European Journals of Education Studies
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LEADERSHIP SKILLS OF SCHOOL HEADS AND RESILIENCE AS DETERMINANTS OF EMPOWERMENT AMONG PUBLIC ELEMENTARY SCHOOL TEACHERS
Full text linkThe primary aim of the study is to find out if leadership skills and resilience are determinants of empowerment. Using a quantitative, descriptive, non-experimental design using the correlation technique, data were obtained from 310 respondents who are public elementary school teachers from the 2 identified districts-Baganga North and Baganga South. The researcher utilized a universal sampling technique and the statistical tools mean, Pearson r, and regression. From the results of the study, it was found that there is a very high level of leadership skills. There is also a very high level of resilience and a very high level of empowerment. Additionally, there is no significant relationship between leadership skills and empowerment. Meanwhile, there is a significant relationship between resilience and empowerment. Further, leadership skills are not a significant determinant of empowerment. However, resilience is a significant determinant of empowerment. Article visualizations
EĞİTİM ÖRGÜTLERİNDE ÖRGÜTSEL SAPMA DAVRANIŞININ İNCELENMESİ (BİR DERLEME ÇALIŞMASI) / ANALYZING OF ORGANIZATIONAL DEVIATION IN EDUCATIONAL ORGANIZATIONS (A REVIEW STUDY)
No full textÖrgütsel sapma, bir örgütte yer alan kişilerin saptanmış kurallardan, normlardan veya etik standartlardan ayrılma eğiliminde oldukları kasıtlı davranışlar şeklinde tanımlanmaktadır. Bireysel, durumsal, örgütsel ve çevresel faktörler gibi farklı nedenlerden meydana gelen bu davranışlar neredeyse her örgüt içerisinde rastlanılmakta ve örgütün verimliliğinin düşmesi, azalan iş memnuniyeti, düşük örgütsel bağlılık gibi olumsuz neticelere yol açacak ve örgüt ve üyelerini zarara uğratacaktır. Bu araştırma çerçevesinde örgütsel sapma kavramı, örgütsel sapma kategorileri, örgütsel sapmaya etki eden etmenler ve sonuçları ile eğitim örgütlerine dair gerçekleştirilmiş sapma çalışmaları analiz edilerek teorik bir çerçeve meydana getirilmiştir. Araştırmanın, eğitim örgütündeki yöneticilere ve karar vericilere kavrama ilişkin önemli bilgiler sağlayarak, örgüt bünyesindeki sapma davranışlarının etkili bir biçimde incelenmesi ve engellenmesine ilişkin detaylı bir rehber olacağı ve bu sayede alana katkı sağlayacağı beklenmektedir. Article visualizations
SCHOOL VIOLENCE AND DELINQUENCY: PREVENTION AND RESPONSE MEASURES BY EDUCATORS / ΕΝΔΟΣΧΟΛΙΚΗ ΒΙΑ ΚΑΙ ΠΑΡΑΒΑΤΙΚΟΤΗΤΑ: ΜΕΤΡΑ ΠΡΟΛΗΨΗΣ ΚΑΙ ΑΝΤΙΜΕΤΩΠΙΣΗΣ ΑΠΟ ΤΟΥΣ ΕΚΠΑΙΔΕΥΤΙΚΟΥΣ
No full textAt the school level, there are phenomena of school violence and delinquency among students, which the whole school community is called upon to address. The role of the teacher is important; they must be prepared to take action to deal with such phenomena and to prevent their occurrence. One means of preparing them is teacher training, so that they can respond to this difficult task. Teacher training on bullying requires an integrated design, with objectives covering knowledge, skills and attitudes. The education sector has a responsibility to protect children from violence and bullying by providing an inclusive learning environment for all pupils. Therefore, teachers have a duty to protect students and promote growth, cooperation and dignity in a school where principals, teachers, psychologists, social workers, students and parents share a common vision of eliminating violence and bullying, and work together to achieve this goal.Στο επίπεδο του σχολείου, παρατηρούνται φαινόμενα σχολικής βίας και παραβατικότητας των μαθητών, που το σύνολο της σχολικής κοινότητας καλείται να αντιμετωπίσει. Σημαντικός είναι ο ρόλος του εκπαιδευτικού, ο οποίος θα πρέπει να είναι προετοιμασμένος να αναλάβει δράση για την αντιμετώπιση αντίστοιχων φαινομένων, αλλά και για την πρόληψη εμφάνισής τους. Ένα μέσο προετοιμασίας του είναι η επιμόρφωση των εκπαιδευτικών, για να μπορέσουν να ανταποκριθούν σε αυτό το δύσκολο έργο. Η επιμόρφωση εκπαιδευτικών για τον σχολικό εκφοβισμό απαιτεί έναν ολοκληρωμένο σχεδιασμό, με στόχους που καλύπτουν τη γνώση, τις δεξιότητες και τις στάσεις. Ο τομέας της εκπαίδευσης έχει την ευθύνη για την προστασία των παιδιών από τη βία και τα φαινόμενα εκφοβισμού παρέχοντας ένα περιβάλλον μάθησης χωρίς αποκλεισμούς για όλους τους μαθητές. Επομένως, οι εκπαιδευτικοί έχουν υποχρέωση να προστατεύουν τους μαθητές και να προωθούν την ανάπτυξη, τη συνεργασία και την αξιοπρέπεια σ’ ένα σχολείο, όπου οι Διευθυντές, οι εκπαιδευτικοί, οι ψυχολόγοι, οι κοινωνικοί λειτουργοί, οι μαθητές και οι γονείς μοιράζονται ένα κοινό όραμα για την εξάλειψη της βίας και του εκφοβισμού, και συνεργάζονται για την επίτευξη αυτού του στόχου. Article visualizations
INCLUSIVE EDUCATION FRAMEWORK BEING IMPLEMENTED IN SWEDEN: THE ESSUNGA MODEL
