International Journal of Instruction
Not a member yet
851 research outputs found
Sort by
The Relationship between Social Competence and Quality of School Life
No full textThe aim of the research was to explore the relationship between adolescents' self-perceived social competence and the quality of school life, as well as to examine potential gender and age differences in these perceptions. The research sample consisted of 1,009 students from 14 primary schools in the City of Zagreb and Zagreb County, the Republic of Croatia. The findings revealed that there is a positive relationship between the social competence dimensions and some dimensions of the quality of school life. Gender and age differences were determined in the assessment of social competence and the quality of school life and the findings indicate that female adolescents tend to be more competent in regulating their emotions. However, at the same time they are less integrated, they express more negative feelings about school and believe that their prosocial communication skills are poorer than those of male adolescents. The findings also indicate that sixth-graders assess better their own social competence and positive dimensions of the quality of school life than seventh- and eighth-graders. The final part of the paper presents considerations about theoretical and practical implications
Implementation of Artificial Intelligence and the Roles of Educational Leadership: Investigating the Expectations of Kindergartens’ Principals
No full textThis study investigates the expectations of kindergartens’ principals regarding the implementation of AI and its effect on educational leadership roles. Employing a cross-sectional qualitative approach, survey research was conducted through interviews via Zoom App. Four key themes emerged from the data: the coexistence of people and AI in various tasks, the influence of personality traits and characteristics, the importance of building a sustainable ecosystem with everyone as part of the team, and the necessity of activating AI's role while setting governing rules. The findings suggest that all school staff have become competent in using AI since the Corona epidemic, recognizing its implications for leadership. The study highlights AI's role in facilitating tasks but emphasizes the enduring need for human interaction, ethical considerations, and a holistic perspective in leadership
The Effect of a Basic Skills Program on Quantitative Reasoning and Mathematical Performance of Preschool Children
No full textGiven the cumulative nature of mathematical skills, poor performance in basic skills leads to an inability to acquire more complex skills, and the difference in mathematical ability of individuals, compared to their peers, increases over time. The present study aimed to determine the effect of a basic skills training program on quantitative reasoning and mathematical performance of preschool children exposed to math problems. The present study was a quasi-experimental study with a pre-test-post-test design with a control group and a five-week follow-up. For this purpose, 60 children (40 girls and 20 boys) were assessed in an accessible manner using Raven's Colored Progressive Matrices Test, quantitative reasoning and mathematical performance. Findings confirm that implementing a basic mathematical skills training program for children improved their quantitative reasoning and mathematical performance. Basic mathematical skills in preschool play a decisive role in mathematical progress in later years. The connection of mathematics with life creates interest and motivation in students and better understanding and meaningful learning of mathematics in them
Competence Models as Determinants for Shaping Educational Content for Managers and Employees in the Education Sector
No full textThis study explores the role of competence models in determining the focus and content of education for managers and employees within the education sector. Based on a sample of 436 respondents in Slovakia, data were collected using a self-developed questionnaire. The study applied statistical methods to assess differences in the perception of managerial competencies based on gender, position, and work experience. Findings indicate that gender influences perceptions of technical, project, and innovative competencies, while managerial level and experience showed no significant differences. The results inform recommendations for integrating competence-based approaches into professional development programs, with specific emphasis on coaching, creativity development, and personal typology analysis using tools like the Wealth Dynamics model
Organizational Climate and Its Impact on Teaching Performance: A Study of the Sonko Sua Educational Network in La Oroya, Peru
No full textThis study investigates about the dependence of organizational climate and teaching performance at the initial level of the Sonko Sua Educational Network, La Oroya, in Peru, which led to analyze the factors that affect the development of the teachers in their work. This study employs a correlational design involving a survey of 28 teachers to analyze how organizational climate affects teaching performance. For the data collection, it was applied two instruments with validated questionnaires related to three dimensions for each variable: communication, motivation, participation for organizational climate; pedagogical skills, emotionality, interpersonal relationships for teacher performance. This study used the Chi-square statistic (χ2 = 286.370, p < 0.05) and the SPSS statistical program for the data analysis. The findings indicate a significant correlation between organizational climate and teaching performance, also, most of the teachers show a positive response about the interpersonal relationships and participation, which contribute to a favorable environment in schools, achieving academic success, and promote team work. To conclude, there is a positive relationship between organizational climate and teaching performance at the initial level, which is one of the components to improve the educational quality
Moral Intelligence and its Relationship with Professional Performance among Intellectual Education Teachers in Primary School
No full textThe research objectives of this work are: (1) to investigate the relationship between moral intelligence and professional performance among intellectual education teachers at primary schools in Al-Ahsa, Saudi Arabia, and (2) to draw comparisons between male and female teachers in terms of moral intelligence and professional performance. The data was collected from a sample of 191 male and female teachers at primary schools in Al-Ahsa, Saudi Arabia, in 2022. The moral intelligence scale and professional performance scale were applied to participants and data were analyzed using professional performance; Pearson correlation coefficient; and T-test. The results revealed several findings: (1) there is a significant positive relationship between the scores of the study sample according to the moral intelligence scale and their scores according to the professional performance scale, and (2) there are significant differences between male and female teachers in terms of both moral intelligence and professional performance, particularly among female teachers
