European Journals of Education Studies
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THE RELATIONSHIP BETWEEN BURNOUT AND UNEMPLOYMENT ANXIETY IN PHYSICAL EDUCATION TEACHER CANDIDATES
Get PDFThis research was carried out to investigate the causes of burnout levels that may exist in prospective physical education teachers before graduation and to examine the relationship between unemployment anxiety and burnout. The population of the research consists of students from the Physical Education Teaching Department of the Faculty of Sport Sciences in Turkey. The sample consisted of 651 volunteer students selected by random method. The study data were obtained through the Personal Information Form, Maslach Burnout Inventory-Student Form and Sociometric Questions Scale on Unemployment Anxiety. The sample group of this study consisted of 651 pre-service teachers who continued their education in the fourth grade in the autumn term of the 2023-2024 academic year at Çukurova University, Mersin University and Gaziantep University Faculty of Sport Sciences. The data obtained were analysed using SPSS 25.0 package programme and the significance level was determined as 0.05. According to the findings obtained as a result of the study, it shows that unemployment anxiety is higher in female pre-service teachers than in male pre-service teachers, while unemployed pre-service teachers have higher scores in terms of both burnout and unemployment anxiety. Article visualizations
SLEEP, AND PROPER DIETARY BEHAVIOR AS PREDICTORS OF RECOVERY-STRESS AMONG STUDENT-ATHLETES: AN EXPLANATORY SEQUENTIAL DESIGN
Get PDFThis study examined the influence of sleep behavior and proper dietary behavior on recovery-stress levels among student-athletes in the Davao Region. A mixed methods approach, specifically an explanatory sequential design, was used. Quantitative data were gathered using adapted and validated survey questionnaires; respondents were chosen through stratified random sampling, while qualitative data were collected through in-depth interviews (IDI) and focus group discussions (FGD) with student-athletes who were selected purposively. The findings revealed that student-athletes' sleep behavior and dietary habits were rated moderate, while recovery stress was rated high. Statistical analysis showed a significant relationship between dietary behavior and recovery-stress but there was no strong direct correlation between sleep behavior and recovery-stress. However, qualitative data highlighted that proper sleep played a significant role in reducing stress and enhancing recovery. In an individual capacity, proper dietary behavior emerged as a stronger predictor of recovery-stress among student-athletes. The combined influence of sleep and dietary behaviors highlights their importance in managing stress levels, supporting overall well-being, and enhancing athletic performance. The joint display shows connecting confirming and connecting diverging nature of quantitative and qualitative data. Article visualizations
PROFESSIONAL DEVELOPMENT AND EFL TEACHERS’ PERFORMANCE AT SECONDARY SCHOOL LEVEL IN BENIN / DÉVELOPPEMENT PROFESSIONNEL ET PERFORMANCE DES PROFESSEURS D’ALE DANS L’ENSEIGNEMENT SECONDAIRE AU BÉNIN
No full textFor effective and efficient teaching, EFL teachers need to update their teaching practices by keeping abreast of new developments in their field. To that effect, professional development is critical. EFL teachers can grow professionally through diverse professional development activities, including reading journals and attending seminars and workshops. This paper aims to explore EFL teachers’ perceptions about professional development and determine EFL teacher professional development strategies used in the Beninese educational system. For this purpose, a questionnaire was administered to 173 teachers in state-owned secondary schools in the Ouémé region. The findings showed that the respondents were aware of the importance of professional development, but most of them were poorly informed about it. They also indicated that weekly and regional staff meetings are the major professional development activities in the region. Few respondents engaged in reading, subscribing to professional journals, or taking membership in professional organisations. The challenges hampering the participants’ professional development include a heavy teaching load, inadequate materials, equipment and documents, and administrative support. Lack of training is a major concern for the respondents. The study concluded that opportunities for professional development should be provided for EFL teachers to enable them to grow professionally. Adequate materials and equipment should be provided, and the government should support teachers’ professional development by investing in their pre-service and in-service training. Pour enseigner de manière efficace et efficiente, les professeurs d'anglais