Full text linkThis study critically examines Sweden's Essunga model as an exemplar of inclusive education implementation within a decentralised governance structure. Despite Sweden's legislative commitment to equity through the Education Act 2010 and Discrimination Act 2008, municipal autonomy has created fragmented interpretations of inclusive practice. The Essunga Municipality transformed from ranking 287th nationally in 2007 to third place by 2010, achieving 96% student goal attainment and 100% secondary education eligibility through a comprehensive inclusive framework. This two-phase methodological analysis explores the conceptual foundations of Sweden's inclusive education policy and examines the practical implementation of the Essunga model through relational pedagogy, collaborative teaching structures, and elimination of deficit-based categorisation. Key enablers included strong leadership, multi-professional collaboration, student voice integration, and evidence-based professional development. The model rejected diagnostic gatekeeping, embedded special needs educators within mainstream classrooms, and fostered community-anchored support systems. However, significant barriers to replication persist, including policy ambiguity, inadequate teacher preparation, neoliberal marketisation pressures, and the model's dependence on small-scale context. While the Essunga model demonstrates that locally driven inclusive reform can yield substantial academic and social outcomes, systemic constraints limit national and international transferability without coordinated policy frameworks linking legislative intent with relational pedagogical practice. Article visualizations
ORGANIZING MATHEMATICS INSTRUCTION BASED ON STEM EDUCATION TO DEVELOP CONTEXTUAL PROBLEM-SOLVING COMPETENCE IN STUDENTS
Full text linkSTEM education forges an organic linkage between Mathematics, Computer Science, Science, and Technology, aligning with the objectives of the 2018 General Education Curriculum to foster students’ qualities and competencies. Among these, the competence of contextual problem-solving (CPS) is a core capability that STEM-oriented mathematics instruction can effectively cultivate. This study employs literature analysis and synthesis to clarify the fundamental issues of STEM-oriented mathematics education and the components of CPS competence. It then proposes a five-step instructional process tailored to develop this competence, accompanied by a rubric with four levels and 15 indicators for monitoring and measuring student progress. The feasibility of the proposed process and rubric is illustrated through the STEM topic “Mathematics and the Preservation of Cultural Heritage in the Ancestral Land,” showcasing how local contexts can be embedded in authentic learning activities to enhance meaning, motivation, and the effectiveness of CPS competence development. Article visualizations
BUILDING CONFIDENCE AND OVERCOMING FEAR IN YOUTH SOCCER: A PSYCHOLOGICAL APPROACH TO PLAYER DEVELOPMENT
Full text linkThis article reviews psychological interventions for building self-confidence and reducing fear of failure in youth soccer players. Research in sports psychology and the experience of elite soccer coaches both point to the effectiveness of a supportive, mastery-based approach. To reduce youth players’ fear of failure, coaches should prioritize building a growth mindset, teaching mental skills, and positive coaching. The article describes relevant literature on confidence and fear in sports, evidence-based interventions, and applications to soccer coaching for players and teams. Case study examples from coaching practice illustrate these approaches in action. The goal is to provide coaches and sport psychologists with effective tools to help young athletes overcome fear and thrive under pressure, resulting in better performance and player retention and well-being. Article visualizations
THE EFFECT OF CORE STRENGTH TRAINING PROGRAM ON BALANCE AND FLEXIBILITY PERFORMANCE IN YOUNG FOOTBALL PLAYERS
Full text linkThe aim of this study was to investigate the effects of a core strength training program on balance and flexibility performance in young football players. A total of 20 licensed male football players between the ages of 18 and 21 who were doing regular football training participated voluntarily in the study. Participants were randomly divided into two groups as experimental (n:10, age: 18.80±0.91) and control (n:10, age: 19.60±1.34) groups. The experimental group received a core strength training program in addition to football training 3 days a week for 6 weeks. Both groups continued their normal football training. Balance and flexibility values were measured before and after the core strength training program. Balance performances of the subjects were measured with Star Excursion Balance Test (SEBT) and Flamingo Balance Test (FBT). Flexibility performance was measured with Sit and Reach test. SPSS 22.0 package program was used to obtain statistical results. Shapiro-Wilk test was used for normality test. Paired Samples T test was used for intra-group comparisons and Independent Samples T Test was used for inter-group comparisons. Significance level was determined as p<0.05. A positive significance was found in the balance and flexibility values of the experimental group after the core strength training program (p<0.05). As a result, it can be said that the 6- week core strength training program applied to young football players has a positive effect on balance and flexibility parameters. Article visualizations
