Multitasking has become a prevalent strategy for handling a multitude of tasks, though its efficacy remains a topic of debate in the domain of organizational behavior. In the context of education, teachers perpetually grapple with an extensive array of daily responsibilities. This study was undertaken with the objective of evaluating the impact of teachers' multitasking on the overall quality of performance within identified public elementary schools. In this research quantitative method was employed, involving school leaders and teachers from three specific schools, and a multifaceted approach was employed. The sampling strategy included purposeful sampling to select school’s representative of the population, employing stratified sampling for diversity, and ensuring randomness where needed. The study culminated in an integration of both data types, yielding a comprehensive understanding of the research questions. Ethical considerations, informed consent, and confidentiality were maintained throughout the research process, ensuring the validity and reliability of the findings. The study's findings reveal that public-school teachers are heavily burdened with multitasking responsibilities, negatively affecting their teaching performance and leading to subpar academic outcomes. To address this issue, the researcher strongly recommends the implementation, rigorous assessment, and continuous monitoring of a training program. In essence, this study highlights the detrimental impact of multitasking on teaching performance in public elementary schools and emphasizes the urgent need for improvement through a structured training program aimed at enhancing the educational experience for teachers and students alike.
{"title":"Impact of multitasking on teachers’ performance in public elementary schools","authors":"Joseph Pepito, Venus Pepito, Roberto Suson","doi":"10.18488/61.v12i1.3587","DOIUrl":"https://doi.org/10.18488/61.v12i1.3587","url":null,"abstract":"Multitasking has become a prevalent strategy for handling a multitude of tasks, though its efficacy remains a topic of debate in the domain of organizational behavior. In the context of education, teachers perpetually grapple with an extensive array of daily responsibilities. This study was undertaken with the objective of evaluating the impact of teachers' multitasking on the overall quality of performance within identified public elementary schools. In this research quantitative method was employed, involving school leaders and teachers from three specific schools, and a multifaceted approach was employed. The sampling strategy included purposeful sampling to select school’s representative of the population, employing stratified sampling for diversity, and ensuring randomness where needed. The study culminated in an integration of both data types, yielding a comprehensive understanding of the research questions. Ethical considerations, informed consent, and confidentiality were maintained throughout the research process, ensuring the validity and reliability of the findings. The study's findings reveal that public-school teachers are heavily burdened with multitasking responsibilities, negatively affecting their teaching performance and leading to subpar academic outcomes. To address this issue, the researcher strongly recommends the implementation, rigorous assessment, and continuous monitoring of a training program. In essence, this study highlights the detrimental impact of multitasking on teaching performance in public elementary schools and emphasizes the urgent need for improvement through a structured training program aimed at enhancing the educational experience for teachers and students alike.","PeriodicalId":37226,"journal":{"name":"International Journal of Education and Practice","volume":"72 17","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139390096","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}
C. Nja, A. Meremikwu, Edward Ogar Odey, Mary Ideba Anari, Kimson Joseph Idiege
This study aimed to examine the impact of the 5Es (Engagement, Exploration, Explanation, Elaboration, and Evaluation) instructional strategy on secondary school chemistry students' academic achievement in Calabar, Nigeria. A quasi-experimental design was adopted for this study. The population comprised 2,350 Secondary School (SSII) chemistry students drawn from the Calabar Education Zone, Nigeria, from which a sample of 240 students was identified through proportionate stratified random and judgmental sampling techniques. The data was collected through an instrument called ‘’chemistry achievement test’’ (CAT). Two research hypotheses were stated to direct the study. Data obtained were analyzed using the analysis of Covariance and Multiple Classifications Analysis. Results indicated that learners tutored with 5Es instructional strategy enhanced academic achievement more than those tutored using the conventional method. However, students' gender did not make any impact on their achievement when tutored with 5Es instructional strategy and lecture method. It was concluded that the utilization of inquiring and critical thinking skills when students were tutored using the 5ES instructional strategy would be responsible for their high achievement. It was recommended that the introduction of the 5Es instructional strategy should be implemented from the basic primary science to build the younger scientist minds into more creative, goal-oriented, problem-solving individuals.
