards the subject of Physics. The instructional structure which CGIS provides enables the validation of students’ knowledge-creation ability.
{"title":"Effects of Cognitively Guided Instruction on Senior Secondary School Students’ Attitude towards Physics","authors":"Uche Okeke, Sam Ramaila, E. E. Ukoh","doi":"10.26803/ijlter.22.11.11","DOIUrl":"https://doi.org/10.26803/ijlter.22.11.11","url":null,"abstract":"In an effort to achieve educational goals and improve students' enthusiasm for Physics, it is important to take into account the prior experiences that students bring with them to the classroom. Teachers' exploration of these prior experiences is crucial when implementing the constructivist approach to classroom instruction, as it helps in achieving the desired objectives. Consequently, this research aimed to investigate how the application of cognitively guided instruction influences the attitudes of senior secondary school students towards Physics. The study employed a pretest-posttest control group quasi-experimental design and utilized multilevel linear models for data analysis, considering the hierarchical structure of the data with participants nested at both classroom and school levels. Students’ Attitude to Physics Questionnaire was used to collect data during the study. The study's findings revealed a significant positive impact of cognitively guided instructional strategy (CGIS) on students' attitudes towards Physics, and a significant difference in the post-attitude mean scores of students in the CGIS and the conventional teacher-centred instructional groups. Thus, cognitively guided instruction holds substantial promise as an effective pedagogical strategy for teaching Physics. In conclusion, this research underscores the importance of contextualizing instruction, as it actively engages students in the learning process and significantly enhances their attitudes towards the subject of Physics. The instructional structure which CGIS provides enables the validation of students’ knowledge-creation ability.","PeriodicalId":37101,"journal":{"name":"International Journal of Learning, Teaching and Educational Research","volume":"109 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139201789","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 : 2023-11-30DOI: 10.26803/ijlter.22.11.20
C. Maphosa, Geesje van den Berg
Online learning is often associated with student isolation, loneliness, and lack of adequate opportunities for interaction. This study, part of a more extensive study on online interaction, sought to establish from the distance education students' point of view the common techniques employed to promote online interaction. The Community of Inquiry (CoI) developed by Garrison, Anderson, and Archer (2001) informed the study. The study used a post-positivist research paradigm and followed a mixed-method research approach and a concurrent triangulation design. A stratified random sample of 361 students was used to collect quantitative data using a highly structured questionnaire. Qualitative data were collected from four focus groups. Quantitative data were analysed by SPSS using descriptive statistics. Thematic content analysis was used to analyse qualitative data. The two data sets were merged at the interpretation stage. Ethical issues such as study approval, ethical clearance, and informed consent were addressed. The study found that common and uncommon online interaction techniques were used. In instances where techniques were commonly used, it was indicative of the pedagogical abilities of the course instructors. On the contrary, where techniques were uncommon, it pointed out existing pedagogical deficiencies. The study concludes that online pedagogies that promote interaction and achieve higher-order learning outcomes should be built into online course design and implementation.
{"title":"Online Interaction Techniques Used at a Rural-Based University: Implications for Online Pedagogy","authors":"C. Maphosa, Geesje van den Berg","doi":"10.26803/ijlter.22.11.20","DOIUrl":"https://doi.org/10.26803/ijlter.22.11.20","url":null,"abstract":"Online learning is often associated with student isolation, loneliness, and lack of adequate opportunities for interaction. This study, part of a more extensive study on online interaction, sought to establish from the distance education students' point of view the common techniques employed to promote online interaction. The Community of Inquiry (CoI) developed by Garrison, Anderson, and Archer (2001) informed the study. The study used a post-positivist research paradigm and followed a mixed-method research approach and a concurrent triangulation design. A stratified random sample of 361 students was used to collect quantitative data using a highly structured questionnaire. Qualitative data were collected from four focus groups. Quantitative data were analysed by SPSS using descriptive statistics. Thematic content analysis was used to analyse qualitative data. The two data sets were merged at the interpretation stage. Ethical issues such as study approval, ethical clearance, and informed consent were addressed. The study found that common and uncommon online interaction techniques were used. In instances where techniques were commonly used, it was indicative of the pedagogical abilities of the course instructors. On the contrary, where techniques were uncommon, it pointed out existing pedagogical deficiencies. The study concludes that online pedagogies that promote interaction and achieve higher-order learning outcomes should be built into online course design and implementation.","PeriodicalId":37101,"journal":{"name":"International Journal of Learning, Teaching and Educational Research","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139199988","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 : 2023-11-30DOI: 10.26803/ijlter.22.11.23
Mashael Alnefaie
