European Journals of Education Studies
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IDENTIFYING THE AVAILABILITY OF INFORMATION COMMUNICATION TECHNOLOGY IN THE SPECIAL PRIMARY SCHOOLS FOR LEARNERS WITH VISUAL IMPAIRMENT IN KENYA
Full text linkInformation Communication and Technology has become the most suitable tool for learners with special needs, for it meets their different learning demands. Access to this tool by these learners is hence vital. This study aimed to identify the availability of information and communication technology in the special primary schools for learners with visual impairment in Kenya. The study was guided by Bruner’s constructivist theory and was also supported by the social model of disability and the philosophy of universal design for learning. The study adopted a descriptive survey design and used both qualitative and quantitative methods of data collection. It targeted the seven special primary schools for the visually challenged in the country. The purposive sampling method was used to select the schools, head teachers, teachers and Ministry of Education officials. The stratified random sampling method was used to sample the learners. The sample size consisted of 3 MoE officials, 3 headteachers, 3 computer teachers, 18 class teachers and 168 learners with visual challenges. The students were selected randomly. Data collection instruments included questionnaires for the teachers and for the learners, a classroom observation schedule, and interview schedules for head teachers and officials from the Ministry of Education. Inventory document analysis was used to collect the data. Validity and reliability of the instruments were tested through piloting in one school, which was not included in the main study. The questionnaires were tested and accepted at r=0.785. Data was analyzed through descriptive statistics that included frequencies, percentages, means, ratios and inferential statistics. The Statistical Package for Social Sciences (SPSS) was used to analyze the data. The results showed that the schools had a variety of modern ICT resources, which could be helpful in accessing quality education for the learners. For instance, iPods and iPads, these devices could provide all the functionality, including WiFi, MN chat, and document processing. There was also Braille embosser technology, which enhanced the production of Braille in terms of the number of copies. The study concluded that the special primary schools have a variety of modern ICT resources, which could be helpful in accessing quality education for the learners, but the resources do not adequately meet the demands of the learners because they are inadequate. The ICT resources were accessed by a small number of learners with VI. The study recommended that special schools for learners with VI should be equipped with relevant, adequate and functioning ICT resources and other assistive technologies to enable the learners with visual impairments to benefit from the growing technology-based knowledge. Article visualizations
THE ACTUAL AND POTENTIAL IMPACT OF ACCOUNTABILITY ON ACADEMIC PROFESSIONALISM
Full text linkThis paper seeks to consider the impact of increased accountability on the professional identity of academics in British higher education and, consequently, the implications for academic professionalism. It explores and interrogates how the context of professional practice and the conditions of academic work are affected and changing. The manuscript discusses in detail the main challenges facing professionals in higher education and how the notions of trust, autonomy and academic freedom are contested and challenged. I argue that the widespread changes challenge the traditional notion of academic professionalism and result in both the de-professionalisation and the re-professionalisation of the academic. The concept of a new academic professionalism is examined, drawing upon perspectives from literature. I conclude by suggesting a twofold action: the rethinking and reshaping of accountability together with a redefinition of academic professionalism. The manuscript draws upon theoretical perspectives, the relevant literature and my own practical experience from my professional environment. Article visualizations
LEARNING GEOMETRY IN KINDERGARTEN STUDENTS: AN EMPIRICAL STUDY INVESTIGATING THE RELATIONSHIP BETWEEN MATHEMATICAL ABILITY AND MATHEMATICAL CREATIVITY
Full text linkOne of the most important goals of contemporary education is the liberation of thinking and the development of students’ creativity. The cultivation of creative thinking should begin at a very early age during the teaching process. The aim of the present study is to examine how the mathematical ability and mathematical creative thinking (fluency, flexibility, originality) of kindergarten students change following a three-month intervention program that focuses on the development of students’ spatial reasoning, their ways of perceiving geometric shapes and to develop the ability to identify different solution strategies for a given problem. Data were collected from 14 students in a kindergarten classroom, who were assessed before, during, and after the intervention program. The analysis of the results reveals interesting associations among the variables of the study. Article visualizations
THE EFFECT OF PHYSICAL EDUCATION AND GAMES TEACHING COURSE ON SOME PHYSICAL FITNESS PARAMETERS OF TEACHER CANDIDATES
