European Journals of Education Studies
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PSYCHOMETRIC PROPERTIES OF THE INTERCULTURAL COMPETENCE QUESTIONNAIRE: APPLICATIONS IN SPORTS EDUCATORS
Get PDFThis study examines the psychometric properties of Fantini’s (2000) Intercultural Communicative Competence (ICC) Questionnaire, focusing on its applicability in assessing intercultural competence among sports educators. The study aims to examine the factorial structure of the questionnaire and evaluate its reliability. The sample consisted of 315 physical education and sport science students. Participants completed the adapted to Greek language version of the ICC comprising 28 items measuring four factors, namely Knowledge, Behavior, Awareness, and Skills. An exploratory factor analysis (EFA) was conducted on the ICC Questionnaire, revealing a four-factor structure accounting for 60.5% of the total variance. All items loaded on the original factor provided preliminary evidence on the factorial validity of the scale. The reliability of the extracted factors was assessed using Cronbach’s alpha, and the analysis revealed adequate scores for all subscales (α > .78). A confirmatory factor analysis (CFA) further supported the four-factor model, indicating a satisfactory model fit (CFI = .920). All factor loadings were statistically significant, aligning with the theoretical structure of the questionnaire. The results suggest that the ICC Questionnaire is a valid and reliable tool for assessing intercultural competence in sports education contexts and provide a foundation for further research on cross-cultural applicability and intervention-based competency development. Article visualizations
REDUCING THE GAP IN INCLUSIVE PRACTICE. USING SCHOOL AND FAMILY COLLABORATION TO INCREASE STUDENT ACHIEVEMENT
Get PDFInclusion for people with special needs and disabilities is globally recognized as a priority. The purpose of this article is to emphasize reducing the gap in all educational contexts of Special and Inclusive Education through using School and Home Collaboration to Increase Student Achievement. This is a literature review on best collaboration practices and highlights about the importance of acceptance of the child with a disability by parents and teachers. This theoretical and applicable framework is intended to provide a tool for inclusion in action. Through this work, we aim to help build capacity and skills to create strong partnerships with families and teachers that make everyone feel respected and empowered in an inclusive education and learning process. Practical implications: The call for supporting teachers’ professional development in engaging with families still applies today (Willemse et al., 2018). The study emphasizes the need for continuous support to all - teachers and families. It promotes one model called “ACCESS” (https://steinhardt.nyu.edu/ihdsc/path-program/path-perspectives/how-build-strong-family-school-partnerships) as a quick guide on inclusion in action using school and families collaboration. Article visualizations
IMPLEMENTATION OF THE NATIONAL SCHOOL HEALTH POLICY IN OSUN STATE SECONDARY SCHOOLS: AN ASSESSMENT
Get PDFThis study assessed the implementation of the National School Health Policy in Osun State secondary schools. It examined the extent to which Osun State Secondary schools implemented the various components of the National School Health Policies, determined the component with the highest and lowest levels of implementation, and identified the challenges to implementation of the policy in the study area. Employing the descriptive survey research design, using a questionnaire and standardized checklist as instruments for data collection, Principals and teachers, purposively selected from thirty-six schools, were the sample for the study. The data were descriptively analysed using frequency counts, percentages and statistical mean. The study found that there was a low (41.33%) to moderate (53.33%) level of implementation of the National School Health Policy in the study area. Healthful School Environment (53.33%) and Skill-based Health Education (49.67%) were the most implemented components of the policy. School–Home and Community Relationship (43%) and School Feeding Services (41.33%) were the least implemented components of the policy. It was found that challenges to implementation included inadequate funding of policy implementation and inadequate human and material resources. The study recommended that the Government should prioritise funding, policy implementation monitoring and resource allocation for critical components like health personnel to support effective policy implementation. Also, principals as school leaders should contribute their quota to ensuring the effective implementation of the policy in schools. Article visualizations
