European Journals of Education Studies
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EVALUATING THE RELIABILITY AND VALIDITY OF THE BURNOUT ASSESSMENT TOOL (BAT) TO TEACHERS IN CREECE
Get PDFThis study examines the validity and reliability of the Greek adaptation of the Burnout Assessment Tool (BAT), the most recently developed and updated burnout measurement tool (2019-20), in primary and secondary school teachers. Burnout has been a serious issue in the field of education in recent years, and especially after the COVID-19 pandemic, as teachers face high demands and limited support resources, resulting in symptoms such as physical and mental exhaustion, distancing, cognitive and emotional impairment. The survey involved 1,044 teachers from all over Greece, who responded electronically to BAT. Data analysis was performed by exploratory and confirmatory factor analysis (EFA, CFA) using SPSS 29 and SmartPLS 4 software, in the context of PLS-SEM and CB-SEM. The results showed that BAT maintains its original six-factor structure (exhaustion, mental distance, cognitive impairment, emotional impairment, psychological and psychosomatic complaints) with high loads (>0.615) and very good internal consistency (Cronbach's alpha of 0.794 to 0.934). Convergent and discrete validity were confirmed, while the model showed good fit (SRMR=0.06). The consistency of the results between the PLS-SEM analysis and the CB-SEM confirmation significantly enhances the validity of the Greek adaptation of the BAT. The tool proves to be reliable, stable and theoretically consistent, as its exgenerative structure remains unchanged and clearly conveys the real experience of burnout in the field of education. At the same time, the existence of the general factor G-BAT provides the possibility to calculate an overall burnout index, which can be useful for comparative or longitudinal studies. The findings support that BAT is a reliable and valid tool for measuring burnout in Greek teachers, offering the possibility of targeted prevention and support interventions. At the same time, research limitations are recognized, such as the self-selection of the sample and the absence of repeat measurement control, which indicate the need for further research. Article visualizations
MEASURES TO MANAGE TEACHER TRAINING ACTIVITIES TEACHING DUAL-DEGREE PROGRAMS IN A PRIVATE GENERAL SCHOOL ACCORDING TO PDCA APPROACH
Get PDFIn the context of educational innovation and international integration, training teachers to meet the requirements of teaching dual-degree programs in private general schools has become a key task, because this program combines the Vietnamese general education program and the international program, requiring teachers to have both solid expertise, foreign language proficiency, pedagogical capacity and the ability to integrate the two programs. However, in reality, teacher training in many private schools is still spontaneous, unsystematic and not closely linked to practical needs, leading to low efficiency. The article focuses on presenting the theoretical basis for managing teacher training activities for teaching dual-degree programs in private general schools according to the PDCA approach and proposing measures to manage teacher training according to PDCA to improve comprehensive capacity, ensure the quality of dual-degree teaching and contribute to improving educational effectiveness and the reputation of the school. Article visualizations
PARENTAL ENGAGEMENT AND SELF-EFFICACY AS PREDICTORS OF READING ACHIEVEMENT AMONG YOUNG LEARNERS
Get PDFThis study examined the relationship between parental involvement, self-efficacy, and reading skills among Grade One pupils at a public elementary school in Consolacion, Cebu, Philippines, during the school year 2024-2025 using a descriptive-correlational research design. There were 105 parents who answered the survey questionnaires assessing their involvement and self-efficacy, while the reading skills of the learners were assessed using the Oral Reading Verification Test. The data gathered were treated using descriptive and inferential statistics. The results revealed that the parents were very highly involved in school and had a perceived very high self-efficacy, while most of the learners were on the frustration stage in their reading skills. There was no significant relationship between parents’ involvement and the reading skills of the learners. Similarly, no significant relationship was also found between parental self-efficacy and the learners’ reading skills. The findings suggest that, while parental involvement is important, it may not immediately increase reading outcomes in the absence of integrated teaching practices and focused literacy support. This study recommends addressing the observed gaps in reading proficiency and emphasizing the importance of stronger collaboration between schools and families in promoting early reading development. Article visualizations
INVESTIGATING THE INTEREST AND MATHEMATICS ACHIEVEMENT OF GRADE 11 STUDENTS ENROLLED IN NON-STEM STRAND IN THE PHILIPPINE SETTING
