International journal of educational research open最新文献_第2页

Colombian teachers’ mental health and well-being: Stressors and coping mechanisms during the COVID-19 crisis 哥伦比亚教师的心理健康和福祉：2019冠状病毒病危机期间的压力源和应对机制

Q1 Social Sciences

International journal of educational research open

Pub Date : 2025-11-27 DOI: 10.1016/j.ijedro.2025.100566

Johanna Choconta , Clelia Pineda-Báez , Jaime Castro

Although the mental health and well-being of teachers have been examined extensively, fewer studies have focused on teachers in basic education, particularly at the primary and secondary levels in Latin America. This study examines stressors that affected the mental health and well-being of Colombian teachers during the crisis generated by the COVID-19 pandemic, as well as the coping mechanisms they used to address the problems they faced. Qualitative data were collected through focus groups with 36 Colombian teachers working in primary and secondary schools. The results underscore the substantial impact of pre-existing structural and social inequalities on Colombian teachers’ mental health and well-being, particularly in contexts of heightened vulnerability. Furthermore, the presence of complex relationships, idealised perceptions of their role, and personal factors contributed to a decline in their well-being. The results also indicate that teachers navigated the multifaceted challenges of the pandemic through coping mechanisms spanning familial, institutional, and intrapersonal domains that were often deeply personal. The findings underscore the necessity of implementing sustainable and ongoing policies that prioritize primary and secondary teachers' mental health and well-being.

虽然对教师的心理健康和福祉进行了广泛的审查，但对基础教育教师，特别是拉丁美洲小学和中学教师的研究较少。本研究调查了在2019冠状病毒病大流行造成的危机期间影响哥伦比亚教师心理健康和福祉的压力源，以及他们用来解决所面临问题的应对机制。通过对36名在哥伦比亚中小学工作的教师的焦点小组收集定性数据。研究结果强调了先前存在的结构性和社会不平等对哥伦比亚教师心理健康和福祉的重大影响，特别是在脆弱性加剧的情况下。此外，复杂关系的存在、对自己角色的理想化认知以及个人因素都导致了他们幸福感的下降。研究结果还表明，教师通过跨越家庭、机构和个人领域的应对机制，应对疫情带来的多方面挑战，这些机制往往非常个人化。调查结果强调，必须实施可持续和持续的政策，优先考虑中小学教师的心理健康和福祉。

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引用次数: 0

Socio-academic interventions in primary and lower secondary education: A scoping review 小学和初中教育的社会学术干预：范围审查

Q1 Social Sciences

International journal of educational research open

Pub Date : 2025-11-26 DOI: 10.1016/j.ijedro.2025.100564

Stine Thygesen (PhD and Associate Professor), Maria Christina Secher Schmidt (PhD and Senior Associate Professor), Kenneth Reinecke Hansen (PhD and Associate Professor)

This scoping review highlights the intricate relationship between the social and academic dimensions of educational interventions. Spanning the subjects of mathematics, literacy and science in primary and lower secondary school (ages 5–15), the interventions actively integrate collaboration and inclusive practices to improve learning outcomes and enhance students’ social participation. The review further investigates how researchers describe, operationalise and evaluate the social and academic dimensions of socio-academic interventions, and how the two dimensions influence each other. Although the studies analysed vary greatly in terms of how they define and measure these dimensions, they consistently demonstrate that fostering strong socio-academic environments simultaneously benefits both dimensions. In addition, the dialogic interactions, physical activity and self-reflection covered in the studies exemplify how social engagement reinforces academic performance and vice versa. Despite a search yielding 557 articles, only 11 directly addressed both academic achievement and social skills and well-being, and of those 11, none closely explored how the two domains support each other. This shortfall underscores the need for more integrated research and for practices that promote students’ holistic development by connecting social and academic goals more effectively.