THE EFFECT OF METACOGNITIVE STRATEGIES ON SPATIAL VISUALIZATION PERFORMANCE IN GEOMETRY
Get PDFVisualization is pivotal in geometric cognition, comprising three levels ranging from plane-level visualization to spatial visualization. It is at the spatial visualization level that learners demonstrate the capability to accurately translate two-dimensional images into three-dimensional objects and understand the relationships between the two dimensions. This study investigates the effect of metacognitive instruction on spatial visualization performance (SVP) among senior high school students. Through a post-test only control and experimental group design, three spatial visualization strategies (cognitive modeling, self-questioning, and reciprocal teaching) were assigned to three groups of students, while no instructions were given to a control group; all groups comprised 88 students. The findings challenge traditional stereotypes about gender differences in spatial abilities by revealing no significant performance difference between males and females in terms of enhancing spatial visualization using metacognitive approaches. Furthermore, the study found that the effect of metacognitive strategies in enhancing spatial visualization performance is positive, demonstrating that teaching students to be aware of and regulate their cognitive processes leads to improved performance across all experimental groups. The research also finds no significant differences among the metacognitive instructional strategies, suggesting that the core strategies of metacognition are universally effective. The findings emphasize the need for educational reforms that promote gender equity and the integration of metacognitive instruction into curricula. Article visualizations
ACADEMIC INTEGRITY IN PERIL: TEACHERS’ EXPERIENCES TOWARDS GENERATIVE ARTIFICIAL INTELLIGENCE
Get PDFThis descriptive phenomenological study investigated the challenges encountered by tertiary teachers and the strategies they implemented to uphold academic integrity in the face of generative artificial intelligence (GAI) at a private university in Davao City, Philippines. The study used thematic analysis to examine data from in-depth interviews with seven participants selected through purposive sampling. Key challenges identified included technological dependency, cognitive offloading, misinformation, concerns over academic integrity, and teachers' readiness to tackle AI-related issues. The study also highlighted strategies such as designing authentic tasks, clearly elaborating assessment criteria, fostering teacher collaboration, promoting academic integrity, and enforcing penalties to maintain academic standards. The findings underscore the critical need to address these challenges and propose solutions to uphold academic integrity in the GAI era. As GAI continues to evolve rapidly, it is crucial to adapt to these advancements while taking proactive measures to mitigate its potential risks and pitfalls. Article visualizations
WOMEN EDUCATIONAL LEADERS’ CHALLENGES IN FINANCIAL ADMINISTRATION: NARRATIVES FROM HARARE FEMALE SCHOOL HEADS
Get PDFThis journal takes a narrative approach to address some challenges women face in educational leadership in Zimbabwe. It aims to interrogate the feasible mitigatory strategies propagated by recommendations made by the same educational leaders to create a conducive environment that addresses some deterrents that dissuade other potential female leaders from taking up leadership roles. The study reveals persistent challenges, including limited access to financial training, gender bias in resource allocation, work-life balance pressures, and systemic institutional constraints. Financial management has a thin line between mathematics and accounting skills, and such subjects have had some genderised connotations, especially in a previous non-gender-sensitive curriculum. Research is limited, especially on the solutions to bridge the gap, as mathematics has been observed as more aligned towards the masculine gender. Gender mainstreaming has been advocating for equal access to opportunities, and as such, thrusts have been towards embracing women in leadership positions despite any challenges towards the financial aspect in administration. Some have observed this as aligned towards the Glass Cliff theory, but this paper aims to bridge that gap and provide a favourable environment that proffers a solution to this problem. Such motives are in line with Sustainable Development Goal (SDG) 5, which focuses on women’s empowerment and gender equality. We then aim to reduce exclusion and promote gender equality through empowerment. This paper proposes a practical mitigation for female school