Get PDFThis research assessed the choice components of the Grade 11 students in forgoing the Science, Technology, Engineering, Mathematics (STEM) strand at a public high school in Mandaue City, Cebu, Philippines, using a descriptive correlational research design. There were 50 Grade 11 students who participated in the study and were identified using the complete enumeration technique due to their small population. The data gathered were treated with descriptive and inferential statistics. The results revealed that the respondents have a moderate interest in learning Mathematics, while most of them have satisfactory performance in Mathematics. Moreover, there was no association between the respondents’ choice of strand and their mathematics achievement. Similarly, there was no significant correlation between the respondents’ math interest and their mathematics achievement. However, there was a significant difference in the math interest of the respondents when grouped by the academic strand chosen. The results underscore the importance of recognizing and addressing diverse educational needs within different Senior High School (SHS) strands and emphasize the necessity for tailored strategies to cultivate math interest aligned with the chosen academic track. Article visualizations
THE MEDIATING EFFECT OF PASSION FOR TEACHING ON THE RELATIONSHIP BETWEEN CLASSROOM MANAGEMENT STRATEGIES AND SELF-EFFICACY OF PUBLIC SCHOOL TEACHERS
Get PDFThe main thrust of this study was to find out the mediating effect of passion for teaching on the relationship between classroom management strategies and the self-efficacy of teachers. Using a quantitative non-experimental descriptive-correlational research design, data were obtained from 306 public elementary school teachers of Don Marcelino District, Jose Abad Santos 1 District, Jose Abad Santos 2 District, Malita North District, Malita West District, and Sta. Maria East District, of the Schools Division of Davao Occidental, Philippines. The researcher utilized a stratified sampling technique and a survey mode of data collection. The researcher also utilized the statistical tools mean, Pearson r, and Medgraph using the Sobel z-test. From the results of the study, it was found that teachers have a very high level of classroom management strategies, self-efficacy, and passion for teaching. Also, results revealed significant relationships between classroom management strategies and self-efficacy, classroom management strategies and passion for teaching, and passion for teaching and self-efficacy. Further, it was revealed that there was a partial mediation effect of passion for teaching on the relationship between classroom management strategies and self-efficacy. It implies that the passion for teaching conveys classroom management strategies. SDG Indicators: #4 (Quality Education), #10 (Reduced Inequalities) Article visualizations
EXAMINING THE INTENTION OF UNDERGRADUATE MATHEMATICS EDUCATION STUDENTS TO USE AI IN THEIR ACADEMIC WORK: AN APPLICATION OF THE UTAUT MODEL
Get PDFThe emergence of generative Artificial Intelligence (AI) is disrupting every sector of the global economy and the information society. The education industry, similarly, has both educators and students exploring ways to utilize AI. This study investigates the adoption of AI in higher education among undergraduate mathematics education students using the four constructs of the Unified Theory of Acceptance and Use of Technology (UTAUT) model. The research focuses on Performance Expectancy, Effort Expectancy, Social Influence, and Facilitating Conditions, and their influence on students’ Behavioural Intention to adopt AI tools. Gender was included as a moderating variable in the relationships between these constructs and behavioural intention. A sample of 142 undergraduate mathematics education students participated in an online survey to measure their perceptions and intentions of AI adoption in their academic work. The findings revealed that all four independent variables and gender had significant direct effects on Behavioural Intention to use AI. This indicates that students perceive AI tools as valuable for enhancing academic performance, easy to use, influenced by social factors such as peers, and supported by adequate facilitating conditions such as technical infrastructure. However, gender did not emerge as a significant moderator in any of the relationships between the UTAUT constructs and Behavioural Intention. This suggests that male and female students exhibit similar adoption patterns toward AI technologies in this context. These results contribute to the growing body of literature on technology adoption in education by confirming the applicability of the UTAUT model within a mathematics education-focused cohort of students while highlighting that gender differences may not play a critical role in shaping intentions toward AI adoption. Future research could explore additional moderating variables or extend this analysis across other disciplines for broader generalizability. Article visualizations
THE ROLE OF DIGITAL TRANSFORMATION IN ENHANCING HIGHER EDUCATION IN BANGLADESH: A PHENOMENOLOGICAL EXPLORATION OF CHALLENGES AND OPPORTUNITIES
Get PDFThe objectives of this study are to explore the lived experiences of faculty members, administrators, and students and how digital transformation in higher education in Bangladesh was negotiated. This study was anchored on transformational change theory and the technology acceptance model (TAM) and relies on a phenomenological method to explore stakeholders’ perceptions and emotional responses to digital integration and, therefore, the systemic barriers. The findings are based on in-depth interviews with 50 participants from public and private universities who navigated institutional expectations, (dis)power by technology, reconceptualized pedagogical roles, negotiated equity and access, and imagined a digitizing inclusive future. Findings more broadly demonstrate the complex interactions between being personally prepared and institutionally ready to innovate and how they will either enable or impede innovative opportunities and equity of innovation outcomes. Participants expressed hope for digital reform despite infrastructural inadequacies, provided it is inclusive, incorporates strategic training, and invests concurrently. Theoretically, this study describes sociotechnical change and, practically and policy-wise, makes recommendations for more equitable digital transformation of Bangladesh’s higher education. Article visualizations