Across all levels of study, many college and university English as a Foreign Language (EFL) undergraduate students find it difficult to write paragraphs in English. Indeed, many EFL teachers expect their students to easily create well-written paragraphs; however, after only a few hours of instruction, teachers tend to find that many students simply do not meet such expectations. Thus, this study investigated EFL undergraduate students at two different levels of their college education and explored their perspectives on essential writing components in the construction of well-structured paragraphs, including grammar, vocabulary, and organization. The study also discussed the least important writing aspects that may not at all impact the comprehensibility of written paragraphs. Additionally, the study investigated the strengths and weaknesses of EFL students’ English writing. The participants were selected using the convenience sampling method. The final sample included 15 level five college students with an intermediate level of English and 15 level nine students with a high level of English, totaling 30 students. All participants belonged to the Department of Applied Linguistics. Data were collected through mixed-method research. The participants received both online and descriptive surveys. The researcher analyzed the quantitative data by using the Statistical Package for Social Sciences (IBM SPSS Statistics version 25) and thematic analysis for the qualitative data. The results of the present study showed minor differences in students’ perspectives regarding the most and least important aspects of writing across the two student levels. However, there were significant differences in the respective areas for improvement, including grammar and mechanics. This paper concludes that regardless of the students’ college level, students shared similar perceptions about the most and least important components of English writing. They all considered grammar the most important aspect of writing and mechanics the least important. Accordingly, the researcher recommends that curriculum designers and EFL instructors analyze their students' needs and weaknesses to design appropriate materials and teaching methods.
{"title":"Analyzing Essential Aspects of Developing English Paragraphs Based on Comparing Levels Five and Nine of EFL Students","authors":"Mashael Alnefaie","doi":"10.26803/ijlter.22.11.23","DOIUrl":"https://doi.org/10.26803/ijlter.22.11.23","url":null,"abstract":"Across all levels of study, many college and university English as a Foreign Language (EFL) undergraduate students find it difficult to write paragraphs in English. Indeed, many EFL teachers expect their students to easily create well-written paragraphs; however, after only a few hours of instruction, teachers tend to find that many students simply do not meet such expectations. Thus, this study investigated EFL undergraduate students at two different levels of their college education and explored their perspectives on essential writing components in the construction of well-structured paragraphs, including grammar, vocabulary, and organization. The study also discussed the least important writing aspects that may not at all impact the comprehensibility of written paragraphs. Additionally, the study investigated the strengths and weaknesses of EFL students’ English writing. The participants were selected using the convenience sampling method. The final sample included 15 level five college students with an intermediate level of English and 15 level nine students with a high level of English, totaling 30 students. All participants belonged to the Department of Applied Linguistics. Data were collected through mixed-method research. The participants received both online and descriptive surveys. The researcher analyzed the quantitative data by using the Statistical Package for Social Sciences (IBM SPSS Statistics version 25) and thematic analysis for the qualitative data. The results of the present study showed minor differences in students’ perspectives regarding the most and least important aspects of writing across the two student levels. However, there were significant differences in the respective areas for improvement, including grammar and mechanics. This paper concludes that regardless of the students’ college level, students shared similar perceptions about the most and least important components of English writing. They all considered grammar the most important aspect of writing and mechanics the least important. Accordingly, the researcher recommends that curriculum designers and EFL instructors analyze their students' needs and weaknesses to design appropriate materials and teaching methods.","PeriodicalId":37101,"journal":{"name":"International Journal of Learning, Teaching and Educational Research","volume":"11 15","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139196620","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 : 2023-11-30DOI: 10.26803/ijlter.22.11.19
Usep Soepudin, D. Budimansyah, M. Hidayat, Momod Abdul Somad
The learning climate in the classroom has a very important role in encouraging optimal learning processes in the classroom. The purpose of this research is to look at creating measurements of classroom climate, investigate the aspects that influence it and the role of classroom climate in citizenship education lessons in terms of students' knowledge, attitudes, and behaviour. This study was a factorial design analysis investigating the role of citizenship education classes in classroom climate, students' knowledge, skills, and dispositions. The sample was conducted on 650 junior high school students with a total of 50 classes. Data analysis used was variability correlation and hierarchical linear model analysis. Findings show that a classroom climate with open discussions has proven effective in improving student learning outcomes in citizenship education subjects, both in the aspects of students' knowledge, attitudes and behaviour. Several aspects that influence the level of reliability of measuring classroom climate are the gender composition in the class, the level of student activity, individual perceptions of learning opportunities, the socioeconomic level of students, the level of student knowledge about citizenship education, and differences in views about class material. Thus, an open classroom climate is able to increase student competence in the field of citizenship education and the reliability of the classroom climate is influenced by various factors, including student characteristics at both the individual and class levels. This research has several limitations, including the survey only focusing on students, not involving variability factors from outside the classroom, and not optimally controlling aspects of student response variability. The findings implied that teachers and stakeholders must pay attention to factors that influence the reliability of classroom climate in order to optimally improve academic competence.
