International Journal of Evaluation and Research in Education (IJERE)
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2012 research outputs found
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The degree of exercise of academic freedom and its relationship to job satisfaction: Al-Yarmouk University model
Get PDFAcademic freedom in Jordanian universities is the subject of debate and research, due to the policies of university education imposed within the country. However, academic freedom has been researched in Jordan for more than two years. This study aimed to find out the level of academic freedom practiced by faculty members at Yarmouk University and its relationship to job satisfaction from a point of view, as there was recently a difference in views on the exercise of academic freedom or the imposition of educational policies in Jordanian universities according to the views of academics. About 317 members of the university were selected in a simple random way. The correlational descriptive approach and a two-part questionnaire were used: the first part measures the degree of academic freedom exercised by faculty members in three areas (freedom of expression, research, and teaching). The second part measures the level of job satisfaction. The results indicated that the degree of academic freedom exercised by faculty members was high, as well as the level of job satisfaction, as it was found that faculty members were significantly satisfied with their jobs. There was also a correlation between the degree of academic freedom exercised by faculty members and the level of job satisfaction of faculty members. These results shed positive light on the policies adopted in the country to educate university students in order to continue to keep pace with global developments and global trends in university education and work to amend some university education policies with the concerned authorities
Utilization of innovative educational applications for developing the spiritual and creative potential of future educators
Get PDFContemporary training of future educators necessitates the development of not only professional but also spiritual and creative qualities. This study aims to evaluate the effectiveness of an online course utilizing a chatbot to enhance the spiritual and creative potential of students in pedagogical disciplines. The research involved 534 of 4thyear students from two universities in Kazakhstan, divided into an experimental group (n=268) and a control group (n=266). The experimental group completed six modules covering creative thinking, spiritual development, public speaking, and other aspects of self-development. Pre- and post-course surveys assessed five indicators of spiritual health: vitality, resilience, values, meaning, and openness to change. The intervention resulted in a significant improvement in three key indicators: resilience, values, and meaning. These enhancements are likely to contribute to better preparation of future educators by strengthening their resilience to professional challenges, helping them understand their values and goals, and enhancing their awareness of the significance of education for society
STEM teaching competency framework for pre-service teacher: a study in Vietnam
Get PDFScience, technology, engineering, and mathematics (STEM) education has been emphasized in Vietnam’s new general education curriculum; however, the teaching competencies of pre-service teachers in this area remain underexplored. This study addresses that gap by proposing and validating a STEM teaching competency framework tailored for pre-service teachers. A mixed-methods approach was employed, including literature review, expert interviews, and surveys. The sample consisted of 400 participants— pre-service teachers, in-service teachers, and lecturers—selected through stratified random sampling. Data were collected using questionnaires and analyzed with SPSS 24. Reliability was confirmed using Cronbach’s alpha (0.724) and construct validity was assessed through exploratory factor analysis (EFA). Results indicate that pre-service teachers face challenges in interdisciplinary integration, classroom organization, and technology application. The proposed framework includes five key domains: understanding STEM education, designing integrated lessons, organizing learning environments, implementing instruction, and evaluating and improving teaching practices. This study offers a reliable and practical tool to assess and enhance STEM teaching competencies. Its novelty lies in contextualizing competencies for pre-service teachers in Vietnam. The framework has practical implications for teacher training programs and policy development, and further application across teacher education institutions is recommended
Building a sustainable future: perspectives on primary school sustainability projects from teachers and pre-service teachers
Get PDFTeachers play a critical role in implementing sustainable development education in the classroom and fostering sustainability awareness among students. The foundational knowledge and skills gained at the primary level help students develop sustainable practices and become environmentally conscious individuals. This study examines the experiences and perspectives of primary school teachers and pre-service teachers regarding sustainable development projects at the primary level, providing a qualitative, in-depth look at the feasibility and impact of sustainability education in classrooms. Insights were gathered from 52 participants (40 pre-service teachers with course experience in “sustainable development and education” and 12 primary teachers) using a phenomenological design. Findings show that pre-service teachers primarily used students’-based methods such as group work, brainstorming, and drama supported by mostly Web 2.0 tools and visuals, evaluating learning outcomes with pre and post-tests. However, they faced challenges in engaging students, accessing materials, and funding. Notably, sustainable development projects were found to enhance sustainability awareness in teachers and students while promoting global citizenship and critical thinking skills. These findings, consistent with literature, underscore the role of sustainable development education in fostering social awareness and competency development, offering strategic insights to improve its classroom implementation and the effectiveness of teachers’ contributions
Examining the role of intelligence quotient in predicting senior secondary school students’ achievement in chemistry
Get PDFThe study examines the role of intelligence quotient (IQ) in predicting academic achievement in chemistry among senior secondary school students. The purpose of the study is to determine i) whether IQ predict chemistry achievement scores of senior secondary school students in chemistry and ii) the proportion of senior secondary school students’ chemistry achievement is attributable to the IQ areas of logical thinking, spatial intelligence, numerical, and verbal aptitude. The study’s research design was a correlation. The study was guided by two research questions and two null hypotheses. The study included 1,022 senior secondary school chemistry students as its population. A sample of 320 senior secondary school chemistry students was chosen using random sampling methods from 10 public schools. Three experts validated the intelligence quotient test (IQT), which was used as the data gathering tool. IQT’s dependability was determined to be 0.68 utilizing Kuder-Richardson formula 20 (KR-20). Both simple and multiple linear regressions were used to examine the collected data. Among other things, the study’s results showed that students’ IQ predicted 1.3% of the variation in their chemistry achievement. The results showed that the four components of IQ—numerical, aptitude, spatial, and logical—all significantly influence students’ achievement in chemistry. Additionally, students’ IQ substantially influenced their chemistry achievement ratings. Since chemistry achievement is heavily influenced by numerical, aptitude, spatial, and logical intelligence, students might benefit from specialized teaching strategies that support these domains. The addition of IQ test results as a requirement for enrollment in chemistry courses was suggested