Full text linkThis study was conducted to examine the effect of the Physical Education and Games Teaching course on certain physical fitness parameters of teacher candidates. The study group consisted of a total of 54 teacher candidates, including 27 who were enrolled in the Physical Education and Games Teaching course and 27 who were not (control group), all of whom were studying at the Faculties of Education of universities. Participants were divided into two groups: an experimental group and a control group. The study was conducted with second- and third-year students who had taken the Physical Education and Games Teaching course and first-year students who had not taken the course. In the study, balance, agility, flexibility, and vertical jump tests were administered to determine the participants' physical fitness components. Statistical analyses of the obtained data were performed using the IBM SPSS 25.0 statistical package programme. The Shapiro-Wilk Test was used to examine whether the variables in the research data showed a normal distribution. Matched pairs showing a normal distribution were analysed using the Paired Sample t-test. As a result, it was found that the Physical Education and Games Teaching course had a positive effect on balance and flexibility performance (p<0.05) but no significant change in agility and vertical jump parameters (p>0.05). In the control group, there was no statistically significant difference between the pre-test and post-test scores for all variables of balance, agility, flexibility, and vertical jump (p>0.05). The findings indicate that the Physical Education and Games Teaching course is effective in improving balance and flexibility performance among teacher candidates but does not have a significant effect on agility and vertical jump performance. Article visualizations
QUALITIES OF PUBLIC-SCHOOL ADMINISTRATORS IN LEADING 21ST CENTURY TEACHERS: A MIXED METHOD EXPLORATORY APPROACH
Full text linkPublic school administrators have problems leading 21st-century teachers regarding work ethic perception and attitude, leniency of work, personal character problems, and work adjustment. This study aimed to develop and validate a measurement model of qualities of public-school administrators in leading 21st-century teachers, focusing on Teaching Practices and Sound Leadership, Personal Growth and Professional Upliftment, and Better Relationships. Using a mixed-methods research design, the study involved school heads from both the elementary and secondary levels of the Davao Region. Data were gathered through surveys and interviews and analyzed through thematic analysis, Exploratory Factor Analysis (EFA), and Confirmatory Factor Analysis (CFA). Furthermore, data were collected from 13 School Heads and Master Teachers in public schools for an in-depth interview to gauge their perspective on the qualities of a public-school administrator. Drawing from this data, a comprehensive set of statement items was formulated to capture the identified perspective accurately. These items underwent meticulous validation by a panel of expert to ensure their reliability and relevance to the study's objectives. Subsequently, the validated items were administered to a larger sample comprising 300 School Heads. Employing Exploratory Factor Analysis and Confirmatory Factor Analysis, the study uncovered two primary qualities in leading 21st Century Teachers: Collaboration and Support Among Staff/Teacher and Mentoring and Instructional Coaching. This systematic approach sheds light on the diverse perspectives of public-school administrators regarding the qualities of leading 21st-century teachers. It provides valuable insights for school heads to tailor their qualities in leading our modern teachers to work efficiently and effectively to meet the needs of their administration and work environment. SDG #4: Quality Education Article visualizations
THE PREDICTIVE POWER OF PRESERVICE TEACHERS' READINESS LEVELS FOR ARTIFICIAL INTELLIGENCE SUPPORTED INSTRUCTIONAL DESIGN ON LESSON PLANNING COMPETENCIES
Full text linkThe purpose of this study is to examine the predictive power of pre-service teachers' readiness levels for artificial intelligence-supported instructional design on their lesson planning competencies. The sample of the study, in which the relational survey model, one of the quantitative research designs, consisted of 412 pre-service teachers from different departments studying at the Faculty of Education of a state university in Turkey. "Artificial Intelligence Assisted Instructional Design Readiness Scale" and "Lesson Planning Competency Scale" were used as data collection tools. Descriptive statistics, independent sample t-test, one-way ANOVA, Pearson correlation and multiple regression analyses were used to analyze the data. The findings revealed that pre-service teachers had high levels of both AI-supported instructional design readiness and lesson planning competencies. In addition, it was determined that their level of AI-supported instructional design readiness predicted their lesson planning competencies significantly and strongly. These results point to the need to support pre-service teachers' digital pedagogical competencies and the importance of increasing artificial intelligence-based instructional design-oriented practices in teacher training programs. Article visualizations
PROFESSIONAL DEVELOPMENT AND 21ST CENTURY SKILLS AS DETERMINANTS OF LIFE-LONG LEARNING AMONG PUBLIC SCHOOL TEACHERS