{"title":"Impact of 5Es teaching strategy on chemistry students’ academic achievement in electrochemical cell reactions in Calabar, Nigeria","authors":"C. Nja, A. Meremikwu, Edward Ogar Odey, Mary Ideba Anari, Kimson Joseph Idiege","doi":"10.18488/61.v12i1.3553","DOIUrl":"https://doi.org/10.18488/61.v12i1.3553","url":null,"abstract":"This study aimed to examine the impact of the 5Es (Engagement, Exploration, Explanation, Elaboration, and Evaluation) instructional strategy on secondary school chemistry students' academic achievement in Calabar, Nigeria. A quasi-experimental design was adopted for this study. The population comprised 2,350 Secondary School (SSII) chemistry students drawn from the Calabar Education Zone, Nigeria, from which a sample of 240 students was identified through proportionate stratified random and judgmental sampling techniques. The data was collected through an instrument called ‘’chemistry achievement test’’ (CAT). Two research hypotheses were stated to direct the study. Data obtained were analyzed using the analysis of Covariance and Multiple Classifications Analysis. Results indicated that learners tutored with 5Es instructional strategy enhanced academic achievement more than those tutored using the conventional method. However, students' gender did not make any impact on their achievement when tutored with 5Es instructional strategy and lecture method. It was concluded that the utilization of inquiring and critical thinking skills when students were tutored using the 5ES instructional strategy would be responsible for their high achievement. It was recommended that the introduction of the 5Es instructional strategy should be implemented from the basic primary science to build the younger scientist minds into more creative, goal-oriented, problem-solving individuals.","PeriodicalId":37226,"journal":{"name":"International Journal of Education and Practice","volume":"54 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138999349","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}
The study aims to investigate methods and tools for studying students’ learning efficiency in online learning conditions in specialties like “nursing” and “physical therapy and ergotherapy” during the pandemic. Data was collected from 412 students of universities in Ukraine and the Republic of Kazakhstan. A survey was carried out to assess such methods, tools, and moral values that inspired students innately and motivated them to study in an online learning environment, where students rated elements of Technology Adoption and Use of Effort Expectancy lower than other elements such as moral values as important in both specialties. The elements of Conformity and Tradition were also rated highly. Students also highly appreciated the importance of developing and improving the technical, structural, and regulatory elements of online learning, as well as fostering the value of a healthcare professional survey on elements to improve the effectiveness of training future healthcare professionals in an online format. This suggests that moral and professional values of education and an inner desire to be a high-level professional and quality communication between students and teachers promote quality education in conditions of limited access to clinical practice and online learning.
{"title":"Effective practices for increasing student's learning efficiency during the pandemic","authors":"Diachenko Inna, Kuznetsova Olga, Ivanenko Iryna, Khamzina Botagoz, Kaltayeva Gulnar","doi":"10.18488/61.v12i1.3554","DOIUrl":"https://doi.org/10.18488/61.v12i1.3554","url":null,"abstract":"The study aims to investigate methods and tools for studying students’ learning efficiency in online learning conditions in specialties like “nursing” and “physical therapy and ergotherapy” during the pandemic. Data was collected from 412 students of universities in Ukraine and the Republic of Kazakhstan. A survey was carried out to assess such methods, tools, and moral values that inspired students innately and motivated them to study in an online learning environment, where students rated elements of Technology Adoption and Use of Effort Expectancy lower than other elements such as moral values as important in both specialties. The elements of Conformity and Tradition were also rated highly. Students also highly appreciated the importance of developing and improving the technical, structural, and regulatory elements of online learning, as well as fostering the value of a healthcare professional survey on elements to improve the effectiveness of training future healthcare professionals in an online format. This suggests that moral and professional values of education and an inner desire to be a high-level professional and quality communication between students and teachers promote quality education in conditions of limited access to clinical practice and online learning.","PeriodicalId":37226,"journal":{"name":"International Journal of Education and Practice","volume":"242 6‐7","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138997052","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}
Elmira Kochkorbayeva, A. Abdyrov, Ardak Mutaliyeva, Gulzhan Muratova, Aliya Koxegen
