European Journals of Education Studies
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SERVANT LEADERSHIP BELIEF, ORGANIZATIONAL BEHAVIOR AND WORK VALUES: A STRUCTURAL EQUATION MODEL ON PROFESSIONAL COMPETENCE OF GOVERNMENT EMPLOYEES
Get PDFThe best-fit model of professional competence of government employees as determined by servant leadership belief, organizational behavior and work values was the focus of this study. Using correlational and structural equation modeling, 400 government employees in the various offices/departments of the City Government of Davao City, the Philippines, were the study's respondents. The study utilized adapted survey questionnaires for data collection using stratified random sampling. The findings demonstrated that servant leadership belief, organizational behavior, work values, and professional competence were at very high levels. Additionally, there is a significant relationship between servant leadership belief and professional competence, and a significant relationship between work values and professional competence. However, there is no significant relationship between organizational behavior and professional competence. Also, servant leadership belief and work values significantly influence professional competence. The results finally indicated that Model 3 was the best fit model. Model 3 showed that four indicators remained under servant leadership belief, namely: behaving ethically, helping subordinates grow, conceptual skills and emotional healing. Meanwhile, two indicators remained for organizational behavior, represented by conscientiousness and altruism, while self-realization and self-growth represent work values. On the other hand, professional competence has three remaining indicators, namely: accountability, innovation, and knowledge sharing and continuous improvement.SDG Indicator: #8 (Decent work and Economic Growth); #11(Sustainable Cities and Communities) Article visualizations
ACTIVE CITIZENSHIP IN THE NEW GEOGRAPHY CURRICULUM OF GREEK PRIMARY EDUCATION
Get PDFThis study aimed to investigate active citizenship-related content in the new geography curriculum of Greek primary education through textual analysis. The analysis identified active citizenship elements across three dimensions: knowledge, affective domain, and skills. The findings indicate that the new curriculum strengthens political and cultural knowledge, fosters values of tolerance and respect for diversity, enhances various skills, and promotes attitudes toward sustainable development, mutual understanding, and cooperation. However, the study reveals gaps regarding the inclusion of social and economic knowledge, forms of participation, and dispositions, highlighting the need for refinements in the curriculum to prepare students better to become active citizens. Article visualizations
EMOTIONAL INTELLIGENCE, EMPOWERMENT, AND JOB COMMITMENT: A STRUCTURAL EQUATION MODEL ON PEDAGOGICAL COMPETENCE OF PUBLIC ELEMENTARY SCHOOL TEACHERS
Get PDFThis quantitative research study intended to determine the best-fit structural model for the pedagogical competence of public elementary school teachers in Region XII in relation to emotional intelligence, empowerment, and job commitment. This research employed a structural equation model (SEM) with 400 respondents from Sarangani, General Santos, Koronadal, and South Cotabato divisions selected through stratified random technique. Moreover, the researcher used adapted validated survey questionnaires as the primary data collection tool. This descriptive and causal investigation employed statistical measures such as mean, standard deviation, Pearson product-moment correlation, and structural equation model (SEM). The study found that the levels of emotional intelligence, empowerment, job commitment, and pedagogical competence were very high. On top of that, results showed that there were significant correlations between emotional intelligence and pedagogical competence, empowerment and pedagogical competence, and job commitment and pedagogical competence. Further, each exogenous variable significantly predicted pedagogical competence. Only Model 3 met all the requirements to be the best-fit model that predicts pedagogical competence out of the three (3) generated models. Thus, this study revealed the most relevant model for identifying and addressing the various aspects of pedagogical competence necessary for public elementary school teachers' teaching efficiency and effectiveness.SDG #4: Quality Educatio
INTEGRATING COLLABORATIVE LEARNING STRATEGIES IN THE CURRICULUM: ENHANCING CRITICAL THINKING AND COMMUNICATION SKILLS IN PRIMARY EDUCATION
Get PDFIn an increasingly interconnected world, the ability to think critically and communicate effectively has become paramount for success in both academic and real-life contexts. Primary education serves as a foundational stage where these essential skills can be nurtured and developed. Traditional teaching methods, often characterized by rote memorization and individual work, do not adequately prepare students for the collaborative and dynamic nature of today's society. This study explores the integration of collaborative learning strategies within the primary education curriculum to enhance critical thinking and communication skills among young learners. As educational paradigms shift towards more interactive and student-centered approaches, collaborative learning emerges as a vital tool for fostering engagement and deeper understanding. Additionally, various collaborative techniques, such as group projects, peer teaching, and cooperative learning, and their impact on students' ability to think critically and communicate effectively were examined. Through qualitative and quantitative literature review analyses, the benefits of collaborative learning environments, such as improved problem-solving abilities, increased motivation, and enhanced social skills, are also highlighted. The findings suggest that when students work together, they not only learn from each other but also develop essential life skills that are crucial for their future academic and personal success. Recommendations for educators include practical strategies for implementing collaborative learning in the classroom and suggestions for further research in this area. Ultimately, this exploration aims to inspire educators to rethink their instructional approaches and embrace the potential of collaborative learning as a cornerstone of modern education, ensuring that every child is equipped with the skills necessary for lifelong success. Article visualizations