Exploring non-education faculty’s lived teaching experiences in a Philippine higher education institution
Get PDFThis qualitative, phenomenological study investigates the impact of lacking formal pedagogical training on non-education faculty in the context of Caraga State University Cabadbaran Campus (CSUCC). The research explores their lived experiences to understand the specific challenges and coping mechanisms they employ in their teaching roles. Data was collected through in-depth interviews and focus group discussions with a purposive sample of ten non-education faculty members representing various disciplines at CSUCC. The sample size of 10 participants was determined by the principle of data saturation, ensuring the collection of rich and recurring data to identify significant themes. Several key themes emerged through thematic analysis of the transcribed interviews and focus group discussions. These included self-perceived teaching efficacy, difficulties encountered in test construction and syllabus design, challenges related to student engagement, and the utilization of available resources and support systems. The findings of this study provide valuable practical implications for higher education institutions (HEIs). They suggest the necessity of implementing targeted training programs, offering relevant professional development opportunities, and establishing dedicated resources to support non-education faculty better. Ultimately, these interventions aim to enhance teaching quality, improve faculty satisfaction, and foster a more supportive teaching and learning environment
Influences of educational and personal contexts on self-efficacy and job satisfaction of public elementary school teachers
Get PDFEnhancing teachers’ performance and sense of fulfillment in their roles is essential for advancing educational quality and promoting their overall well-being. This study investigates the determinants of teachers’ self-efficacy within a supportive school culture, as well as the factors influencing their job satisfaction, focusing on both educational and personal contexts among public elementary school teachers within a supportive school culture, focusing on educational and personal contexts. Utilizing a sample of 97 teachers from 13 schools in the Philippines, the research employs a causal-comparative design and surveys to gather data. The Kruskal-Wallis test results indicate no significant differences in self-efficacy and job satisfaction across age groups. The Mann-Whitney U test reveals a significant difference in self-efficacy between male and female teachers, with the latter reporting higher levels, while no significant gender differences were observed in job satisfaction. Likewise, no significant differences were found across career stages in both efficacy and satisfaction. A multivariate analysis of variance reveals that a supportive school culture has a significant impact on teachers’ self-efficacy and also on their job satisfaction. These results emphasize the critical role of nurturing a supportive school environment to enhance teacher well-being and effectiveness. The study provides valuable insights and practical recommendations for improving educational quality and teacher satisfaction through targeted interventions in school culture and opportunities for career advancement
A quantitative study of work values: perspectives of Vietnamese high school students
Get PDFIn the context of Vietnam’s rapidly changing labor market, understanding the work values of youth has become essential for effective career guidance. By using a quantitative method to examine the work values of high school students in Vietnam, with a particular focus on the impact of gender differences. A sample of 544 students (327 female, 217 male) completing the work value questionnaire (WVQ), a validated instrument that underwent reliability testing and exploratory factor analysis (EFA) to ensure robustness. The WVQ, using a Likert scale from 1 to 5, assessed values including power (POW), benevolence (BEN), self-direction (SDI), tradition (TRA), and stimulation (STI). The results revealed that BEN and POW are dominated, with female students showing a greater inclination toward social values and self-assertive roles than male students do. BEN is received the highest mean score (4.09), followed by POW (4.03), while SDI, TRA, and STI are scored lower. These findings highlight the importance of aligning educational and career guidance programs with students’ core values, taking gender differences into account to create a supportive, inclusive environment for career decision-making. This research offers valuable insights for educators and policymakers, informing the development of vocational education strategies that are ensured by the diverse work value orientations of students
Validity and reliability of the questionnaire of Chinese self-efficacy for Chinese as a second language learners in China
Get PDFSelf-efficacy is a pivotal predictor of academic success in second language learning. With the growing enrollment of international students in Chinese language programs in China, there is a pressing need for validated tools to assess self-efficacy among Chinese as a second language (CSL) learners. This study addresses this need by adapting and validating the English-Chinese questionnaire of Chinese self-efficacy (QCSE) from the original questionnaire of English self-efficacy (QESE). Using a cross-sectional design, data were collected from 174 international college students in Jiangxi Province for psychometric evaluation. Confirmatory factor analysis (CFA) assessed the instrument’s reliability and validity, with results showing a high overall Cronbach’s alpha of 0.942 and strong dimension-specific values (listening, speaking, reading, and writing) ranging from 0.915 to 0.927. All item outer loadings exceeded 0.7, and the average variance extracted (AVE) values were above 0.5, confirming the robustness of the QCSE. This validated instrument addresses a critical gap in CSL self-efficacy assessment and provides valuable insights for learners, educators, and policymakers
Families’ involvement at schools: the perspective of the psychosocial duos
Get PDFThis article aims to investigate the perspective on family involvement of social workers and school psychologists. Based on a qualitative study, we analyzed a corpus of four interviews with psychosocial duos from state-subsidized public schools. We analyzed these interviews by conducting a thematic analysis. The results show that for these professionals, family involvement would ensure the educability of students in a framework of individual parental responsibility, understanding the efforts of schools as a support to the work of parents and guardians. The consequences and relationships of these perspectives for the work with school communities in the framework of public education are discussed