This study aimed to identify the impact role of providing training to future teachers with acmeological approach on leading to the personal and professional growth, which is relevant and valuable for providers and clients of educational services. The study was experimental in nature, the sample consisted of 325 respondents who had undergone special trainings with acmeological approach and who had participated in psycho-diagnostic research carried out before and after the training, as well as three months after the start of the experiment. The methods embraced testing by the questionnaires for studying meaningful life orientations, self-relationship, testing for “assessment of self-fulfillment” and “readiness to self-development”, and the indicator of self-change potential. The findings were compared with relevant indicators and their accuracy was confirmed via the students’ t-test. In the control group, participants expressed a desire to understand themselves but felt unable to facilitate self-improvement. Conversely, students in the experimental group expressed a desire to understand themselves and possessed the ability to promote self-improvement. The majority of students favored the acmeological approach for enhancing motivation and cultivating a highly professional persona. Three months post-experiment, students in the experimental group exhibited a greater tendency towards self-change. The results of the experiment have shown the effectiveness of acmeological approach for developing future teachers professionally, and the experimental verification of its impact on students' self-awareness, meaningful life orientations, ability to self-change, and their potential for high levels of teacher professionalism.
{"title":"The role of the acmeological approach in future teachers’ professional development","authors":"Elmira Kochkorbayeva, A. Abdyrov, Ardak Mutaliyeva, Gulzhan Muratova, Aliya Koxegen","doi":"10.18488/61.v12i1.3548","DOIUrl":"https://doi.org/10.18488/61.v12i1.3548","url":null,"abstract":"This study aimed to identify the impact role of providing training to future teachers with acmeological approach on leading to the personal and professional growth, which is relevant and valuable for providers and clients of educational services. The study was experimental in nature, the sample consisted of 325 respondents who had undergone special trainings with acmeological approach and who had participated in psycho-diagnostic research carried out before and after the training, as well as three months after the start of the experiment. The methods embraced testing by the questionnaires for studying meaningful life orientations, self-relationship, testing for “assessment of self-fulfillment” and “readiness to self-development”, and the indicator of self-change potential. The findings were compared with relevant indicators and their accuracy was confirmed via the students’ t-test. In the control group, participants expressed a desire to understand themselves but felt unable to facilitate self-improvement. Conversely, students in the experimental group expressed a desire to understand themselves and possessed the ability to promote self-improvement. The majority of students favored the acmeological approach for enhancing motivation and cultivating a highly professional persona. Three months post-experiment, students in the experimental group exhibited a greater tendency towards self-change. The results of the experiment have shown the effectiveness of acmeological approach for developing future teachers professionally, and the experimental verification of its impact on students' self-awareness, meaningful life orientations, ability to self-change, and their potential for high levels of teacher professionalism.","PeriodicalId":37226,"journal":{"name":"International Journal of Education and Practice","volume":"72 12","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139008187","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}
Jiayan Li, Subashini K Rajanthran, Yang Fuyu, Qiaochuan Xin
This research aimed to investigate the impact of various management structures on the teaching performance of full-time Chinese secondary school teachers and, consequently, on the education quality. Different management structures, including hierarchical, horizontal, and team-based were explored for their contributions to students' learning opportunities. A quantitative approach was employed, analyzing data from 50 full-time Chinese secondary school teachers. The findings were interpreted using relevant statistical methods to establish the relationship between management structures and teacher performance. The study reveals that the most effective and recommended management structure involves amalgamating the strengths inherent in these different structures to create a hybrid system that is responsive to the needs of teachers. This hybrid approach is shown to have a positive impact on teacher performance. The findings of this research hold significant practical implications. Understanding the effects of management structure empowers policymakers and educational leaders to design and implement effective management strategies that support and empower teachers. This, in turn, can lead to enhanced teacher performance, improved education quality, increased job satisfaction, and motivation among educators, ultimately resulting in better student outcomes. The study thus highlights the Chinese government's emphasis on education and serves as a reference for policy adjustments to improve management efficiency.