langue étrangère doivent mettre à jour leurs pratiques pédagogiques en se tenant au courant des nouvelles avancées dans leur domaine. À cet effet, le développement professionnel est indispensable. Les professeurs d'anglais langue étrangère peuvent assurer leur développement professionnel à travers diverses activités, notamment la lecture des revues et la participation à des séminaires et ateliers. Cet article vise à explorer les perceptions des enseignants d'anglais langue étrangère sur le développement professionnel et à déterminer les stratégies de développement professionnel des enseignants d'anglais langue étrangère utilisées dans le système éducatif béninois. Pour ce faire, un questionnaire a été administré à 173 enseignants des établissements publics d’enseignement secondaire du département de l'Ouémé. Les résultats ont montré que les personnes interrogées étaient conscientes de l'importance du développement professionnel, mais que la plupart d'entre elles étaient mal informées à ce sujet. Ils ont également indiqué que les animations pédagogiques hebdomadaires et zonales sont les principales activités de développement professionnel dans la région. Peu de personnes interrogées s'adonnent à la lecture, s'abonnent à des revues professionnelles ou adhèrent à des organisations professionnelles. Les défis qui entravent le développement professionnel des participants comprennent les masses horaires élevées, le manque de matériel didactique, d'équipement et de documents adéquats, ainsi que le manque de soutien administratif. Le manque de formation est une préoccupation majeure pour les personnes interrogées. L'étude conclut que des opportunités de développement professionnel devraient être offertes aux professeurs d'anglais langue étrangère pour leur permettre de mieux faire face à leurs activités pédagogiques. Des matériels et équipements adéquats devraient être fournis et le gouvernement devrait soutenir le développement professionnel des enseignants en investissant dans leur formation initiale et continue. Article visualizations
FILIPINO GRADUATE STUDENTS IN FOREIGN UNIVERSITIES: A PHENOMENOLOGICAL INQUIRY
Get PDFThis phenomenological study aimed to understand students’ experiences in foreign universities. This study recorded their lived experiences, challenges, coping mechanisms, and insights. Moreover, it involved 14 students from Africa, Asia, and the United Arab Emirates, selected using purposive sampling. They underwent in-depth interviews and focus group discussions using validated research instruments. The findings of this study revealed that the graduate students had the following experiences: A high standard, quality education, interaction with different nationalities, personal and professional growth, alignment with academic qualifications, acquired an edge when applying for jobs, affordability and accessibility, availing of the latest technology, acquired training in leadership, competence, and confidence, value and recognition, authentic classroom environment. Regarding challenges, the themes were: language adaptation and cross-cultural communication, support networks as pillars of resilience, conflicting educational objectives, being output-oriented and deliverables-driven, strategic time orchestration across cultural contexts, proactive cultural-linguistic integration, spiritual resilience as an anchor in academic transition, high cost, homesickness and alienation, and recognition of credentials. On coping mechanisms, the themes were: hurdling the language barriers, seeking social support, realigning educational objectives to a higher level, professional pragmatism over emotional investment, coping through time management, researching their language and culture, asking for divine intervention, financial resilience through strategic resource management, navigating emotional geography, managing family separation, and credential recognition anxiety and professional identity reconciliation. As for insights, the themes were as follows: the unique curriculum of the school, the opportunity to live in and learn other countries’ cultures and history, edge in the job market, faith in God, boosted personal value in the workplace, advice for fellow students, advice for administrators.SDG # 4: Quality Education; SDG # 10: Reduced Inequalities; SDG # 17: Partnership for the Goals. Article visualizations
STUDENTS’ SATISFACTION LEVEL ON THE SERVICES PROGRAM OF SURIGAO DEL NORTE STATE UNIVERSITY, PHILIPPINES
