IOJET - International Online Journal of Education and Teaching
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KNOWLEDGE SHARING PRACTICES AND THEIR IMPACT ON POLYTECHNIC LECTURERS' JOB PERFORMANCE IN MALAYSIA: A SCOPING REVIEW.
Full text linkKnowledge sharing is a critical component of academic success, fostering collaboration, innovation, and professional growth. In polytechnic institutions, lecturers rely on effective knowledge-sharing practices to enhance teaching methodologies, research productivity, and overall job performance. This review article examines existing literature on knowledge-sharing behaviours among Malaysian polytechnic lecturers, highlighting key factors that influence their willingness to share knowledge, such as organizational culture, leadership support, and technological integration. The objective of this review is to synthesize theoretical perspectives and empirical findings on the relationship between knowledge sharing and job performance. Using a systematic approach, relevant peer-reviewed journal articles, reports, and case studies were analysed to identify common trends, challenges, and opportunities in knowledge-sharing practices within polytechnic education. The review draws upon frameworks such as the Social Exchange Theory, the Theory of Planned Behaviour, and the Knowledge-Based View to explain the dynamics of knowledge sharing in academic institutions. Findings indicate that while knowledge-sharing practices positively impact lecturers’ teaching effectiveness, research collaboration, and professional development, several barriers persist. These include lack of trust, time constraints, inadequate institutional incentives, and limited access to digital platforms. Strategies such as fostering a knowledge-sharing culture, implementing digital repositories, and incentivizing collaborative efforts are recommended to enhance knowledge exchange and optimize job performance. This review underscores the need for more empirical research on knowledge-sharing interventions tailored to Malaysian polytechnic institutions. Strengthening these practices can significantly contribute to institutional excellence and lecturers’ career progression, ultimately benefiting students and the broader educational landscap
PERSPECTIVES OF PRACTICING MATHEMATICS TEACHERS ON THE SIX STEPS STRATEGY (PETTEC) IN DEVELOPED JORDANIAN CURRICULA
Full text linkThe main objective of the study is to know the perceptions of practicing mathematics teachers on using the six steps (PETTEC) in teaching mathematics based on mathematics curricula developed in Jordan, and determining the effect of academic qualification (Non educational qualification, and educational qualification) on the perceptions. The researcher used a descriptive research approach by distributing a questionnaire. The population under investigation consists of all currently employed math teachers who are studying the basic stage math curricula created by the Directorate of Education for the 2023–2024 school year, where there are 179 math teachers. A teacher made up (135) of the study sample that was chosen using the random sample approach. The Finding showed the degree of perceptions of practicing mathematics teachers regarding the six steps strategy (PETTEC) according to the mathematics curricula developed in Jordan is high. Besides, there are no statistically significant differences in perception degree depending on the academic qualification variable for mathematics teachers. The study concluded that mathematics teachers have high perceptions of the six steps strategy (PETTEC) in teaching mathematics. And mathematics teachers provide explanations and all lesson examples, and use the instructions in the teacher's guide
AN INVESTIGATION OF THE RELATIONSHIP BETWEEN LABORATORY USE SKILLS OF GRADE 10 PHYSICAL SCIENCES LEARNERS AND THEIR ACADEMIC PERFORMANCE
Full text linkLaboratory use skills, including basic and integrated science process skills, are taught in school science laboratories. This study aimed to investigate the relationship between grade 10 physical sciences learners' laboratory use skills and their academic performance. Four schools from the Lejweleputswa Educational District were randomly selected. A mixed methods approach was used, involving focus group interviews with seven teachers and a Likert-type questionnaire for 187 learners. The findings revealed a significant relationship between laboratory use skills and academic performance. Practical investigations are important in teaching physical sciences, despite challenges such as a lack of resources, functional laboratories, time, discipline, and novice teacher experience. Recommendations include workshops for novice teachers, mobile laboratories, integrating practical work into university curricula, compulsory Wi-Fi at schools, and monitoring by Departmental Heads. These findings impact teacher training, curriculum development, resource allocation, the connection between theory and practice, learners' academic success, and future career paths in science-related field
I HAVE A LETTER TO MY MATH TEACHERS: A QUALITATIVE STUDY WITH GIFTED STUDENTS
Full text linkThis research aimed to explore the experiences and phenomenological aspects of gifted students' participation in mathematics classes at a science and arts center (a gifted education center in Turkey). This phenomenological study involved 47 students aged 8-15. Data were collected through letters written by the students to their mathematics teachers and analyzed using phenomenological and inductive content analysis. The findings revealed the overarching theme: "My Mathematical Course". Under this theme, students' perceptions of mathematics as a space of freedom/place of self-discovery and, conversely, as a source of boredom were identified. Furthermore, the students expressed expectations and desires regarding the mathematics class, the science and arts center, the system, and their teachers. The findings are discussed within the broader context of the literature
EXPLORING THE EFFECTS OF TEACHER MOBILITY ON LEARNERS' RIGHTS TO BASIC EDUCATION.