{"title":"Impact of hierarchical, horizontal and team-based organisational structures on full time teachers’ performance in Chinese secondary schools","authors":"Jiayan Li, Subashini K Rajanthran, Yang Fuyu, Qiaochuan Xin","doi":"10.18488/61.v11i4.3544","DOIUrl":"https://doi.org/10.18488/61.v11i4.3544","url":null,"abstract":"This research aimed to investigate the impact of various management structures on the teaching performance of full-time Chinese secondary school teachers and, consequently, on the education quality. Different management structures, including hierarchical, horizontal, and team-based were explored for their contributions to students' learning opportunities. A quantitative approach was employed, analyzing data from 50 full-time Chinese secondary school teachers. The findings were interpreted using relevant statistical methods to establish the relationship between management structures and teacher performance. The study reveals that the most effective and recommended management structure involves amalgamating the strengths inherent in these different structures to create a hybrid system that is responsive to the needs of teachers. This hybrid approach is shown to have a positive impact on teacher performance. The findings of this research hold significant practical implications. Understanding the effects of management structure empowers policymakers and educational leaders to design and implement effective management strategies that support and empower teachers. This, in turn, can lead to enhanced teacher performance, improved education quality, increased job satisfaction, and motivation among educators, ultimately resulting in better student outcomes. The study thus highlights the Chinese government's emphasis on education and serves as a reference for policy adjustments to improve management efficiency.","PeriodicalId":37226,"journal":{"name":"International Journal of Education and Practice","volume":"44 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138981899","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}
The Taiwanese kindergartens and nurseries are integrated in the New Curriculum reform to improve the quality of early childhood education. This study employed the narrative inquiry method to study the perception of preschool teachers in Taiwanese kindergartens and nurseries, to evaluate their experiences and emotions towards the implementation of the New Curriculum. A purposive sampling method was used to identify 30 participants, who were all females and worked as pre-school teachers. The data was collected through narrative interviews. Although Taiwan’s early childhood education curriculum reform was flawed, most of the participants expressed a high degree of acceptance of the curriculum. They opined that the quality of early childhood education has gradually improved; the quality of early childhood education and the provision of syllabi should also be discussed in Taiwan’s early childhood education discourse. The study recommends promoting preschool teachers’ understanding of the new mandatory curriculum policies, increasing the number of study sessions for the New Curriculum, increasing the diversity of the New Curriculum, among others.
{"title":"Preschool teachers’ perception of curriculum reform in Taiwan’s early childhood education","authors":"Yi-Huang Shih, Su-Chen Chang","doi":"10.18488/61.v11i4.3542","DOIUrl":"https://doi.org/10.18488/61.v11i4.3542","url":null,"abstract":"The Taiwanese kindergartens and nurseries are integrated in the New Curriculum reform to improve the quality of early childhood education. This study employed the narrative inquiry method to study the perception of preschool teachers in Taiwanese kindergartens and nurseries, to evaluate their experiences and emotions towards the implementation of the New Curriculum. A purposive sampling method was used to identify 30 participants, who were all females and worked as pre-school teachers. The data was collected through narrative interviews. Although Taiwan’s early childhood education curriculum reform was flawed, most of the participants expressed a high degree of acceptance of the curriculum. They opined that the quality of early childhood education has gradually improved; the quality of early childhood education and the provision of syllabi should also be discussed in Taiwan’s early childhood education discourse. The study recommends promoting preschool teachers’ understanding of the new mandatory curriculum policies, increasing the number of study sessions for the New Curriculum, increasing the diversity of the New Curriculum, among others.","PeriodicalId":37226,"journal":{"name":"International Journal of Education and Practice","volume":"124 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139011226","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}
J. C. Tanucan, C. V. Negrido, Baby Jane Uytico, Walton Wider
The field of digital leadership in the Philippines is limited, despite the country's growing regard for school digitization. This study investigated the socio-demographic factors such as age, gender, years of service, educational attainment, location of school, and type of school, that influenced Filipino school leaders' digital leadership. A cross-sectional survey was conducted with 386 school leaders, selected through convenience sampling technique. The data was collected through an invitation link to a questionnaire survey distributed through various social media platforms. Descriptive data using frequency and percentage, and independent t-test and one-way analysis of variance (ANOVA) were employed to examine the variables of the study. The study found that younger male leaders working in urban or private schools, or those who were relatively new in their leadership roles, with higher educational qualifications tend to have higher levels of digital leadership. This meant that socio-demographic factors of school leaders can influence their digital leadership. The study also emphasizes the critical need for in-depth research into the nature and implications of digital leadership in the Philippine educational landscape, focusing on how socio-demographic factors influenced the adoption of digital leadership skills. The study's findings implied that government and educational institutions need to take a more proactive role in supporting the development of digital leadership skills among all school leaders, regardless of their socio-demographic backgrounds. This includes providing training and support, and creating a more supportive environment for digital leadership.