Full text linkThe primary aim of the study is to find out if professional development and 21st-century skills are determinants of lifelong learning of teachers. Using a correlational technique and a quantitative non-experimental research design, data were obtained from 305 public elementary teachers working in Baganga North and South, Davao Oriental. The researcher used the total enumeration sampling technique and the statistical tools mean, Pearson r, and regression analysis. From the results of the study, it was found that there are very high levels of professional development, 21st-century skills, and lifelong learning. Additionally, there are significant relationships between professional development and 21st-century skills, and 21st-century skills and lifelong learning. Further, professional development and 21st-century skills are significant determinants of lifelong learning for teachers.SDG #4: Quality Education Article visualizations
BASIC MATHEMATICAL FOUNDATIONS AND ACADEMIC PERFORMANCE IN GENERAL MATHEMATICS OF GRADE 11 LEARNERS: A CORRELATIONAL STUDY
Full text linkThis study, titled Basic Mathematical Foundation and Academic Performance in Grade 11 General Mathematics Learners: A Correlational Study, sought to determine the basic mathematical foundation skills of Grade 11 learners, their academic performance in General Mathematics, and the relationship between these variables. A quantitative research design was employed involving 69 Grade 11 learners. Data were collected through a numeracy screening test and their recorded grades in General Mathematics. Descriptive statistics were used to describe performance levels, while Pearson’s r was applied to test the correlation between numeracy skills and academic achievement. The findings revealed that learners achieved an average level of numeracy with a mean percentage score of 45.91%. In General Mathematics, the majority were rated as “Fairly Satisfactory,” while only a small percentage attained “Outstanding” and “Very Satisfactory” levels. The correlation study showed a strong linear relationship (r = 0.706, p <.001), showing that students with good mathematical foundation skills performed better academically. The results emphasize the significance of numeracy competence in shaping learners’ academic performance and highlight the need for intervention programs to strengthen foundational mathematical skills. Article visualizations
EXAMINING SELF-ESTEEM AS A MEDIATOR BETWEEN SOCIAL SUPPORT AND ACHIEVEMENT GOALS AMONG TEACHER EDUCATION STUDENTS
Full text linkCollege students often face various academic and social challenges that influence their motivation and success. Understanding the psychological and social factors that contribute to achievement is crucial in fostering student development. This study investigated the interrelationships among self-esteem, social support, and achievement goals, with a particular focus on the mediating role of self-esteem. Existing literature suggests that self-esteem significantly influences the formation of achievement goals. At the collegiate level, peer collaboration is common and often enhances students’ self-esteem, which may, in turn, contribute to improved academic performance and goal orientation. Using a quantitative research design, data were collected from 377 students across first to third year levels in the College of Teacher Education at the University of Mindanao. Participants responded to a structured questionnaire assessing their levels of self-esteem, perceived social support, and achievement goals. The findings revealed strong correlations among all three variables. Notably, the results indicated that self-esteem plays a significant mediating role in the relationship between social support and achievement goals. Article visualizations
ENVIRONMENTALLY RESPONSIBLE BEHAVIOR AND DISASTER PREPAREDNESS AMONG PUBLIC ELEMENTARY SCHOOL TEACHERS
Full text linkThis study examined the significant relationship between environmentally responsible behavior and disaster preparedness among public elementary school teachers in Babak District and explored the relationship between these variables. This study employed a quantitative, non-experimental research approach, utilizing a descriptive correlation research design. This study used total population sampling, with 58 public elementary school teachers as the respondents from five schools in the district. The data were analyzed using various statistical tools, including Mean, Pearson Product-Moment Correlation Coefficient, and Multiple Linear Regression Analysis. The findings revealed that teachers consistently demonstrate very high levels of environmentally responsible behavior, particularly in personal responsibility and attitude, emphasizing their proactive role in fostering safe and sustainable school environments. Similarly, disaster preparedness was also rated very high, with strong engagement in assessment, planning, and protective measures, emphasizing their active involvement in creating a safe and well-prepared learning environment. Notably, the correlation analysis showed a significant positive relationship between environmentally responsible behavior and disaster preparedness, indicating that teachers who exhibit responsible environmental practices are also more prepared to manage disasters. Regression analysis further revealed that knowledge and disaster awareness significantly predicts disaster preparedness. These results highlight the importance of integrating environmental responsibility and disaster preparedness in professional development and policy frameworks, suggesting that fostering one can enhance the other to ensure safer, more resilient learning environments. Article visualizations