Get PDFStudent satisfaction is the primary concern of educational institutions since the students are their primary customers. An increase in the number of enrollees ensures profit for the school. Through these gains, the school can grant improved and innovative school services and facilities to achieve maximal student learning. A descriptive-quantitative research design was utilized in this study using a survey method. There were 3680 respondents obtained from all over the University. A Google form was used to gather data. The findings demonstrated that students are satisfied with the services the university offers. Based on the average means obtained when the respondents were grouped by their sex, college, and campus of enrollment. However, when looking at the specific indicators of the delivery service program, particularly in Del Carmen, Mainit, Malimono, and Claver campuses, there is a need to investigate the guidance, health and sanitation, canteen and dining, scholarship, computer, Internet services, and laboratories as these garnered a description of less satisfaction. Providing quality service to students would make them satisfied with their academic experiences. It would likely inspire them to achieve greater efficiency and contribute to the further progress of the institution and the nation at large. Article visualizations
FAMILY-RELATED FACTORS THAT DETERIORATE EDUCATIONAL INEQUALITIES: THE CASE OF EMERGENCY REMOTE TEACHING (ERT) DURING THE COVID-19 PANDEMIC IN GREECE
Get PDFThe abrupt outbreak of the COVID-19 pandemic has led countries worldwide to adopt a series of safety measures to protect public health. This unprecedented health crisis has greatly impacted the educational sector, leading to the precipitous adoption of an emergency type of distance education called Emergency Remote Teaching (ERT). ERT was an urgent solution to provide teachers and students with an online environment to continue the educational process while interacting safely from home. The new normality formed by the COVID-19 pandemic has been brought to the surface and may have exacerbated already existing educational inequalities. In this paper, we explore family-related factors that may have led to the deterioration of educational inequalities during school closures. The research design followed a mixed method, collecting both quantitative and qualitative data, using questionnaires and semi-structured interviews, respectively. The participants in our quantitative research were 271 parents and in our quantitative research were 20 parents from various regions of Greece. The results indicate important family-related factors, such as Individual factors, Parental involvement, Parental support, Technical/technological factors, Infrastructure, Economic factors, and Geographical factors, which had a significant role in children's Participation in ERT and may have increased existing educational inequalities. Our findings show that the Language spoken at home, Parents’ education, Digital skills, Employment status during ERT, Combination of work and supporting child(ren) during ERT, Ability to understand and explain the educational material for ERT, Ability to resolve technical/technological problems, Internet connectivity, Access to online educational platforms, Access and Adequacy of the technological equipment and Place of residence, played a significant role in students’ participation in ERT. Our research provides useful information that can be used in the future to promote students’ participation in ERT and tackle educational inequalities. Article visualizations
EXAMINE SENIOR HIGH SCHOOL MATHEMATICS TEACHERS’ ASSESSMENT FOR LEARNING PRACTICES FOR STUDENTS’ PROGRESS AND BETTER EXAMINATION ATTAINMENT
Get PDFThe study examined the perception of senior high school mathematics teachers and students regarding teachers’ use of Assessment for Learning (AfL) practices to enhance students’ progress and examination performance. Assessment for Learning (AfL) is recognized in the literature as having a strong impact on students' learning outcomes when actively infused in the teaching process. However, limited studies have explored both students’ and teachers’ perspectives on the use of AfL strategies for improving students’ performance. The study applied questionnaires for 728 participants (308 senior high school mathematics teachers and 420 senior high school students) in the Ashanti region of Ghana. The study findings revealed that questions, quizzes, and homework are perceived by both groups as the most effective teachers’ AfL practices in supporting students learning and improving examination attainment. The study, therefore, provides information for professional development for teachers and re-orients teachers on the effective use of AfL practices in the classroom. Article visualizations
THE EXTENT TO WHICH TEACHERS' ICT TRAINING INFLUENCE ICT USE IN TEACHING AMONG PUBLIC SECONDARY SCHOOL TEACHERS IN KIPIPIRI CONSTITUENCY, IN NYANDARUA COUNTY, KENYA