{"title":"Socio-demographic determinants of Filipino school leaders’ digital leadership","authors":"J. C. Tanucan, C. V. Negrido, Baby Jane Uytico, Walton Wider","doi":"10.18488/61.v11i4.3541","DOIUrl":"https://doi.org/10.18488/61.v11i4.3541","url":null,"abstract":"The field of digital leadership in the Philippines is limited, despite the country's growing regard for school digitization. This study investigated the socio-demographic factors such as age, gender, years of service, educational attainment, location of school, and type of school, that influenced Filipino school leaders' digital leadership. A cross-sectional survey was conducted with 386 school leaders, selected through convenience sampling technique. The data was collected through an invitation link to a questionnaire survey distributed through various social media platforms. Descriptive data using frequency and percentage, and independent t-test and one-way analysis of variance (ANOVA) were employed to examine the variables of the study. The study found that younger male leaders working in urban or private schools, or those who were relatively new in their leadership roles, with higher educational qualifications tend to have higher levels of digital leadership. This meant that socio-demographic factors of school leaders can influence their digital leadership. The study also emphasizes the critical need for in-depth research into the nature and implications of digital leadership in the Philippine educational landscape, focusing on how socio-demographic factors influenced the adoption of digital leadership skills. The study's findings implied that government and educational institutions need to take a more proactive role in supporting the development of digital leadership skills among all school leaders, regardless of their socio-demographic backgrounds. This includes providing training and support, and creating a more supportive environment for digital leadership.","PeriodicalId":37226,"journal":{"name":"International Journal of Education and Practice","volume":"140 10","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138598745","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}
The COVID-19 pandemic caused many educational institutions, including private universities, all over the world to shift to online education, and Bangladesh was no exception. However, the transition presented numerous obstacles. The purpose of this paper was to determine what motivated private university students to continue their online education during the pandemic despite the challenges. The challenges and benefits reflected by students regarding online education were also discussed in this study by applying thematic analysis through a mixed-method approach. Further, to investigate the factors that intrinsically motivated the learners, Self-Determination Theory was employed as a theoretical framework. A total number of 80 students from different private universities, both male and female, participated in this study. Findings revealed that most of the learners of online classes faced challenges in several issues, such as poor technology and internet facilities, financial constraints, unsuitable home environments, deterioration of physical and mental health, and insufficient feedback. Besides, this study discovered that despite the challenges, learners were intrinsically motivated to continue learning during the lockdown as competence, relatedness and autonomy were ensured. These findings would be essential guidelines and implications for educators and university authorities of private universities for making better policy choices for online classes in the future.