A MEDIATION TEST OF SOCIAL INTERACTION AND TECHNOLOGY USE ON THE RELATIONSHIP BETWEEN MOTIVATED STRATEGY FOR LEARNING AND ACADEMIC PERFORMANCE AMONG CRIMINOLOGY STUDENTS
Full text linkThe present study examined the effects of motivated learning strategies on criminology students’ academic achievement, with Classroom Social Interaction and Technology Use serving as mediating variables. It was conducted in three higher education institutions in Misamis Occidental, Philippines, and involved 420 randomly selected students. Data were gathered through three adapted questionnaires, while students’ grades were used to measure academic performance. The analysis employed mean, standard deviation, Pearson product–moment correlation, and mediation analysis using the Generalized Linear Model (GLM) in Jamovi software. Findings revealed that students exhibited moderately high levels of motivated learning strategies and classroom social interaction, alongside very high levels of technology use, yet their academic performance remained comparatively low. Strong correlations emerged between motivated learning strategies and both mediators, technology use and social interaction, as well as with academic performance. Although both mediators were significantly associated with academic achievement, only Classroom Social Interaction demonstrated a statistically significant mediating effect. The mediation results further indicated that classroom social interaction partially mediated the relationship between motivated learning strategies and academic performance, suggesting that while technology improved access to learning resources, the quality of social interaction within the classroom played a more influential role in determining student success. Overall, the study recommended that criminology instructors and academic program heads foster cooperative, interactive, and socially enriching learning environments to enhance students’ academic outcomes. Article visualizations
SURVEY OF ANXIETY LEVELS IN PENCAK SILAT IN GUNUNG KIDUL REGENCY, INDONESIA: PERCENTAGE ANALYSIS OF FEMALE ATHLETES
Full text linkThe purpose of this study was to analyze anxiety levels in female pencak silat athletes in Gunung Kidul Regency, Indonesia. This study was quantitative with a cross-sectional survey approach. The sample consisted of seven female pencak silat athletes aged 16–20 years. This research instrument uses the Competitive State Anxiety Inventory-2 Revised (CSAI-2R). Data analysis based on descriptive percentage with categories: 0% - 20% 'very low', 21% - 40% 'low', 41% - 60% 'sufficient', 61% - 80% 'high', 81% - 100% 'very high'. The results of this study are the level of anxiety in the category of female athletes in pencak silat of 59.78%. These findings indicate that athletes possess the psychological ability to adapt to the demands of training and competition, yet still face mental stress that can potentially impact optimal performance. Therefore, the role of coaches, parents, friends, sports organizations or clubs, and structured mental training are key factors in helping athletes manage anxiety adaptively. Future research is recommended to use longitudinal or experimental designs and incorporate other psychological variables to gain a more comprehensive understanding. Article visualizations
SOME COMMENTS ABOUT THE OLYMPIC GAMES AND PANHELLENIC IN ANCIENT GREECE
Full text linkIn this study, it is aimed to make current comments about some sports organizations held in Ancient Greece. A literature review was conducted. The ancient Greeks invented some sports and improved others. Today, the origin of the modern Olympics is connected to the sports games organized in ancient Greece. These games are famous as the Olympic games, the panhellenic games, the Hera games in which only women participate, the Pythian, Isthmian, Nemean and Asclepia Games. It is also known as the birthplace of marathon sport. It is known that the Olympic Games started with athletics in 776 BC to honor Zeus, the king of the gods. Later, other sports were added. Sportive games, which started in ancient Greece in honor of the Gods and were celebrated with festivals, continued at certain intervals (Olympics every 4 years). Although wreaths of olive branches were given as awards in the beginning, the awards have changed over time. An interesting situation in the ancient Greek period is that there were sports games exclusively for women. Article visualizations