heads that seeks to empower them and have them perform their roles better whilst gaining necessary skills, staff development and receiving adequate support. Drawing from feminist leadership theory and institutional analysis, this paper contributes to understanding how gender intersects with educational financial management in developing contexts. The findings highlight the need for targeted professional development programs, institutional policy reforms, and mentorship networks to support women's advancement in educational leadership roles. This theory will help minimise the tendencies of potential leaders to shun leadership opportunities in school due to an inadequate mathematical and accounting background. Our methodological dialogue will be grounded in narratives emanating from semi-structured interview questions on school heads’ experiences. Data analysis will be thematic, and conclusions and recommendations will be drawn from the findings. Gender mainstreaming can be coined as a strategy towards equality and equity, and as such, this paper aims to bring part solutions and help empower and encourage women in school management. These findings aim to empower women in educational leadership and foster an inclusive environment for equitable access to leadership roles. Article visualizations
MEDIATING EFFECT OF SCHOOL CLIMATE ON THE RELATIONSHIP BETWEEN SCHOOL SOCIAL SKILLS AND ACADEMIC ACHIEVEMENT IN EDUKASYON SA PAGPAPAKATAO OF GRADE 5 LEARNERS
Get PDFThis study aimed to investigate the mediating effect of school climate on the relationship between social skills and academic achievement in Edukasyon sa Pagpapakatao (ESP) among Grade 5 pupils of Silway 8 Elementary School for the school year 2022-2023. A non-experimental quantitative design was employed, utilizing a descriptive correlation technique to gather relevant data. The study's respondents consisted of 122 Grade 5 learners, with total enumeration used to obtain the population, representing the entire Grade 5 cohort at Silway 8 Elementary School, Polomolok 5 District, Division of South Cotabato. The results indicated that Grade 5 learners exhibited very high social skills in terms of interpersonal abilities, high approaches to learning, and internalizing problem behavior, while demonstrating low self-control and externalizing problem behavior. Learners with advanced social skills in internalizing behaviors were adept at regulating their emotions, dealing with stress, and expressing themselves in a healthy manner. They exhibited resilience, empathy, and a positive outlook, contributing to a supportive and understanding social environment. Additionally, the school climate was perceived most positively concerning teaching and learning and the environment, while safety was noted in fewer instances. Overall, the academic achievement of the learners was deemed good, meeting standard expectations. Moreover, significant relationships were found between social skills and academic achievement, social skills and school climate, and between school climate and academic achievement among Grade 5 learners. Article visualizations
BRIDGING THE GAP BETWEEN HIGHER EDUCATION AND EMPLOYABILITY: A STUDY OF SCIENCE GRADUATES FROM THE UNIVERSITY OF YAOUNDE I AND THE LABOUR MARKET IN CAMEROON / LES DIPLÔMÉS DE LA FACULTÉ DES SCIENCES DE L’UNIVERSITÉ DE YAOUNDÉ I FACE AU MARCHÉ DE L’EMPLOI
No full textUnemployment among young graduates represents a significant challenge in Cameroon. This phenomenon is widespread and particularly affects graduates of Higher Education, especially those from the Faculty of Science at the University of Yaounde I. This situation reflects, to some extent, a mismatch between the training programmes offered and the actual needs of the job market. This study seeks to demonstrate that this mismatch constitutes one of the factors contributing to the challenges graduates of this institution encounter when entering the professional world, and proposes that an effective alignment be established between the skills imparted and the demands of the job market. Through a mixed-methods approach combining quantitative surveys of graduates, interviews with employers, and analysis of training programmes, the findings reveal a disconnect between the curriculum content and the profiles sought in the labour market. This study, therefore, advocates a curricular reform that incorporates more practical and professional skills, the development of partnerships between universities and businesses, as well as the establishment of mechanisms to monitor graduate employment outcomes. These measures are essential to enhance the employability of graduates and to reduce the unemployment rate that affects young people in Cameroon.Le chômage des jeunes diplômés constitue un défi majeur au