{"title":"COVID-19 and online learning: Challenges, benefits, and intrinsic motivation of Bangladeshi private university students","authors":"Tanzima Baten, Nafisa Moquit","doi":"10.18488/61.v11i4.3540","DOIUrl":"https://doi.org/10.18488/61.v11i4.3540","url":null,"abstract":"The COVID-19 pandemic caused many educational institutions, including private universities, all over the world to shift to online education, and Bangladesh was no exception. However, the transition presented numerous obstacles. The purpose of this paper was to determine what motivated private university students to continue their online education during the pandemic despite the challenges. The challenges and benefits reflected by students regarding online education were also discussed in this study by applying thematic analysis through a mixed-method approach. Further, to investigate the factors that intrinsically motivated the learners, Self-Determination Theory was employed as a theoretical framework. A total number of 80 students from different private universities, both male and female, participated in this study. Findings revealed that most of the learners of online classes faced challenges in several issues, such as poor technology and internet facilities, financial constraints, unsuitable home environments, deterioration of physical and mental health, and insufficient feedback. Besides, this study discovered that despite the challenges, learners were intrinsically motivated to continue learning during the lockdown as competence, relatedness and autonomy were ensured. These findings would be essential guidelines and implications for educators and university authorities of private universities for making better policy choices for online classes in the future.","PeriodicalId":37226,"journal":{"name":"International Journal of Education and Practice","volume":"35 22","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-12-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138602643","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}
Aishath Waheeda, Asokan Vasudevan, Sam Toong Hai, Rajani Balakrishnan
Higher education leadership is an understudied area, especially at the departmental or faculty level. The current study explored preferred academic leadership styles as perceived by academic deans and their lecturers in Maldivian Higher Education Institutes (HEIs). A sequential explanatory mixed method design informed by post-positivist techniques was used in this study. In the first phase, the survey method was used to directly reach many respondents, administer the instruments and to collect the required data. from deans (N=20) and lecturers (N=170) from nine different HEIs. SPSS (Statistical Package for the Social Sciences) version 23 was used to analyze the data using descriptive statistics and inferential statistics such as means, percentages, standard deviations, independent sample t-test and Pearson correlation coefficients. In the second phase, a qualitative approach was used to explain, validate and to triangulate the quantitative findings. This phase used semi-structured interviews for purposively selected deans (N=5) and lecturers (N=16) from seven different HEIs. The interview transcripts were thematically analyzed and coded using the template analysis method. The most preferred academic leadership styles in Maldivian HEIs were found to be transformational, distributed, and transactional leadership styles, respectively. To enhance academic leadership in HEIs in the Maldives, this study recommends academic leaders to use transformative and distributive leadership behaviors, which would also help HEIs in the skill development of academic deans.
高等教育的领导力是一个未被充分研究的领域，尤其是在部门或学院层面。当前的研究探讨了马尔代夫高等教育机构(HEIs)的学术院长及其讲师所认为的首选学术领导风格。本研究采用后实证主义的序贯解释混合方法设计。在第一阶段，使用调查方法直接接触许多受访者，管理工具并收集所需的数据。来自9所不同高等教育机构的院长(N=20)和讲师(N=170)。使用SPSS (Statistical Package for the Social Sciences)第23版对数据进行分析，使用描述性统计和推理统计，如均值、百分比、标准差、独立样本t检验和Pearson相关系数。在第二阶段，使用定性方法来解释、验证和三角测量定量结果。这一阶段采用半结构化访谈，有目的地从7所不同的高等教育机构挑选院长(N=5)和讲师(N=16)。采用模板分析法对访谈笔录进行主题分析和编码。马尔代夫高等教育机构最喜欢的学术领导风格分别是变革型、分布式和交易型领导风格。为了提高马尔代夫高等学校的学术领导力，本研究建议学术领导者使用变革和分配的领导行为，这也有助于高等学校培养学术院长的技能。
{"title":"Nurturing academic leadership: A quest for the ideal academic leadership style for Maldives higher education","authors":"Aishath Waheeda, Asokan Vasudevan, Sam Toong Hai, Rajani Balakrishnan","doi":"10.18488/61.v11i4.3513","DOIUrl":"https://doi.org/10.18488/61.v11i4.3513","url":null,"abstract":"Higher education leadership is an understudied area, especially at the departmental or faculty level. The current study explored preferred academic leadership styles as perceived by academic deans and their lecturers in Maldivian Higher Education Institutes (HEIs). A sequential explanatory mixed method design informed by post-positivist techniques was used in this study. In the first phase, the survey method was used to directly reach many respondents, administer the instruments