这一范围审查强调了教育干预的社会和学术维度之间错综复杂的关系。这些干预措施涵盖了小学和初中（5-15岁）的数学、识字和科学学科，积极整合协作和包容性实践，以改善学习成果，增强学生的社会参与。该综述进一步调查了研究人员如何描述、操作和评估社会学术干预的社会和学术维度，以及这两个维度如何相互影响。尽管所分析的研究在如何定义和衡量这些维度方面差异很大，但它们一致表明，培养强大的社会学术环境同时有益于这两个维度。此外，研究中涵盖的对话互动、身体活动和自我反思说明了社会参与如何增强学习成绩，反之亦然。尽管有557篇文章被搜索出来，但只有11篇文章直接提到了学术成就、社交技能和幸福感，而在这11篇文章中，没有一篇文章深入探讨了这两个领域是如何相互支持的。这一不足突出表明，需要更多的综合研究和实践，通过更有效地将社会目标和学术目标联系起来，促进学生的全面发展。

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引用次数: 0

Regional inequities in school attendance in Somalia: evidence from spatial statistics and multilevel modeling 索马里入学率的区域不平等：来自空间统计和多层次建模的证据

Q1 Social Sciences

International journal of educational research open

Pub Date : 2025-11-24 DOI: 10.1016/j.ijedro.2025.100549

Jibril Abdikadir Ali , Tawakal Abdi Ali , Hodo Abdikarim Mohamed , Mustafe Khadar Abdi , Abdisalam Hassan Muse , Mukhtaar Axmed Cumar

School attendance in Somalia remains critically low and is marked by significant regional disparities, hindering national development and perpetuating cycles of poverty. This study investigates the individual, household, and geographical determinants of school attendance and maps its spatial patterns across Somalia to inform targeted interventions. Utilizing data from the 2023 Somalia Integrated Household Budget Survey (SIHBS) covering 13,329 children, this research employed multilevel logistic regression and spatial statistical techniques (Global Moran’s I, Local Moran’s I, and Getis-Ord Gi*). Results revealed profound geographical clustering of school non-attendance (Global Moran’s I = 0.597, p < .001). Significant hot spots of non-attendance were identified in southern and southwestern regions, including Bakool (76.6% non-attendance) and Shabeellaha Dhexe (87.3% non-attendance), while cold spots with better attendance were found in areas like Woqooyi Galbeed (43.1% non-attendance) and Sool (42.9% non-attendance). Multilevel models indicated that older age (attendance drops from 93.9% for 5–10 year-olds to 35.9% for 21–25 year-olds), being female (β = -0.307, p < .001), qat consumption (β = -3.422, p < .001), and working for pay (β = -1.955, p < .001) were significantly associated with lower school attendance. Conversely, literacy (β = 5.816, p < .001) was a strong positive predictor. A substantial portion of the variance in attendance was attributable to household-level differences (ICC = 52.5% in the full model). The findings underscore that school attendance in Somalia is shaped by a complex interplay of multi-level factors and exhibits stark spatial inequities. This evidence highlights the necessity for geographically targeted, context-specific policies that address both individual/household vulnerabilities and broader structural barriers to improve educational access and equity across Somalia.

索马里的入学率仍然极低，区域差距很大，阻碍了国家发展，使贫穷循环不断。本研究调查了个人、家庭和地理因素对入学率的影响，并绘制了索马里各地入学率的空间格局，为有针对性的干预措施提供信息。本研究利用2023年索马里综合家庭预算调查（SIHBS）的数据，涵盖13329名儿童，采用多层次逻辑回归和空间统计技术（全球Moran 's I、地方Moran 's I和Getis-Ord Gi*）。结果显示，学校缺勤的地理聚集性较强（Global Moran’s I = 0.597, p < .001）。南部和西南部地区存在明显的缺勤热点，包括Bakool（76.6%）和Shabeellaha Dhexe(87.3%)，而Woqooyi Galbeed（43.1%）和Sool（42.9%）等地区的缺勤情况较好。多水平模型表明，年龄较大（5-10岁的出勤率从93.9%下降到21-25岁的35.9%）、女性（β = -0.307, p < .001）、卡特摄入量（β = -3.422, p < .001）和为工资工作（β = -1.955, p < .001）与较低的出勤率显著相关。相反，读写能力（β = 5.816, p < .001）是一个很强的正预测因子。出勤率的很大一部分差异可归因于家庭水平的差异（在完整模型中ICC = 52.5%）。调查结果强调，索马里的入学率受到多层次因素的复杂相互作用的影响，并表现出明显的空间不平等。这一证据突出表明，有必要制定有针对性的、针对具体情况的政策，解决个人/家庭脆弱性和更广泛的结构性障碍，以改善索马里各地的教育机会和公平。