A STUDY ON THE DEEP ACTING DIMENSION OF EMOTIONAL LABOR AND THE MEDIATING EFFECT OF FAMILY SUPPORT SUPERVISOR BEHAVIOR ON WORK FAMILY CONFLICT AND TURNOVER INTENTION OF VOCATIONAL COLLEGE TEACHERS UNDER THE FAMILY SCHOOL CO-EDUCATION POLICY
Get PDFThis study examines teachers in higher vocational colleges in China as the research subjects. It investigates the mediating role of emotional labor's deep acting dimension and family-supported supervisor behavior in the process of work-family conflict's influence on turnover intention. The study employed a quantitative research methodology with 431 formal samples. Data analysis results show that work-family conflict has a significant positive impact on teachers' turnover intention. The deep acting dimension of emotional labor has a significant negative impact on turnover intention, and deep acting plays an intermediary role between work-family conflict and turnover intention. Family-supported supervisor behavior has a significant negative impact on turnover intention and plays a mediating role between work-family conflict and turnover intention. The research results are expected to provide a useful reference for administrators of higher vocational colleges, helping them to formulate corresponding measures, effectively alleviate teachers' work-family conflict, and reduce turnover rates, thus ensuring stable development and education quality in higher vocational colleges. Article visualizations
INNOVATIONS AND INFLUENCES OF THE HELLENIC OPEN UNIVERSITY ON CONVENTIONAL TERTIARY EDUCATION. RESEARCH PROJECT’S RESULTS
Get PDFΤhe distance education model has been a popular form of education in recent years due to rapid economic, political, sanitary and social changes worldwide. This paper presents the results of a research project entitled "Innovations, changes, influences of the Greek Open University in the Academic Environment" funded by the university. The purpose of this research project was to analyse and investigate the innovations, changes, and influences that the Hellenic Open University (H.O.U.) has had over the years, particularly regarding the methodologies of study programs in conventional educational institutions of various forms and within the fields that constitute the pedagogical foundation of distance education. As the elements that essentially represent characteristics and are recorded as prerequisites for the effective functioning of distance education are not always thoroughly and comprehensively applied in educational practice, this research explores how the Hellenic Open University has influenced conventional higher education in the provision of distance learning programs or training concerning its physiognomy. Initially, the innovations and changes introduced by the Hellenic Open University in the country's educational landscape are presented, followed by an examination of how fourteen conventional higher education institutions implement distance learning programs alongside traditional ones, based on information provided by these institutions in their promotional materials. Subsequently, interviews were conducted with faculty members experienced in distance education at the Hellenic Open University and in conventional settings. The findings demonstrate that the instructor plays a crucial role, and the experiences they bring to traditional universities are significant. In practice, conventional higher education only mechanically applies the principles of distance education. Article visualizations
CREATIVITY DEVELOPMENT IN SCHOOL CONTEXT: TEACHERS’ VIEWS
Get PDFCreativity and innovation are key competences in the contemporary school context. Individuals are now called upon to solve problems in any domain and in any phase of their lives. Creativity development is associated with pedagogical practices, such as active learning, exploration and problem-solving. This research study aims to explore teachers’ views about creativity and creativity development. The sample of the research consisted of 381 primary school teachers from Greece. The majority of teachers are positive about the cultivation of different talents, interests and personal involvement in learning processes as well as cooperation between different ages. It was also found that teachers tend to avoid risk and risk-taking. In conclusion, the educational system should support and develop creative teaching-learning, preparing their students to acquire not only knowledge but also competences, abilities and skills. Article visualizations
EMOTIONAL INTELLIGENCE THROUGH THE IMPLEMENTATION OF DIFFERENTIATED TEACHING AND LEARNING: A RESEARCH STUDY IN PRESCHOOL EDUCATION