{"title":"Construction of Measurement and Investigation of the Role of Classroom Climate on Students' Knowledge and Attitudes in the Learning Process","authors":"Usep Soepudin, D. Budimansyah, M. Hidayat, Momod Abdul Somad","doi":"10.26803/ijlter.22.11.19","DOIUrl":"https://doi.org/10.26803/ijlter.22.11.19","url":null,"abstract":"The learning climate in the classroom has a very important role in encouraging optimal learning processes in the classroom. The purpose of this research is to look at creating measurements of classroom climate, investigate the aspects that influence it and the role of classroom climate in citizenship education lessons in terms of students' knowledge, attitudes, and behaviour. This study was a factorial design analysis investigating the role of citizenship education classes in classroom climate, students' knowledge, skills, and dispositions. The sample was conducted on 650 junior high school students with a total of 50 classes. Data analysis used was variability correlation and hierarchical linear model analysis. Findings show that a classroom climate with open discussions has proven effective in improving student learning outcomes in citizenship education subjects, both in the aspects of students' knowledge, attitudes and behaviour. Several aspects that influence the level of reliability of measuring classroom climate are the gender composition in the class, the level of student activity, individual perceptions of learning opportunities, the socioeconomic level of students, the level of student knowledge about citizenship education, and differences in views about class material. Thus, an open classroom climate is able to increase student competence in the field of citizenship education and the reliability of the classroom climate is influenced by various factors, including student characteristics at both the individual and class levels. This research has several limitations, including the survey only focusing on students, not involving variability factors from outside the classroom, and not optimally controlling aspects of student response variability. The findings implied that teachers and stakeholders must pay attention to factors that influence the reliability of classroom climate in order to optimally improve academic competence.","PeriodicalId":37101,"journal":{"name":"International Journal of Learning, Teaching and Educational Research","volume":"39 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139199383","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 : 2023-11-30DOI: 10.26803/ijlter.22.11.12
Wanbin She, Pong Horadal, S. Teekasap, Guo Ling
The global trend of inclusive education has accelerated the process of education inclusion worldwide. China has embraced this trend through the practice of inclusive education in regular classrooms. Using the quantitative methods of descriptive analysis and regression analysis, this paper examines the relationship between the quality of inclusive education and the supporting environment and attitudes in Sichuan Province, China. A total of 6,000 respondents from 21 cities and prefectures in Sichuan Province participated in the survey and completed questionnaires. The collected data were analyzed using IBM SPSS Statistics 29.01 software. The study analyzes public perceptions of inclusive education, views on the quality of inclusive education, evaluations of student participation, and perceptions of the supporting environment. The results indicate that the quality of inclusive education is influenced by attitudes towards inclusive education, teacher support, societal and environmental support, and parental support. To enhance the quality of inclusive education, the focus should be on cultivating positive attitudes toward inclusive education, developing inclusive education policies, and strengthening support systems. Furthermore, the analysis reveals that increasing student participation in school activities, enhancing knowledge and teaching strategies related to inclusive education, and improving support resources can effectively enhance the implementation quality of inclusive education.