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引用次数: 0

Pedagogical approaches in intra-language dialect teaching: A study on non-native instructors 语内方言教学的教学方法：对非母语教师的研究

Q1 Social Sciences

International journal of educational research open

Pub Date : 2025-11-24 DOI: 10.1016/j.ijedro.2025.100555

Gülhiz Pilten , Merve Yorulmaz Kahve , Pusat Pilten

This qualitative research examines the pedagogical and linguistic challenges faced by non-native speakers of the target dialect in teaching Turkish to learners of different Turkish dialects, such as Kazakh, Kyrgyz, Uzbek, Turkmen and Azerbaijani. The study was designed with a phenomenological approach; data were collected through semi-structured interviews with 30 instructors working at a university in Kazakhstan. The findings show that linguistic proximity between dialects facilitates vocabulary learning and oral communication; however, misleading similarities such as “false equivalence” lead to ambiguities and conceptual errors. Phonetic and grammatical differences create significant difficulties, especially in listening and writing skills. Instructors’ perception of inadequacy in the target dialect causes them to prefer textbook-dependent and controlled teaching practices. The strategies developed by the instructors are grouped under four main themes: inter-dialect transfer, structured guidance, realistic goal setting and conservatism in the use of materials. While common language roots support teaching, structural and phonological differences necessitate learner-centered and flexible approaches. This study offers original contributions to the literature by focusing on the role of non-native instructors in intra-dialect teaching contexts. It highlights the importance of pedagogical flexibility, cultural sensitivity and comparative language strategies. Accordingly, the study seeks to answer the following research questions: (1) What are the linguistic and pedagogical difficulties and conveniences encountered by non-native instructors? (2) Which dialects are found most difficult in terms of language features? (3) Which language skills are most challenging? (4) What are the instructors’ self-efficacy perceptions? (5) What strategies do they employ?

本定性研究考察了目标方言的非母语人士在向不同土耳其方言（如哈萨克语、吉尔吉斯语、乌兹别克语、土库曼语和阿塞拜疆语）学习者教授土耳其语时所面临的教学和语言挑战。本研究采用现象学方法设计；数据是通过对哈萨克斯坦一所大学的30名教师的半结构化访谈收集的。研究结果表明，方言之间的语言接近有助于词汇学习和口语交流；然而，误导性的相似性，如“虚假等同”，导致歧义和概念错误。语音和语法的差异造成了很大的困难，尤其是在听力和写作技巧方面。教师对目标方言不足的认知导致他们更倾向于依赖教科书和控制教学实践。教师制定的策略分为四个主题：跨方言迁移、结构化指导、现实目标设定和材料使用的保守性。虽然共同的语言根支持教学，但结构和语音差异需要以学习者为中心和灵活的方法。本研究通过关注非母语教师在方言内教学情境中的作用，为文献提供了原创性的贡献。它强调了教学灵活性、文化敏感性和比较语言策略的重要性。因此，本研究试图回答以下研究问题：(1)非母语教师在语言和教学方面遇到的困难和便利是什么？(2)就语言特征而言，哪些方言最难学？(3)哪种语言技能最具挑战性？(4)教师的自我效能感是什么？(5)他们采用什么策略？

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引用次数: 0

Dutch pre-service teachers’ retrospective perceptions of their own academic tracking experiences 荷兰职前教师对自身学术跟踪经历的回溯性认知