Full text linkThe purpose of this study is to explore the effects of teacher mobility on learners' rights to basic education of learners during the redeployment of teachers. The qualitative research design of this study offers a comprehensive framework for the examination of the academic, social, and affective consequences that learners experience when teachers transition between institutions. This study employs qualitative methodologies, such as document analysis and interviews, to elucidate the intricate relationship between teacher mobility and the preservation or potential infringement of learners' rights within the educational landscape. The results suggested that teachers who have been declared additional are no longer prioritising their teaching responsibilities and are missing classes. The most effective teachers are frequently lost as a consequence of rationalisation and redeployment. The governing body of a public school is required to ensure the development of the school and to advance its best interests by providing a quality education to all learners
EXPLORING EFFECTIVE TEACHERS TRAITS IN REDUCING BULLYING BEHAVIOURS IN GRADE 10 LEARNERS IN LIMPOPO PROVINCE, SOUTH AFRICA
No full textBullying is a pervasive issue that negatively impacts student well- being, academic performance, and school climate. This study explored the effective teacher traits that contributed to the reduction of bullying behaviours among grade 10 learners at a Limpopo School in South Africa. Through a mixed-methods approach, this research identifies specific traits of teachers that foster a supportive and inclusive environment, thereby mitigating bullying. The study involved surveys and interviews with students and teachers to gather qualitative and quantitative data on their perceptions of teacher influence on bullying behavior. Findings indicated that teachers who demonstrate empathy and actively engage with students create a sense of community that discourages bullying. Furthermore, consistent, and fair assertive disciplinary practices contribute to a decrease in bullying
EVALUATING WHAT MATTERS: STUDENT PERSPECTIVES ON PEER EVALUATION IN COOPERATIVE LEARNING
Full text linkThis study investigates the criteria college students prioritize in peer evaluation within cooperative learning environments, aiming to establish a student-centered evaluation framework to enhance team effectiveness and learning outcomes. Utilizing a phenomenological approach, one of the qualitative research methods, 25 students from an education-related course at a Korean university were sampled for this study with creating and weighting peer evaluation criteria based on their experiences in team-based problem-solving tasks. From their criteria responded, seven primary categories emerged, including task preparation and completion, problem-solving skills, diligence and attendance, responsibility in role performance, communication, proactiveness and contribution, and creativity and originality. Findings indicate that responsibility and trust are fundamental to effective collaborative learning. This study contributes to understanding peer assessment’s role in fostering teamwork, with recommendations for integrating responsibility-driven evaluation criteria in colleges and universities
THE INVESTIGATION OF THE RELATIONSHIP OF EMOTIONAL INTELLIGENCE WITH CREATIVITY AND PROBLEM-SOLVING SKILLS IN GIFTED STUDENTS
No full textThis study aimed to compare the emotional intelligence levels of gifted students with their creativity and problem-solving skills based on various variables. The research was conducted using the relational survey model, a quantitative research method. The study involved 169 high school students aged 13-17, including 102 girls and 67 boys, who were identified as gifted and enrolled at the Science and Art Center in Kayseri during the 2023-2024 academic year. Data were collected using the Personal Information Form, Emotional Intelligence Trait Scale-Adolescent Short Form, Perception Scale for Problem-Solving Skills for Gifted High School Students, and Individual Creativity Scale. The data were analyzed using SPSS 22.0 software. The results indicated a significant relationship between students' emotional intelligence levels and their creativity and problem-solving skills. However, no significant differences were found in emotional intelligence, creativity, or problem-solving skills based on variables such as gender, grade level, or family income status (p>0.05)
DECISIONS RELATED TO HIGHER EDUCATION IN THE NATIONAL EDUCATION COUNCILS
Full text linkNational Education Councils are the most important educational meetings in our country, which give direction to the National Education System and the education system in Turkey with the agenda items and decisions taken regarding the education system and educational policies. Due to the importance of these meetings, it has been tried to examine how and in which subject contents the decisions taken in the National Education Councils regarding higher education were handled. All written policies, documents and strategies of the twenty National Education Councils held between 1939-2021 were taken as the main source in order to determine the importance given to higher education in the National Education Councils, which are the highest advisory body of our education system, to evaluate the extent to which higher education education was included in which councils and to determine the decisions taken regarding higher education. In the study, since primary sources related to all content were accessed and it was deemed appropriate to include all Council meetings in the study, written (printed and digital) documents related to the National Education Councils were scanned and examined without selecting any sample in the data search, and the data were evaluated by descriptive analysis and content analysis.
Keywords: National Education Councils, Higher Education, Council Decisions, Educatio
EQUAL COMPETENCE, DIVERGENT MEANINGS: REFRAMING COMMUNICATION IN TEAM-BASED LEARNING
Full text linkThis study investigates how university students with different learning preferences—team-based versus individual—interpret and enact communication within a collaborative learning environment. Adopting a mixed-methods design, the research integrates quantitative comparison and qualitative content analysis to examine both equivalence and divergence in students’ communicative experiences. Thirty undergraduates participated in a semester-long team-based learning (TBL) course at a research university in Seoul, Korea. Quantitative analysis revealed no significant difference in measured communication competence between the two preference groups, indicating comparable self-perceived skill levels. However, qualitative findings uncovered contrasting patterns of meaning and engagement. Team-preferred learners tended to describe communication as a relational and co-constructive process grounded in empathy, openness, and shared understanding, while individual-preferred learners viewed it as a more instrumental and self-regulated activity emphasizing clarity, control, and efficiency. The results suggest that equal competence does not necessarily imply uniform understanding. Rather, identical experiences can produce divergent interpretations of communication and collaboration. This study offers pedagogical implications for higher education practices that balance relational and autonomous modes of learning