CULTIVATING EMPLOYMENT-ORIENTED INTERDISCIPLINARY HIGH-QUALITY FOREIGN LANGUAGE TALENTS IN CHINESE UNIVERSITIES: PATHWAYS AND OUTCOMES IN THE AI ERA
Get PDFBased on survey and interview data with 56 HR managers, business supervisors, deans of foreign language schools, discipline leaders, class advisors, and counselors, as well as 317 graduates from foreign language majors across 10 universities engaged in dual-degree or micro-specialization reforms, together with responses from 6 large enterprises in China, this study offers an updated picture of talent needs and educational outcomes. The findings reveal that employers now limit their recruitment to graduates with a single foreign language degree. Instead, there is a strong demand for graduates with an interdisciplinary profile— “Foreign Language + AI Applications/Computer Science/Cross-border E-commerce/International Trade/Area Studies/International Relations.” Such graduates not only receive significantly more job offers but also enjoy a starting salary that is typically 30–50% higher than their single-major counterparts. Similarly, students who obtained a dual degree or a micro-specialization besides their foreign language major reported substantially better employment rates, higher job quality, and a greater likelihood of pursuing postgraduate study. Employment outcomes show a clear hierarchy: interdisciplinary dual degree > foreign language + micro-specialization > single foreign language major, with salary gaps at each level exceeding 20–30%. However, due to factors such as training philosophy and a lack of interdisciplinary faculty, the number of universities that have begun to reform and offer interdisciplinary dual degree and micro speciality teaching in foreign language majors is limited. It is recommended that universities increase investment in interdisciplinary faculty, strengthen the offering of "foreign language + interdisciplinary" dual degree courses, and actively explore undergraduate and graduate programs that fit the needs of enterprises, such as "foreign language + interdisciplinary triple degree" or "foreign language + interdisciplinary dual degree + interdisciplinary micro-specialization tracks ". Article visualizations
ANALYZING COMPETITIVE ANXIETY: A CONVERGENT PARALLEL APPROACH
Get PDFIn the intense world of sports, athletes push their limits to achieve peak performance, battling stress, pressure, and fierce competition. This study aims to explore the levels and perception of competitive anxiety among student-athletes and ascertain that the quantitative data corroborate with the qualitative data, aligning with Sustainable Development Goals (SDGs) 3 and 4, which focus on well-being and quality education. The theoretical framework is grounded in the Multidimensional Theory of Anxiety. A total of 204 student-athletes participated in this research, utilizing a convergent parallel mixed-methods design. The Competitive State Anxiety Inventory-2 Revised (CSAI-2R) and semi-structured interviews were used to measure and interpret competitive anxiety levels. The quantitative findings revealed that student-athletes experience moderate levels of competitive anxiety, which is reflected in mental stress, physical tension, and varying degrees of self-confidence. Cognitive anxiety and somatic anxiety are the most noticeable aspects affecting student-athlete's ability to maintain focus and manage pressure. It also implies that even moderate anxiety reduces self-confidence and hence impairs performance. The qualitative data supported the quantitative findings, demonstrating that student-athletes frequently feel mental and physical stress through competitions and that psychological readiness and coping methods determine their competitive experiences. The results suggest that educational institutions should integrate tailored and evidence-based mental health strategies and prioritize sustainable interventions to help athletes manage anxiety effectively. Coaches should develop tailored mental health programs to support student-athletes' overall well-being. This study emphasizes balancing sports performance with mental wellness to create a healthier competitive environment. SDG: #3 (Good Health and Well-being), #4 (Quality Education)Article visualizations
A STUDY ON SELECTED SPORT-SPECIFIC PHYSICAL FITNESS EXERCISES FOR THE BOYS’ FUTSAL TEAM AT LONG HUNG SECONDARY AND HIGH SCHOOL, CAN THO CITY, VIETNAM
Get PDFFutsal is a sport widely favored by students as it not only supports physical development but also fosters coordination, tactical thinking, and teamwork. This study aims to select and apply specialized physical-fitness exercises for the boys’ futsal team at Long Hung Secondary and High School, Can Tho City. The participants included 20 male student-athletes from the school team and 25 experts, coaches, and physical education teachers. The research used document analysis, expert surveys, pedagogical testing, pedagogical experiments, and statistical methods. The study successfully selected ten tests assessing sport-specific fitness and forty-two specialized training exercises most suited to school-level futsal. After a 12-week intervention (three sessions per week), the athletes showed marked improvement across all ten indicators, with statistically significant differences (p < 0.05). Compared to pre-experiment results, there was a notable increase in speed, speed-strength, endurance, and agility after the experiment. Article visualizations