Q1 Social Sciences

International journal of educational research open

Pub Date : 2025-11-24 DOI: 10.1016/j.ijedro.2025.100529

Charlie Robinson-Jones , Joana Duarte

Early academic tracking, in which students are placed into different classes or tracks based on academic ability, has been shown to reproduce social inequalities and shape long-term educational opportunities. Although the effectiveness of tracking has been widely studied, less is known about how future teachers recall and interpret their own tracking experiences, who may unintentionally perpetuate inequalities they themselves have possibly experienced. This study investigated retrospective perceptions of full-curriculum tracking experiences to explore issues related to educational equity. A content analysis of 93 questionnaire responses from pre-service primary teachers enrolled in non-academic bachelor’s degree programmes in the Netherlands revealed positive socio-affective, cognitive, and relational perceptions, along with negative perceptions regarding (academic) self-concept and identity. Trends across three retrospective moments were also identified and categorised as consistently positive, consistently negative, and mixed perceptions. Most respondents reported mixed perceptions, suggesting that tracking experiences are highly individualised and shaped by a combination of interrelated factors. These findings highlight the need for teacher education programmes to encourage critical reflection on tracking and its implications for educational equity.

早期的学术跟踪，即根据学生的学术能力将他们分到不同的班级或班级，已经被证明会再现社会不平等，并塑造长期的教育机会。尽管跟踪的有效性已经得到了广泛的研究，但对于未来的教师如何回忆和解释他们自己的跟踪经历，他们可能无意中延续了他们自己可能经历过的不平等，人们知之甚少。本研究旨在调查学生对全课程追踪经验的看法，以探讨与教育公平相关的问题。对荷兰非学术性学士学位课程的93名职前小学教师的问卷调查结果进行了内容分析，揭示了积极的社会情感、认知和关系感知，以及关于（学术）自我概念和身份的消极感知。三个回顾时刻的趋势也被确定并归类为始终如一的积极，始终如一的消极和混合的看法。大多数受访者的看法不一，这表明跟踪经历是高度个性化的，并受到相互关联因素的综合影响。这些发现突出表明，教师教育方案需要鼓励对跟踪及其对教育公平的影响进行批判性反思。

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引用次数: 0

Bridging the gap between creativity theory and practice: Insights from Valais secondary school teachers 弥合创造力理论与实践之间的差距：来自瓦莱州中学教师的见解

Q1 Social Sciences

International journal of educational research open

Pub Date : 2025-11-20 DOI: 10.1016/j.ijedro.2025.100557

Amalia Terzidis, Erica Borloz

This article examines the gap between the theory and practice of creativity in education. While creativity is valued as a key 21st-century skill, misconceptions and lack of training hinder its implementation in schools. The study investigates how Swiss secondary school teachers perceive and apply creativity in teaching, using both quantitative and qualitative methods. It explores teachers’ understanding of creativity, existing pedagogical practices, and challenges faced. Findings reveal that while teachers acknowledge creativity’s importance and strive to integrate it, they encounter obstacles such as limited resources, time constraints, and insufficient institutional support. The study highlights the need for better training and systemic changes to enhance creativity in education.

本文探讨了创造性教育理论与实践之间的差距。虽然创造力被视为21世纪的一项关键技能，但误解和缺乏培训阻碍了它在学校的实施。该研究调查了瑞士中学教师如何在教学中感知和应用创造力，采用了定量和定性的方法。它探讨了教师对创造力的理解、现有的教学实践和面临的挑战。调查结果显示，虽然教师承认创造力的重要性，并努力融入它，他们遇到了障碍，如有限的资源，时间限制和制度支持不足。该研究强调，需要更好的培训和系统性变革，以增强教育中的创造力。

引用次数: 0

Topic-authentication with narratives as a teaching technique: Creating a context for task-based EFL teaching in Japan 以叙事为教学技巧的主题认证：为日本任务型英语教学创造语境