全纳教育的全球趋势加速了世界范围内的全纳教育进程。中国通过在普通课堂中实践全纳教育，顺应了这一趋势。本文采用描述性分析和回归分析的定量方法，研究了中国四川省全纳教育质量与支持环境和态度之间的关系。来自四川省 21 个地市的 6000 名受访者参与了调查并填写了问卷。收集到的数据使用 IBM SPSS Statistics 29.01 软件进行了分析。研究分析了公众对全纳教育的认知、对全纳教育质量的看法、对学生参与的评价以及对支持环境的看法。结果表明，全纳教育的质量受对全纳教育的态度、教师支持、社会和环境支持以及家长支持的影响。要提高全纳教育的质量，重点应放在培养对全纳教育的积极态度、制定全纳教育政策和加强支持系统上。此外，分析还显示，提高学生在学校活动中的参与度、加强与全纳教育相关的知识和教学策略以及改善支持资源，可以有效提高全纳教育的实施质量。
{"title":"Quality Improvement in Inclusive Education for Support Systems and Attitudes - Evidence form the Sichuan Province of China","authors":"Wanbin She, Pong Horadal, S. Teekasap, Guo Ling","doi":"10.26803/ijlter.22.11.12","DOIUrl":"https://doi.org/10.26803/ijlter.22.11.12","url":null,"abstract":"The global trend of inclusive education has accelerated the process of education inclusion worldwide. China has embraced this trend through the practice of inclusive education in regular classrooms. Using the quantitative methods of descriptive analysis and regression analysis, this paper examines the relationship between the quality of inclusive education and the supporting environment and attitudes in Sichuan Province, China. A total of 6,000 respondents from 21 cities and prefectures in Sichuan Province participated in the survey and completed questionnaires. The collected data were analyzed using IBM SPSS Statistics 29.01 software. The study analyzes public perceptions of inclusive education, views on the quality of inclusive education, evaluations of student participation, and perceptions of the supporting environment. The results indicate that the quality of inclusive education is influenced by attitudes towards inclusive education, teacher support, societal and environmental support, and parental support. To enhance the quality of inclusive education, the focus should be on cultivating positive attitudes toward inclusive education, developing inclusive education policies, and strengthening support systems. Furthermore, the analysis reveals that increasing student participation in school activities, enhancing knowledge and teaching strategies related to inclusive education, and improving support resources can effectively enhance the implementation quality of inclusive education.","PeriodicalId":37101,"journal":{"name":"International Journal of Learning, Teaching and Educational Research","volume":"150 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139202373","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}
Facilitating change in teaching pedagogical practices through designed school-based research projects (DBR) offer teachers the opportunity not only to make change in their teaching sustainable but also to construct a professional perception framework that leads to said change. This paper investigates how the teachers of English as a foreign language (EFL) or second language (ESL) perceive the change process in their pedagogical practices during their involvement in a DBR programme that aimed to develop their teaching to improve their students’ literacy skills. The data was gathered by implementing a mixed-methods study through the use of questionnaires and interviews. The results indicate that there are main factors that govern the process of the change in perception for the EFL/ESL teachers during their professional development program as non-native teachers of English, including contextualisation, diversity and the innovation levels of the pedagogical practices in the non-native English-speaking context.
{"title":"Teachers’ Perceptions of the DBR-CPD Program as a Change in Pedagogical Practice in the Professional Development of EFL Teachers","authors":"H. Al-Wadi","doi":"10.26803/ijlter.22.11.4","DOIUrl":"https://doi.org/10.26803/ijlter.22.11.4","url":null,"abstract":"Facilitating change in teaching pedagogical practices through designed school-based research projects (DBR) offer teachers the opportunity not only to make change in their teaching sustainable but also to construct a professional perception framework that leads to said change. This paper investigates how the teachers of English as a foreign language (EFL) or second language (ESL) perceive the change process in their pedagogical practices during their involvement in a DBR programme that aimed to develop their teaching to improve their students’ literacy skills. The data was gathered by implementing a mixed-methods study through the use of questionnaires and interviews. The results indicate that there are main factors that govern the process of the change in perception for the EFL/ESL teachers during their professional development program as non-native teachers of English, including contextualisation, diversity and the innovation levels of the pedagogical practices in the non-native English-speaking context.","PeriodicalId":37101,"journal":{"name":"International Journal of Learning, Teaching and Educational Research","volume":"29 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139205268","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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