Cameroun. Ce phénomène est largement répandu et frappe particulièrement les diplômés de l’enseignement supérieur, notamment ceux de la Faculté des Sciences de l’Université de Yaoundé I. Cette situation dans une certaine mesure d’une inadéquation entre les offres de formation proposées et les besoins réels du marché de l’emploi. Cette étude vise à démontrer que cette inadéquation est l’une des causes de la difficulté d’insertion socioprofessionnelle des diplômés de cette institution, et propose d’établir une correspondance efficace entre les compétences enseignées et les exigences professionnelles. À travers une approche méthodologique mixte combinant enquêtes quantitatives auprès des diplômés, entretiens avec les employeurs et analyse des programmes de formation, les résultats révèlent un décalage entre le contenu pédagogique et les profils attendus sur le marché de l’emploi. L’étude préconise alors une réforme curriculaire intégrant davantage de compétences pratiques et professionnelles, le développement de partenariats entre université et entreprises, ainsi que la mise en place de dispositifs de suivi de l’insertion professionnelle. Ces mesures sont essentielles pour améliorer l’employabilité des diplômés et réduire le taux de chômage qui fragilise la jeunesse camerounaise. Article visualizations
TRAVAILS OF DIGITAL IMMIGRANT EDUCATORS IN NAVIGATING MODERN TECHNOLOGICAL EDUSCAPES
Get PDFThis phenomenological study aimed to describe the struggles made by digital immigrant educators in navigating modern technology with a focus on contributing to the fourth Sustainable Development Goal: Quality Education. The study utilized a qualitative research design using a phenomenological approach, with 17 secondary educators selected through a purposive sampling tool. The results revealed that the struggles of digital immigrants in navigating modern technology are associated with themes such as Issues in Technological Tool Utilization, Impediments in Technology Integration, and Engagement Issues in the Learning Environment. Moreover, the study revealed how teachers cope with their struggles along with their experiences with the themes: Adaptive Practices, Seeking Support, E-learning, and Self-Tailoring Strategies. Furthermore, the digital immigrants’ insights about the evolving technology showed the following themes: Rapid Emerging Technology, Work Efficiency, and Technological Adaptability in Learning. The analyzed findings of this study unveiled the different experiences of digital immigrant educators with technology and how they cope. Hence, this study contributed significant knowledge not only to stakeholders and administrations but also to future researchers. Article visualizations
EXPLORING THE INFLUENCE OF RESEARCH ON PROFESSIONAL GROWTH AMONG PUBLIC ELEMENTARY SCHOOL TEACHERS: A CASE STUDY
Get PDFThis single case study aimed to describe and explore the experiences of public elementary school teachers regarding the influence of research on their professional growth. The participants were five teachers from H.N. Cahilsot Central Elementary School II in the Division of General Santos City. The study explored the views, feelings, and insights regarding their research capability. Despite varying backgrounds and teaching styles, all teachers commonly struggled with skills deficiency, correctly setting priorities, and the overwhelming pressure from heavy workloads and rigid research procedures. They often struggled to prioritize research writing alongside their teaching responsibilities. Feelings of emotional strain were evident. However, teachers drew strength from their self-motivation, reflective adaptation, and increased supportive systems from the mentors and colleagues. Their ability to rise above obstacles showed a strong resilience, allowing them to push forward even when the workload became too much to bear. Rather than giving up, they demonstrated persistence, adapting to each challenge with courage and determination. Many embraced proactive strategies such as exploring academic resources and setting personal goals to complete their research. Insights showed that research played a pivotal role in their professional journeys. It helped them improve their teaching methods, broaden their understanding of student needs, make teaching more effective, improve classroom management, and foster better collaboration with colleagues. Teachers realized that conducting research required careful attention to small details. More importantly, they viewed research as a path to self-improvement and long-term professional growth. Through determination and adaptability, these teachers transformed a demanding task into a meaningful experience that enhanced their instructional practices and confidence as educators. Article visualizations