Q1 Social Sciences

International journal of educational research open

Pub Date : 2025-11-19 DOI: 10.1016/j.ijedro.2025.100551

Junko Takahashi, Mika Ishino

Although task-based language teaching (TBLT) has long been the approach of choice for many second- and foreign-language educators, researchers have continued to examine ways to enhance student task engagement in that setting. This study employs multimodal conversation analysis (MCA) to explore one such strategy: the incorporation of an experiential narrative as a “topic-authentication” practice in TBLT classrooms. We first focus on the significance of inserting a task preliminary in the pre-task segment, followed by the use of topic authentication as a task preliminary—a practice in which the teacher shares a question, account, or narrative relevant to the topic of the task prior to initiating it. Our particular emphasis is on instructors’ provision of experiential narratives as topic authentication. By collecting 58.5 h of videotaped data from EFL classes and English-teacher training courses at Japanese universities, our objective of this study is to uncover whether topic-authenticating narratives used as task preliminaries can (a) elicit students’ interest and motivation in the task; (b) facilitate topic accessibility between students and the topic, furthering their comprehension and sparking connections to their own lives; and, (c) increase students’ focused engagement in the task. Closely analyzing the naturally-occurring, multimodal phenomena in real-life classrooms, we seek to answer if a topic-authenticating narrative can be an effective practice for task-based language classes, fostering students’ deeper and more active involvement—notably, among students who tend to participate less actively in class discussions.

尽管任务型语言教学（TBLT）长期以来一直是许多第二语言和外语教育者的首选方法，但研究人员仍在继续研究在这种情况下提高学生任务参与度的方法。本研究采用多模态会话分析（MCA）来探讨这样一种策略：在任务型教学课堂中将体验叙事作为“主题认证”实践。我们首先关注在任务前部分插入任务预备的重要性，然后使用主题认证作为任务预备——在开始任务之前，教师分享与任务主题相关的问题、叙述或叙述。我们特别强调的是教师提供的经验叙事作为主题认证。通过收集日本大学英语课堂和英语教师培训课程的58.5小时的录像数据，我们的研究目的是揭示作为任务开场白的主题验证叙事是否可以(a)引起学生对任务的兴趣和动机；(b)促进学生与主题之间的主题可达性，促进他们的理解并激发他们与自己生活的联系；(c)提高学生对任务的专注度。仔细分析现实生活课堂中自然发生的多模态现象，我们试图回答主题认证叙事是否可以成为任务型语言课程的有效实践，培养学生更深入、更积极的参与，特别是在那些倾向于不太积极参与课堂讨论的学生中。

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引用次数: 0

Assessing teacher resilience and its protective factors: A systematic review 评估教师心理弹性及其保护因素：系统回顾

Q1 Social Sciences

International journal of educational research open

Pub Date : 2025-11-17 DOI: 10.1016/j.ijedro.2025.100561

Edouard Munezero , Ágnes Hódi , Edit Tóth

Teacher resilience (TR) has become a prominent research construct globally owing to the necessity to reduce teacher attrition, improve teacher effectiveness, and enhance student academic achievement. However, a comprehensive synthesis of how TR is defined, assessed, and supported remains limited. This systematic review aimed to examine how TR is conceptualized and defined, identify the instruments used to assess TR, explore the validated dimensions of TR, and determine the key protective factors contributing to TR among in-service elementary and secondary school teachers. A systematic literature search was conducted in Scopus and Web of Science for empirical studies published in English between 2010 and 2022. Eligibility screening and data extraction were performed independently by two reviewers. A narrative synthesis approach was used to analyze and organize the findings. Out of 1805 identified records, 52 studies met the inclusion criteria. Quantitative methods dominated, though qualitative or mixed-method approaches were also employed. TR was predominantly conceptualized as a multidimensional construct, with 25 validated dimensions clustered into five themes: personal competence and coping style, psychological and emotional resilience, professional competence and motivation, social support and interactions, and adaptability and adjustment. Protective factors influencing TR were grouped into individual factors (e.g., personal traits, coping strategies) and contextual factors (e.g., collegial support, school culture and administrative support). TR is a complex, multidimensional construct shaped by both personal and environmental factors. The findings provide a foundation for future research, policies, and practical interventions aimed at promoting teacher well-being, resilience, and long-term retention in the profession.