Evaluation of Dialogical Learning in Higher Education: Psychometric Validation of a Questionnaire
No full textHigher Education must assume the commitment to provide quality education, as proposed by the UN in the 2030 Agenda. In this sense, dialogic learning stands out as a methodological strategy that promotes participation, communication and autonomous learning. This work aims to describe the design and validation process of an instrument that analyzes the university student's assessment of educational experiences based on dialogic learning. Taking the principles of dialogic learning as a reference for the design of the instrument, its content validity has been ensured by a panel of experts (n=9) through the Delphi method and the application of a pilot test to students of the Degree in Primary Education at the University of Jaén (n=132). For construct validity, the univariate normality of each of the items has been verified, as well as the application of the exploratory factor analysis model based on principal components and Varimax rotation and Pearson correlation analysis. Reliability analysis uses Cronbach's alpha coefficient and the two-half method. Results show an instrument with high reliability rates and positive internal consistency; it is made up of four factors, which are: contributions to learning, dialogue and communication skills, diversity and social inclusion, and dialogic reflection. It is a psychometrically robust tool, being an appropriate and necessary instrument to evaluate the impact of dialogic learning on university students, responding to some of the recommendations proposed by the United Nations to advance towards the achievement of the Sustainable Development Goals
Psychological Strain and Challenges Encountered by Tertiary Teachers in the New Normal
No full textThis study explores how teaching challenges impact the psychological strain of tertiary teachers. The challenges faced by tertiary teachers in the new normal are described, including technological insufficiency, digital literacy issues, lack of student motivation, reduced in-person interactions, learning environment distractions, and course structure and quality. The study investigates the teachers' experiences of psychological strain, leading to anxiety, stress, and depression. It explores the relationship between the teachers' profiles, encountered challenges, and manifestations of psychological strain. Additionally, it examines the connection between challenges and psychological strain in teachers. The respondents of the study were tertiary teachers from all campuses of Nueva Ecija University of Science and Technology (NEUST), selected through purposive sampling. Older, married teachers in higher positions experience psychological strain such as anxiety, depression, and stress. While psychological strain affects their well-being, it does not significantly impact their teaching performance. Younger, single teachers, who are new to the profession, are more likely to face challenges in teaching performance due to their limited experience in coping with teaching changes. Teachers with higher educational attainment and in higher positions experience challenges related to the demands of teaching, particularly the difficulty of monitoring learning at home
Exploring the Interconnectedness between English-Medium Instruction and Intercultural Competence: A Systematic Literature Review
No full textIn today's globalised educational landscape, the relationship between EnglishMedium Instruction (EMI) and intercultural competence (IC) in higher education is paramount. As institutions increasingly adopt EMI, understanding its interconnectedness with IC becomes essential. This systematic literature review explores how EMI influences IC development in higher education. Through thematic analysis, it provides a comprehensive understanding of the interconnectedness and sheds light on mutual influence. Three key themes emerge: (1) EMI as an opportunity or objective for developing intercultural competence, (2) EMI highlighting the need for IC development, and (3) Challenges related to both IC and EMI. These findings offer insights into the dynamics between EMI and IC in higher education contexts and underscore the importance of comprehensive teacher training programmes and policy interventions to address challenges and embed IC within EMI practices. Advocating for a holistic approach to EMI, this review calls for continued research on their relationship, emphasising ongoing efforts to promote intercultural competence in higher education
Investigating Factors Impacting Timely Feedback Provision in Postgraduate Thesis Supervision: An Exploration of Supervisory Practices
Full text linkDespite the emphasis on supervisory timely feedback practices in postgraduate students' thesis writing, our understanding of timely feedback may only be comprehensive when investigating the factors influencing it. Therefore, the present study, conducted at Majmaah University in Saudi Arabia, explores the factors that influence timely feedback on the progress of the postgraduate thesis and how supervisors perceive the importance of providing timely feedback. A qualitative approach was adopted to address the study's aims through semi-structured interviews. The study used thematic analysis to analyse the qualitative data gathered from the semi-structured supervisor interviews. The study's sample included (N = 4) supervisors (2 male and 2 female supervisors) supervising postgraduate students as part of an M.A. in Applied Linguistics program at Majmaah University. The findings revealed that eight factors affect the provision of timely feedback: teaching and administrative workload, procrastination, student-related factors, communication barriers, supervisors' personal factors, perfectionism, lack of expertise in providing feedback, and lack of interest in students' research topics. Furthermore, supervisors emphasized the importance of timely feedback in improving postgraduate theses. They believe it is crucial for students' development, shaping the quality of theses, and supporting student growth. This study offers significant pedagogical implications for supervisors and provides essential recommendations for future research. The exploration of these factors contributes to a deeper understanding of the complexities involved in thesis supervision and feedback provision