and to collect the required data. from deans (N=20) and lecturers (N=170) from nine different HEIs. SPSS (Statistical Package for the Social Sciences) version 23 was used to analyze the data using descriptive statistics and inferential statistics such as means, percentages, standard deviations, independent sample t-test and Pearson correlation coefficients. In the second phase, a qualitative approach was used to explain, validate and to triangulate the quantitative findings. This phase used semi-structured interviews for purposively selected deans (N=5) and lecturers (N=16) from seven different HEIs. The interview transcripts were thematically analyzed and coded using the template analysis method. The most preferred academic leadership styles in Maldivian HEIs were found to be transformational, distributed, and transactional leadership styles, respectively. To enhance academic leadership in HEIs in the Maldives, this study recommends academic leaders to use transformative and distributive leadership behaviors, which would also help HEIs in the skill development of academic deans.","PeriodicalId":37226,"journal":{"name":"International Journal of Education and Practice","volume":"58 5","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136347039","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}
Suparno Suparno, Dedi Purwana, Agus Wibowo, Atia Syafa
This research aimed to develop a new industrial literacy model 4.0 in Higher Education. The research population consisted of 2,958 postgraduate students. Using a random sampling technique, the study obtained a sample of 312 postgraduate students. Survey data were analyzed for validity and reliability of the model, and later developed through confirmatory factor analysis (CFA) and exploratory factor analysis (EFA), using AMOS 25. The results of the model were trimmed by following the model development method to obtain goodness of fit (GOF). according to the criteria that enabled research generalizations to be carried out. The stages of the research were carried out by studying theory and literature, compiling research models, developing variable operational studies, data collection and processing, and reporting. The results of this study hinted at some best practices for developing literacy 4.0 in Higher Education in theory and measurement. The results showed that new industrial literacy 4.0 in tertiary institutions was formed by data literacy, digital literacy, and human literacy along with its constituent indicators, which met the requirements of expert validation, statistical validity and reliability, and goodness of fit. Future researchers should use the analysis of the forming factors of literacy 4.0, modeling and developing them on a wider scale in tertiary institutions, to advance educational standards and meet the megatrend of future student education skills.
{"title":"Validating a model of industrial literacy 4.0 in higher education among postgraduate students: A structural equation modeling approach","authors":"Suparno Suparno, Dedi Purwana, Agus Wibowo, Atia Syafa","doi":"10.18488/61.v11i4.3511","DOIUrl":"https://doi.org/10.18488/61.v11i4.3511","url":null,"abstract":"This research aimed to develop a new industrial literacy model 4.0 in Higher Education. The research population consisted of 2,958 postgraduate students. Using a random sampling technique, the study obtained a sample of 312 postgraduate students. Survey data were analyzed for validity and reliability of the model, and later developed through confirmatory factor analysis (CFA) and exploratory factor analysis (EFA), using AMOS 25. The results of the model were trimmed by following the model development method to obtain goodness of fit (GOF). according to the criteria that enabled research generalizations to be carried out. The stages of the research were carried out by studying theory and literature, compiling research models, developing variable operational studies, data collection and processing, and reporting. The results of this study hinted at some best practices for developing literacy 4.0 in Higher Education in theory and measurement. The results showed that new industrial literacy 4.0 in tertiary institutions was formed by data literacy, digital literacy, and human literacy along with its constituent indicators, which met the requirements of expert validation, statistical validity and reliability, and goodness of fit. Future researchers should use the analysis of the forming factors of literacy 4.0, modeling and developing them on a wider scale in tertiary institutions, to advance educational standards and meet the megatrend of future student education skills.","PeriodicalId":37226,"journal":{"name":"International Journal of Education and Practice","volume":"115 12","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135541278","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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