由于减少教师流失、提高教师效能和提高学生学业成绩的必要性，教师弹性已成为全球重要的研究结构。然而，关于如何定义、评估和支持TR的综合研究仍然有限。本研究旨在探讨在职中小学教师TR的概念和定义，确定评估TR的工具，探索TR的有效维度，并确定影响TR的关键保护因素。系统检索了2010 - 2022年期间在Scopus和Web of Science中发表的英文实证研究文献。资格筛选和数据提取由两名审稿人独立进行。采用叙事综合方法分析和组织研究结果。在1805份确定的记录中，52项研究符合纳入标准。定量方法占主导地位，尽管定性或混合方法也被采用。研究主要将认知行为定义为一个多维结构，将25个维度分为5个主题：个人能力与应对方式、心理与情绪弹性、职业能力与动机、社会支持与互动、适应与调整。影响学习行为的保护性因素分为个体因素（如个人特质、应对策略）和情境因素（如学院支持、学校文化和行政支持）。TR是一个复杂的、多维的结构，受个人和环境因素的影响。这些发现为未来的研究、政策和实际干预提供了基础，旨在促进教师的福祉、弹性和长期留任。

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引用次数: 0

Unveiling the Veil: Exploring ethical leadership in a context of abuse and depravity 揭开面纱：在滥用和堕落的背景下探索道德领导

Q1 Social Sciences

International journal of educational research open

Pub Date : 2025-11-15 DOI: 10.1016/j.ijedro.2025.100558

Solomon Chibaya Dr

<div><div>This paper is generated from a more extensive PhD study that explored ethical leadership amidst turbulent circumstances and widespread deprivation in four purposively selected Zimbabwean high schools. The study employed the African Philosophy of Ubuntu as its theoretical foundation, which values human dignity and ethical values. This paper explores ethical leadership in the context of depravity and abuse in four Zimbabwean schools. The participants were drawn from four Zimbabwean high/secondary schools. These included the four school heads (Principals), eight department heads (two from each school) and 16 teachers (four from each school), all of whom were interviewed. An open-ended questionnaire was administered to 11 teachers from each school, giving a total of 44 questionnaire responses. Utilising a qualitative multiple-case study approach rooted in social constructivism, data were collected through semi-structured interviews, document analysis and open-ended questionnaires. Thematic analysis revealed the blurred lines between discipline and abuse, highlighting the detrimental impact of abusive practices on both students and staff. The study uncovered instances of abuse within the schools. Physical abuse mainly targeted learners, while verbal and sexual abuse occurred among teachers and between teachers and learners. This paper underscores the importance of ethical leadership in addressing these challenges and calls for disciplinary practices focusing on dignity, respect, and compassion within educational settings. To ameliorate abusive practices, it advocates for ethical disciplinary measures and harsher sentences on those found guilty of abuse, hence</div></div><div><h3>Introduction</h3><div>In the pursuit of fostering an ethical educational environment, leaders within schools encounter a myriad of challenges; these include dealing with depravity and managing different forms of abuse. Guided by the African Philosophy of Ubuntu as its theoretical foundation, which values human dignity and ethical values, this paper, extracted from a larger PhD study on ethical leadership amidst turbulence and deprivation, explores ethical leadership in the context of depravity and abuse in four Zimbabwean schools.</div></div><div><h3>Methods</h3><div>A qualitative multiple-case study, underpinned by social constructivism, was conducted across four purposively selected Zimbabwean high/secondary schools. Participants included four school heads, eight department heads (two per school) and 16 teachers (four per school) who took part in semi-structured interviews. An open-ended questionnaire was administered to 11 teachers per school (<em>n</em> = 44). Document analysis complemented primary data. Thematic analysis was employed to identify the patterns related to leadership, discipline and abuse.</div></div><div><h3>Results</h3><div>The study uncovered instances of abuse within the schools and the blurred lines between discipline and abuse, highlighting th