Get PDFStrengthening emotional skills in children is crucial for their all-around development and social adaptation. The implementation of Differentiated Teaching and Learning, as a high-quality teaching, is a key factor in achieving the set learning goals and social skills but also the satisfaction of the psycho-emotional needs of all students. The purpose of this research study is to investigate the Emotional Intelligence of preschool children by utilizing specific strategies within the framework of Differentiated Teaching and Learning. The research study was carried out during the 2023-2024 school year. Two kindergarten classes participated in our research, where one constituted the experimental group and the other the control group, for the comparison and correlation of the findings. The research is based on the experimental approach, which includes pre-tests and post-tests. Data collection was carried out through appropriate techniques, by applying specific strategies within the framework of differentiation and by utilizing weighted research tools. Open and free techniques such as recording diaries, photographic material, observation keys and structured questionnaires were used. Both the quantitative and qualitative analysis of the research data highlighted the development of the Emotional Intelligence of preschool children through strategies within the framework of the implementation of Differentiated Teaching and Learning, while the social-emotional skills of each student were strengthened. The findings of the present research, although limited, constitute a trigger for further investigation of the issue regarding the strengthening of children's social-emotional skills to such an extent that they have the guarantees for a successful personal and academic development. Article visualizations
IMPLEMENTATION OF CLASSROOM MANAGEMENT PRACTICES IN PUBLIC SECONDARY SCHOOLS IN SIAYA COUNTY, KENYA
Get PDFPoor academic performance is a serious concern for the education sector in Kenya and many countries worldwide. Siaya County has one of the highest student-teacher ratios in public secondary schools in Kenya. Available data of student-teacher ratios 40:1, 38:1 and 36:1 for the years 2016, 2019 and 2020 indicate student-teacher ratio in the county’s public secondary schools is the highest in its Nyanza Region and is above the UNESCO recommended ratio of 25:1. The county, like most counties in Kenya, has persistent below average academic performance as shown by county KCSE mean scores 4.123, 4.575 and 4.915 out of 12 points for the years 2020 to 2022. This situation brings to question the effectiveness of classroom management. The classroom is the primary context for curriculum implementation, and how it is managed can determine learning outcomes. Research has identified evidence-based specific practices that define the basic components of classroom management. However, few studies have examined the implementation of each of the basic components of classroom management as a package of evidence-based practices. The purpose of this study was to examine the implementation of classroom management practices in public secondary schools in Siaya County. Specific objectives were to examine the implementation of maximizing structure, the implementation of establishing expectations for behavior, the implementation of actively engaging students, and implementation of using a continuum of strategies for responding to behavior in public secondary schools in Siaya County. A conceptual framework based on the concept of Simonsen et al. (2008) that classroom management founded on evidence-based practices is a critical input for successful teaching and learning was adopted. The study employed a descriptive survey design. The study population comprised 465 English teachers, 635 mathematics teachers, 580 chemistry teachers and 247 deputy principals in 243 public secondary schools in Siaya County. By stratified random sampling based on school categories, a sample of 112 schools consisting of 1 national school, 5 extra-county schools, 11 county schools and 95 sub-county schools was obtained. By purposive and simple random sampling techniques, one teacher in each of the three subjects, English, mathematics and chemistry, was selected in each school, giving 112 teachers for each subject and a total of 336 classroom teachers. 112 deputy principals in the selected schools were included in the sample by purposive sampling, giving a total sample of 448 as respondents. Data was collected using questionnaires. The content validity of the questionnaires was tested by the researcher’s expert supervisors using Lawshe’s content validity ratio. CVR of +1 ascertained validity. A pilot study was conducted in 11 schools outside the sample to determine the reliability of the instrument. Cronbach’s alpha coefficient of 0.74 was obtained. Statistical methods, including mean, frequency distribution tables and percentages, were used to analyze data. The study found that the implementation of classroom management practices in public secondary schools in Siaya County was generally moderate (mean rating 1.95 on a scale of 0-3). Implementation varied across basic components of classroom management (mean ratings ranging from 1.73 to 2.35), and among public secondary schools (mean ratings ranging from 1.40 to 2.50). The findings are significant to teacher trainers and implementers of quality assurance standards in public secondary schools. Article visualizations
FINANCIAL MANAGEMENT BEHAVIOR AND TEACHER STRESS: A PREDICTION MODEL ON QUALITY OF WORK LIFE AMONG PUBLIC ELEMENTARY TEACHERS
Get PDFThe study's primary aim is to determine whether financial management behavior and teacher stress significantly predict the quality of work life of public elementary teachers. Utilizing non-experimental, quantitative-descriptive correlation technique, data were obtained from 300 respondents who are public elementary teachers in Baganga North and South, Davao Oriental. The researcher utilized a stratified random sampling technique and a face-to-face mode of data collection. The researcher also utilized the statistical tools mean, Pearson r, and regression analysis. From the results of the study, it was found that there is a moderate level of financial management. Also, results revealed that there is a high level of teacher stress and quality of work life. Moreover, there is no significant relationship between financial management and quality of work life. In addition, there is a negative correlation between teacher stress and quality of work life. Further, financial management behavior and teacher stress significantly predict quality of work life. Article visualizations