Get PDFThe purpose of this study was to investigate the extent to which teachers' ICT training influences ICT use in teaching among public secondary school teachers in Kipipiri Constituency, in Nyandarua County, Kenya. The study was anchored on the Technological Pedagogical Content Knowledge (TPACK) model and the Unified Theory of Acceptance and Use of Technology. A convergent parallel design was used within a mixed-met HoD approach, with a cross-sectional survey design for quantitative research and a phenomenological design for qualitative research. The target population included 33 schools, 444 teachers, 10,578 students, and 2 sub-county directors and 1 Quality Assurance Officer, with a sample of 12 schools, 196 teachers, 333 students, 12 principals, and 12 Heads of Departments. Stratified Simple random sampling and purposive sampling were employed. Questionnaires, interviews, focused group discussions, document analysis, and observation were used to collect data. Quantitative data were analyzed using descriptive and inferential statistics, while qualitative data were transcribed, coded, and categorized into themes. Findings revealed that teachers in the Kipipiri constituency do not receive sufficient ICT training, despite initial training being relevant to their teaching needs. The analysis showed that teachers’ ICT training had the highest impact, with a standardized coefficient of β = 0.274 (p = 0.003), indicating its crucial role in enhancing ICT use. These findings highlight the importance of targeted training and positive attitudes in improving ICT use in educational settings. Based on these results, it is recommended that educational policies prioritize comprehensive ICT training for teachers to enhance integration and effectiveness in the classroom. The study suggested that the government, through the Teachers Service Commission, implement a comprehensive ICT policy that includes mandatory, ongoing professional development for teachers, focusing on ICT use and technical troubleshooting. These measures would help improve teachers' preparedness and enhance the effectiveness of ICT use in teaching and learning. Article visualizations
THE EFFECTIVENESS OF MOVEMENT GAMES ON BALANCE AND FUNDAMENTAL MOTOR SKILLS IN FIFTH-GRADE PUPILS IN VINH CITY: A COMPARATIVE STUDY
Get PDFThis study aimed to assess the effectiveness of these games on these specific skills of fifth-grade pupils. All participants were fifth-grade pupils aged 10 years in Vinh City, Vietnam. They volunteered to participate in the study and were randomly assigned to either a Movement Games Group (MG) or a Control Group (CG). A total of 150 pupils participated (n=75 per group; 45 males, 30 females for each group). The movement games group participated in a twelve-week program, engaging in movement games twice weekly outside of regular class time. Each 45-minute session included a 10-minute warm-up, a 25-minute main activity, and a 10-minute cool-down. Conversely, the control group maintained their regular school physical education classes but did not participate in any additional physical activity programs. Outcome measurements are the Flamingo balance test and physical fitness tests. Following the twelve-week intervention, the movement games group (MG) showed significantly superior performance compared to the control group (CG) in balance and fundamental motor skills tests. Namely, Flamingo balance (p = 0.000), sit-ups (p = 0.000), standing long jump (p = 0.000), 30m sprint (p = 0.000), and 4x10m shuttle run (p = 0.000). Notably, the MG demonstrated significant improvements in speed, body control, and endurance. This finding suggests that movement games can effectively enhance balance, upper and lower extremity strength, core strength, speed, body control, and endurance in fifth-grade pupils. Article visualizations
A REVIEW AND ANALYSIS OF TREATMENTS FOR CHRONIC CONSTIPATION IN ADULTS
Get PDFThis article reviews the treatment of chronic constipation (CC) in adults, including pharmacologic therapy, microbiota therapy, conservative interventions, and tai chi. Chronic constipation, a common gastrointestinal disorder, affects patients' physical symptoms, social functioning, and psychological health, as well as increasing healthcare costs. Therapeutic measures aim to improve patient's quality of life and reduce healthcare costs. Pharmacological treatments have been investigated with drugs such as linaclotide, procalcitonin, and lubiprostone, which have shown significant results in improving patients' quality of life, weekly spontaneous bowel movement (SBM) frequency, and chronic idiopathic constipation (CIC) symptoms. Microbiota therapies, including fecal microbiota transplantation (FMT), probiotics, prebiotics, and synbiotics, have shown positive results in increasing bowel frequency and improving stool consistency. For conservative interventions, dietary fiber and abdominal massage are the two main interventions. Dietary fiber has good efficacy in chronic constipation, and abdominal massage can significantly increase the frequency of bowel movements and improve constipation-related symptoms. Tai chi, as a gentle form of exercise, has also been shown to promote intestinal peristalsis, relieve constipation symptoms, and improve patients' quality of life. Article visualizations