本文源于一项更广泛的博士研究，该研究探讨了在动荡的环境下的道德领导力，并在四所有意选择的津巴布韦高中进行了广泛的剥夺。本研究以非洲乌班图哲学为理论基础，重视人的尊严和伦理价值。本文探讨了四所津巴布韦学校的堕落和虐待背景下的道德领导。参与者来自津巴布韦的四所高中/中学。其中包括4名校长（校长）、8名系主任（每所学校2名）和16名教师（每所学校4名），他们都接受了采访。每所学校的11名教师接受了开放式问卷调查，共回复了44份问卷。利用植根于社会建构主义的定性多案例研究方法，通过半结构化访谈、文件分析和开放式问卷收集数据。专题分析揭示了纪律和虐待之间的模糊界限，强调了虐待行为对学生和教职员工的有害影响。这项研究揭露了学校内的虐待事件。身体虐待主要针对学习者，言语虐待和性虐待主要发生在教师之间和教师与学习者之间。本文强调了道德领导在应对这些挑战中的重要性，并呼吁在教育环境中注重尊严、尊重和同情的纪律实践。为了改善虐待行为，它主张采取合乎道德的纪律措施，并对被发现犯有虐待罪行的人处以更严厉的刑罚。因此，在追求建立一个道德教育环境的过程中，学校的领导者遇到了无数的挑战；这些包括处理堕落和管理不同形式的虐待。以非洲乌班图哲学为理论基础，重视人的尊严和道德价值，本文摘自一项关于动荡和剥夺中的道德领导的大型博士研究，探讨了四所津巴布韦学校的堕落和虐待背景下的道德领导。方法以社会建构主义为基础，在四所有目的选择的津巴布韦高中/中学进行定性多案例研究。参与者包括4名校长、8名部门负责人（每所学校2名）和16名教师（每所学校4名），他们参加了半结构化访谈。对每所学校11名教师（n = 44）进行开放式问卷调查。文献分析补充了原始数据。专题分析用于查明与领导、纪律和虐待有关的模式。该研究揭示了学校内的虐待事件，以及纪律和虐待之间模糊的界限，强调了虐待行为对学生和教职员工的有害影响。身体虐待主要针对学习者，言语虐待和性虐待主要发生在教师之间和教师与学习者之间。这种动态突出了道德领导实践和政策制定方面的差距。该研究强调了以Ubuntu为基础的道德领导的中心地位，以创造一种促进道德行为的氛围，并有助于改善津巴布韦学校及其他地方的滥用行为。它主张对已确认的虐待案件进行更严厉和合乎道德的制裁。

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引用次数: 0

The EQUAL model for equity: A systems-based design to prevent school dropout in Thailand 平等的平等模式：泰国防止辍学的基于系统的设计

Q1 Social Sciences

International journal of educational research open

Pub Date : 2025-11-15 DOI: 10.1016/j.ijedro.2025.100556

Kittipong Pearnpitak

This study examined the multifaceted factors influencing school dropout among vulnerable children in Thailand and analyzed mechanisms of Thailand Zero Dropout (TZD) policy implementation. Drawing on Bronfenbrenner’s ecological systems theory, the international Zero Dropout approach, and the principle of educational equality, it developed the EQUAL model (Equity for Quality Access and Uplifted Learning) as a systemic framework to address educational inequality. Qualitative data from in-depth interviews, focus groups, and policy document analysis with 49 informants in 10 high-risk areas revealed that poverty, family instability, and mental health issues, together with systemic barriers such as rigid bureaucracy, limited resources, and fragmented coordination, increase dropout risks. Effective solutions require accurate databases, flexible budgeting, and strong collaboration among schools, families, and local authorities. The EQUAL model reduces structural resistance and builds policy momentum through equity-based design, quality access, holistic support, adaptive systems, and integrated networks, linking policy and practice to strengthen educational equity and reintegrate out-of-school children sustainably.

本研究考察了影响泰国弱势儿童辍学的多方面因素，并分析了泰国零辍学政策实施的机制。利用布朗芬布伦纳的生态系统理论、国际零辍学方法和教育平等原则，它开发了EQUAL模型（优质获取和提升学习的公平），作为解决教育不平等的系统框架。来自10个高风险地区的49名举报人的深度访谈、焦点小组和政策文件分析的定性数据显示，贫困、家庭不稳定和精神健康问题，以及僵化的官僚主义、有限的资源和分散的协调等系统性障碍，增加了辍学风险。有效的解决方案需要准确的数据库、灵活的预算以及学校、家庭和地方当局之间的紧密合作。平等模式通过基于公平的设计、高质量的获取、整体支持、适应性系统和综合网络，减少了结构性阻力，建立了政策动力，将政策与实践联系起来，以加强教育公平，使失学儿童可持续地重新融入社会。

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引用次数: 0